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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: ED163015
Record Type: RIE
Publication Date: 1974-Aug
Pages: 25
Abstractor: N/A
Reference Count: 0
The Contribution of Measures of Aptitude (SAT) and Achievement (CEEB Achievement Average), Respectively, in Forecasting College Grades in Several Liberal Arts Colleges.
Wilson, Kenneth M.
This paper presents evidence bearing on the predictive validity of the College Board (CEEB) Achievement Average--defined as the arithmetic mean of all Achievement Test scores included on a candidate's CEEB Admissions Testing Program score report and now routinely reported to colleges--for women students in several liberal arts colleges. The findings reviewed are consistent with those reported earlier by Schrader that the CEEB Achievement Tests contributed modestly to improvement of predictive effectiveness over that provided by the Scholastic Aptitude Test (SAT) and the high school record. In the studies reviewed, there was a tendency for the SAT scores (particularly the SAT-Mathematics score) to operate, in effect, as suppressor variables when included in a battery with the CEEB Achievement Average. It would appear not only that the CEEB Achievement Average tends to be a more valid predictor of college grades than the SAT in the settings studied, but also that this composite contains all the SAT-type information that is useful for such prediction--i.e., that the SAT scores become redundant after taking into account information provided by the CEEB Achievement Average, with its substantial SAT-type components. Questions are raised regarding the extent to which candidate freedom of choice in test selection is a factor which contributes to the predictive effectiveness of the CEEB Achievement Average. (Author/CTM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers: Scholastic Aptitude Test