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ERIC Number: ED228309
Record Type: Non-Journal
Publication Date: 1983-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
The Validity of the ACT and Descriptive Tests of Language Skills for Developmental Students over a Four-Year College Program.
Snyder, Vivian; Elmore, Patricia B.
The sample for this study included 496 students admitted to a large midwestern university through the special admissions program. Validity coefficients of the Descriptive Tests of Language Skills (DTLS) subtests, the Academic Tests of the ACT Assessment Program (ACT), and high school percentile rank were calculated with cumulative grade point average (GPA) at the end of each of 4 years of college. The best predictor of cumulative GPA was ACT composite score, although selected ACT subtests and DTLS subtests yielded statistically significant validity coefficients. High school percentile rank, traditionally a significant predictor in other studies, was not predictive of cumulative GPA at any time for this sample. Regression analyses for a subset of 138 of the special admissions students remaining in college after 4 years showed that, after the first year in college, DTLS subtests did not make a significant contribution to predicting academic success in college over and above the ACT subtests and high school rank. At the end of the first year, three DTLS subtests in combination contributed over and above the ACT subtests and high school rank. DTLS Vocabulary and Logical Relationships separately contributed over and above the ACT subtests, high school rank, and the other two DTLS subtests. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment