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The Determination of Empirical Standard Errors of Equating the Scores on SAT-Verbal and SAT-Mathematical.
Angoff, William H. – 1991
An attempt was made to evaluate the standard error of equating (at the mean of the scores) in an ongoing testing program. The interest in estimating the empirical standard error of equating is occasioned by some discomfort with the error normally reported for test scores. Data used for this evaluation came from the Admissions Testing Program of…
Descriptors: College Entrance Examinations, Equated Scores, Error of Measurement, High School Students
Schmitt, Alicia P.; Crone, Carolyn R. – 1991
Alternative mathematical items administered as prototypes at the spring 1989 Field Trials of the Scholastic Aptitude Test (SAT) are evaluated for differential item functioning (DIF) and differential speededness. Results for Algebra Placement (AP) and Student Produced Response (SPR) items are presented and contrasted with results obtained on two…
Descriptors: Algebra, Alternative Assessment, Asian Americans, Black Students
Trends in SAT Scores and Other Characteristics of Examinees Planning To Major in Mathematics, Science, or Engineering. Research Report.
Grandy, Jerilee – 1989
This study analyzed data from the Scholastic Aptitude Test (SAT) taken between 1977 and 1988 to study trends in the numbers, test scores, and other characteristics of high school seniors planning to major in math, science, or engineering, and to compare these data with comparable data from examinees planning to major in other fields. Results…
Descriptors: Engineering Education, High School Seniors, High Schools, Majors (Students)
Differences in Learning Strategies for High, Middle, and Low Ability Students Measured by the Study Process Questionnaire.
Hargett, Melissa Q.; And Others – 1994
Although research over the past 20 years has examined the dynamics of student learning, most initial studies focused on how scholastic aptitude tests and teacher rating scales predicted academic success. This study attempts to determine the relationship between scholastic aptitude and three approaches to learning: (1) presage; (2) process; and (3)…
Descriptors: Classroom Environment, Cognitive Style, College Students, Higher Education
Critical Thinking Ability and Disposition as Factors of Performance on a Written Critical Thinking Test.
Taube, Kurt T. – 1995
Critical thinking has been conceptualized as a two-factor system in which critical thinking ability and critical thinking disposition combine to determine actual thinking performance. The present study used confirmatory factor analysis to investigate such a two-factor model empirically. One hundred ninety-eight Purdue University undergraduates…
Descriptors: Ability, Critical Thinking, Factor Structure, Grade Point Average
Sebrechts, Marc M.; And Others – 1993
The construct validity of algebra word problems for measuring quantitative reasoning was examined, focusing on an analysis of problem attributes and on the analysis of constructed-response solutions. Constructed-response solutions to 20 problems from the Graduate Record Examinations (GRE) General Test were collected from 51 undergraduates.…
Descriptors: Algebra, Cognitive Processes, Construct Validity, Constructed Response
Semantic and Structural Factors Affecting the Performance of Matched Black and White Examinees on Analogy Items from the Scholastic Aptitude Test.
Freedle, Roy; Kostin, Irene – 1991
Analogy items from the Scholastic Aptitude Test (SAT) were evaluated for differential performance by black and white examinees. Black and white examinees were first matched for overall SAT-V scores prior to conducting item analyses. A content and psycholinguistic analysis of 220 disclosed SAT analogy items from 11 test forms was performed.…
Descriptors: Black Students, College Entrance Examinations, Difficulty Level, Ethnic Groups
Angoff, William H.; Johnson, Eugene G. – 1988
A sample of 22,923 students who had taken the Graduate Record Examination (GRE) General Test in the academic years 1983-84 and 1984-85, and who had also taken the Scholastic Aptitude Test (SAT) 4 or 5 years earlier was identified and classified by undergraduate field of study (four major curriculum categories) and sex. Several analyses were…
Descriptors: Aptitude Tests, College Students, Curriculum, Higher Education
A Comparison of Hispanic and White Non-Hispanic Students' Omit Patterns on the Scholastic Aptitude Test.
Rivera, Charlene; Schmitt, Alicia P. – 1988
Standardization methodology was used to analyze omitted responses of Hispanic examinees on the Scholastic Aptitude Test. Study or focal groups were 2,956 Mexican-Americans, 3,230 Puerto Ricans, and 278,009 White test-takers. Results indicate that both Mexican-Americans and Puerto Rican students omitted fewer items than White students of comparable…
Descriptors: Ability, College Entrance Examinations, Comparative Analysis, English
The Status of Research on the Scholastic Aptitude Test (SAT) and Hispanic Students in Postsecondary Education.
Pennock-Roman, Maria – 1988
This review of research studies focused on differences between Hispanic-American and White, non-Hispanic groups on the Scholastic Aptitude Test (SAT). Questions studied were the factors associated with ethnic group mean differences on the SAT; the types of item format or content found differentially easier or more difficult for Hispanics; the…
Descriptors: Access to Education, College Bound Students, College Entrance Examinations, College Preparation
Dorans, Neil J.; Lawrence, Ida M. – 1988
A procedure for checking the score equivalence of nearly identical editions of a test is described. The procedure employs the standard error of equating (SEE) and utilizes graphical representation of score conversion deviation from the identity function in standard error units. Two illustrations of the procedure involving Scholastic Aptitude Test…
Descriptors: Equated Scores, Error of Measurement, Test Construction, Test Format
A Comparison of Observed Score and True Score Equating Methods for Representative Samples Matched on an Anchor Test.
Lawrence, Ida M.; Dorans, Neil J. – 1988
This paper addresses the sample invariant properties of four equating methods (Tucker and Levine linear equating, equipercentile equating through an anchor test, and three-parameter item response theory equating). Data from several national administrations of the Scholastic Aptitude Test served as the source of data for the study. Equating results…
Descriptors: Ability, College Entrance Examinations, Comparative Analysis, Equated Scores
Analysis of the Revised Student Descriptive Questionnaire: Phase II. Predictive Validity of Academic Self-Report. College Board Report No. 89-8.
Freeberg, Norman E.; And Others – 1989
An initial study of the revised (1985) Student Descriptive Questionnaire (SDQ) of the College Board found it to be of sufficient accuracy to fulfill its intended purposes. This second phase examined the adequacy of the SDQ in terms of the predictive validity of its student academic self-report information against a criterion of first-year college…
Descriptors: Academic Achievement, Class Rank, College Freshmen, Grade Point Average
Morgan, Rick – 1990
Scholastic Aptitude Test (SAT) scores, student-reported high school grades, and scores for four other Admissions Testing Program tests were correlated with freshman grade point average for 299,794 students at 198 colleges from the enrolling classes of 1978, 1981, and 1985. The purpose of the study was to determine whether observed changes in…
Descriptors: Ability, Achievement Tests, Change, College Entrance Examinations
Lawrence, Ida M. – 1995
This study examined to what extent, if any, estimates of reliability for a multiple choice test are affected by the presence of large item sets where each set shares common reading material. The purpose of this research was to assess the effect of local item dependence on estimates of reliability for verbal portions of seven forms of the old and…
Descriptors: Estimation (Mathematics), High Schools, Multiple Choice Tests, Reading Tests