|Educational and Psychological…||8|
|Beck, Frances Wi||1|
|Blixt, Sonya L.||1|
|Curtis, Connie June||1|
|Gross, Alan L.||1|
|Michael, William B.||1|
|Nolan, James S.||1|
|Valencia, Richard R.||1|
|Wolf, Frederic M.||1|
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|Comprehensive Tests of Basic…||8|
|Dimensions of Self Concept||2|
|Developmental Test of Visual…||1|
|McCarthy Scales of Childrens…||1|
|Peabody Picture Vocabulary…||1|
What Works Clearinghouse Rating
Predicting Academic Achievement of Mexican American Children: Preliminary Analysis of the McCarthy Scales.
Valencia, Richard R. – Educational and Psychological Measurement, 1982
The McCarthy Scales of Children's Abilities (MSCA) appears to be an effective predictor of school achievement for 31 English-speaking second-grade Mexican-American children. High Pearson product-moment correlations were obtained between MSCA and the Comprehensive Tests of Basic Skills. (Author/PN)
Descriptors: Academic Achievement, Achievement Tests, Aptitude Tests, Correlation
Nolan, James S.; Jacobson, James – Educational and Psychological Measurement, 1972
In general Achievement Test scores appeared to be more valid predictors of grades in English and Mathematics courses than were scores on a scholastic aptitude or general intelligence test. (Authors)
Descriptors: Achievement Tests, College Freshmen, Criterion Referenced Tests, High School Freshmen
The Concurrent Validity of the Peabody Picture Vocabulary Test-Revised Relative to the Comprehensive Tests of Basic Skills.
Beck, Frances Wi; And Others – Educational and Psychological Measurement, 1985
The Peabody Picture Vocabulary Test Revised (PPVT-R) and the Comprehensive Tests of Basic Skills (CTBS) (reading, mathematics, and language subtests) were administered to 61 elementary school students in semi-rural Louisiana. Moderate positive correlations were found between PPVT-R scores and all CTBS subtests except mathematics computation. (GDC)
Descriptors: Academic Achievement, Achievement Tests, Basic Skills, Comparative Testing
A Cross-Sectional Cross-Lagged Panel Analysis of Mathematics Achievement and Attitudes: Implications for the Interpretation of the Direction of Predictive Validity.
Wolf, Frederic M.; Blixt, Sonya L. – Educational and Psychological Measurement, 1981
Results of the differences between cross-lagged panel correlations and of the consistency of them for 2,429 students within the first eight grades suggested that attitudes toward mathematics is causally predominant over mathematics achievement for what variance is shared in common. (Author/GK)
Descriptors: Academic Achievement, Achievement Tests, Attitude Measures, Elementary Education
Gross, Alan L. – Educational and Psychological Measurement, 1982
The validity of the Short Form Test of Academic Aptitude and a set of biographical variables as predictors of future academic achievement was investigated. Results showed high levels of predictive validity in terms of multiple correlations, cross-validated correlations, and prediction intervals. (Author/GK)
Descriptors: Academic Achievement, Age, Elementary Secondary Education, Instructional Program Divisions
The Short-Term Predictive Validity of a Standardized Reading Test and of Scales Reflecting Six Dimensions of Academic Self-Concept Relative to Selected High School Achievement Criteria for Four Ethnic Groups.
Lehn, Thomas; And Others – Educational and Psychological Measurement, 1980
Based on a sample of eleventh grade students from different ethnic backgrounds, (1) a reading test was a more valid predictor of academic success than academic self-concept; (2) aspiration and academic interest were valid predictors of school achievements; and (3) a combination of cognitive and affective measures was the most valid predictor.…
Descriptors: Academic Achievement, Academic Aspiration, Anxiety, Cognitive Tests
Cognitive and Affective Factor Dimensions in Each of Four High School Samples of Different Ethnicity.
Michael, William B.; And Others – Educational and Psychological Measurement, 1980
This investigation is an extension of TM 506 002. A factor analysis of the intercorrelations of academic self-concept and reading scores revealed three factors: Academic Achievement, Positive Academic Affect, and Anxiety. The results also showed that the factor structure served to explain the criterion-related validity coeffecients obtained in the…
Descriptors: Academic Achievement, Academic Aspiration, Affective Measures, Anxiety
The Predictive Validity of the Developmental Test of Visual-Motor Integration under Group and Individual Modes of Administration Relative to Academic Performance Measures of Second-Grade Pupils without Identifiable Major Learning Disabilities.
Curtis, Connie June; And Others – Educational and Psychological Measurement, 1979
The score distributions of the two methods of administration described in the title revealed comparable means, standard deviations, and general shape of distribution. With respect to validity coefficients, no appreciable differences were found. (JKS)
Descriptors: Comparative Testing, Educational Testing, Eye Hand Coordination, Grade 2