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Showing 1 to 15 of 55 results Save | Export
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Shaw, Emily J.; Marini, Jessica P.; Mattern, Krista D. – Educational and Psychological Measurement, 2013
The current study evaluated the relationship between various operationalizations of the Advanced Placement[R] (AP) exam and course information with first-year grade point average (FYGPA) in college to better understand the role of AP in college admission decisions. In particular, the incremental validity of the different AP variables, above…
Descriptors: Advanced Placement Programs, Grade Point Average, College Freshmen, College Admission
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Kobrin, Jennifer L.; Kim, YoungKoung; Sackett, Paul R. – Educational and Psychological Measurement, 2012
There is much debate on the merits and pitfalls of standardized tests for college admission, with questions regarding the format (multiple-choice vs. constructed response), cognitive complexity, and content of these assessments (achievement vs. aptitude) at the forefront of the discussion. This study addressed these questions by investigating the…
Descriptors: Grade Point Average, Standardized Tests, Predictive Validity, Predictor Variables
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Mattern, Krista D.; Shaw, Emily J.; Kobrin, Jennifer L. – Educational and Psychological Measurement, 2011
This study examined discrepant high school grade point average (HSGPA) and SAT performance as measured by the difference between a student's standardized SAT composite score and standardized HSGPA. The SAT-HSGPA discrepancy measure was used to examine whether certain students are more likely to exhibit discrepant performance and in what direction.…
Descriptors: Grade Point Average, College Entrance Examinations, Predictive Validity, College Admission
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Gussett, James C. – Educational and Psychological Measurement, 1974
Descriptors: Aptitude Tests, College Entrance Examinations, College Freshmen, Females
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Lenning, Oscar T.; Maxey, E. James – Educational and Psychological Measurement, 1973
Results suggest that for most colleges in this sample the ACT tests were at least as efficient predictors of college overall GPA as were the SAT tests. (Authors)
Descriptors: College Entrance Examinations, College Students, Comparative Analysis, Predictive Validity
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Humphreys, Lloyd G.; And Others – Educational and Psychological Measurement, 1973
The hypothesis tested in this study: that high and low academic promise groups might show differing levels of predictability of their college grades from standard entrance measures. (Authors)
Descriptors: Academic Aptitude, College Entrance Examinations, Grades (Scholastic), Prediction
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Campbell, Hugh; Ignizio, James P. – Educational and Psychological Measurement, 1972
Predictions using linear programing are less biased by extreme cases and thus offer a more valid estimate of expected student performance than that given by a least squares approach. (Authors/MB)
Descriptors: Academic Achievement, College Entrance Examinations, Comparative Analysis, Linear Programing
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Burnham, Paul S.; Hewitt, Benjamin A. – Educational and Psychological Measurement, 1972
Evidence suggest the importance of Mathematics Achievement scores as predictors of general academic success at the undergraduate level. (Authors)
Descriptors: Achievement Tests, College Entrance Examinations, Mathematics, Predictive Measurement
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Merritt, Ray – Educational and Psychological Measurement, 1972
Findings tend to support the hypothesis that the composite score of the ACT is a valid predictor of college grades for students from a low socioeconomic background. (Author)
Descriptors: College Entrance Examinations, Low Income Groups, Predictive Validity, Sex Differences
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Siegelman, Marvin – Educational and Psychological Measurement, 1971
Descriptors: Academic Achievement, College Admission, College Entrance Examinations, College Students
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McLaughlin, Gerald W. – Educational and Psychological Measurement, 1971
Descriptors: College Entrance Examinations, College Freshmen, Comparative Analysis, Grade Point Average
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Pedersen, L. C. – Educational and Psychological Measurement, 1975
For a sample of 325 students enrolled in freshman chemistry, it was found that performance on the Verbal and Mathematics Sections of the Scholastic Aptitude Test of the College Entrance Examination Board exhibited low preditive validity in relation to a criterion of grades in freshmen chemistry. (Author)
Descriptors: Aptitude Tests, Chemistry, College Entrance Examinations, College Freshmen
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Goldberg, Edith L.; Alliger, George M. – Educational and Psychological Measurement, 1992
Metanalysis of 27 studies dealing with psychology students and the Graduate Record Examinations' (GRE) validity in predicting graduate school success was conducted. Overall, results do not indicate that the verbal and advanced psychology portions are valid predictors of grades, although the quantitative section predicts grades in quantitative…
Descriptors: Academic Achievement, College Entrance Examinations, Grade Prediction, Graduate Students
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Baron, Jonathan; Norman, M. Frank – Educational and Psychological Measurement, 1992
The ability of the Scholastic Aptitude Test (SAT), average achievement test scores, and high school class rank to predict students' grades was examined for 3,816 undergraduate students entering the University of Pennsylvania (Philadelphia) in 1983 and 1984. Results suggest that the SAT makes a relatively small contribution to prediction. (SLD)
Descriptors: Achievement Tests, Class Rank, College Entrance Examinations, College Freshmen
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Graham, Lawrence D. – Educational and Psychological Measurement, 1991
Selection criteria at a graduate school of business were examined in a study evaluating the predictive validity of the Graduate Management Admissions Test and the Miller Analogies Test for 203 recent graduates. Implications of the correlations between test results and grade point average for admission policy are discussed. (SLD)
Descriptors: Academic Achievement, Admission Criteria, Business Administration Education, College Entrance Examinations
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