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Showing 1 to 15 of 39 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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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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Watkins, David – Educational and Psychological Measurement, 1986
Learning processes, as measured by the Approaches to Studying Inventory, contributed to the prediction of freshman grades of 181 Australians. Other measures, such as college entrance examinations, locus of control, and student background characteristics, had less predictive ability. (GDC)
Descriptors: Academic Achievement, Cognitive Style, Cognitive Tests, College Entrance Examinations
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Dong, Hei-Ki; And Others – Educational and Psychological Measurement, 1985
Ball Aptitude BAttery (BAB) scores, grades, and American College Test (ACT) scores were obtained for over 800 high school seniors. BAB scores adequately predicted academic success in 10 subject areas and on the ACT. The battery seemed valid for career planning for males, females, Blacks, Hispanics, and Whites. (Author/GDC)
Descriptors: Academic Achievement, Aptitude Tests, College Entrance Examinations, Ethnic Status
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Wood, Peter H. – Educational and Psychological Measurement, 1982
The purpose of this study was to determine the difficulty level, the internal consistency, and the usefulness of the Nelson-Denny Reading Test (NDRT) as a predictor of college freshmen grades. Adding the NDRT to a prediction equation already containing high school grade point average did improve the prediction. (Author/BW)
Descriptors: College Entrance Examinations, College Freshmen, Grade Point Average, Higher Education
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Zeleznik, Carter; And Others – Educational and Psychological Measurement, 1983
The long-range predictive and differential validities of the Scholastic Aptitude Test (SAT) are investigated. Data from students (n=1284) who entered Jefferson Medical College from 1965 through 1974 were analyzed and supported the convergent and divergent validities of the SAT over an extended period of time. (Author/PN)
Descriptors: Achievement, College Entrance Examinations, Higher Education, Longitudinal Studies
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Bridgeman, Brent – Educational and Psychological Measurement, 1982
The validity of scores from the Descriptive Tests of Mathematics Skills (DTMS) and the College Board Scholastic Aptitude Test--Mathematics (SAT-M) are compared. Results show the DTMS as a valid predictor of remedial level college course grades; the higher level OTMS was as accurate a predictor as the SAT-M for grades in advanced courses.…
Descriptors: Aptitude Tests, College Entrance Examinations, College Mathematics, Comparative Analysis
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McCornack, Robert L. – Educational and Psychological Measurement, 1983
The purpose of this study was to obtain additional evidence regarding bias in the validity of college grade predictions based on high school achievement and a scholastic aptitude test. Bias was examined in ethnic minority groups of Asian, Hispanic, Black, and American Indian college freshmen. (Author/PN)
Descriptors: Academic Achievement, American Indians, Asian Americans, Black Students
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Hogrebe, Mark C.; And Others – Educational and Psychological Measurement, 1983
This study examined, within the same sample, the effects of gender and race on the relationship between predictor measures of academic performance and subsequent first-year college performance for developmental studies students. (Author/PN)
Descriptors: Academic Achievement, College Admission, College Entrance Examinations, Developmental Studies Programs
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Broadus, Robert N.; Elmore, Kenneth E. – Educational and Psychological Measurement, 1983
The validities of the Graduate Record Examination (GRE) and of undergraduate grade point averages (GPAs) in the prediction of graduate GPAs and a comprehensive examination were compared using a sample of 257 master's degree candidates in a school of library science. GRE verbal scores were the most valid predictors of success. (Author/PN)
Descriptors: Academic Achievement, College Entrance Examinations, Comparative Analysis, Grade Point Average
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Thornell, John G.; McCoy, Anthony – Educational and Psychological Measurement, 1985
This study examines predictive validity of the Graduate Record Examination (GRE) of academic success as measured by graduate grade point average (GGPA) of 582 students in selected academic disciplines. Results indicated considerable variability in validity coefficients for both different subgroups and subtests. (BS)
Descriptors: Academic Achievement, College Entrance Examinations, Grades (Scholastic), Graduate Students
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