Prospective longitudinal data collection is an important way for researchers and evaluators to assess change. In school-based settings, for low-risk and/or likely-beneficial interventions or surveys, data quality and ethical standards are both arguably stronger when using a waiver of parental consent--but doing so often requires the use of…

This study compares two methods of defining groups for the detection of differential item functioning (DIF): (a) pairwise comparisons and (b) composite group comparisons. We aim to emphasize and empirically support the notion that the choice of pairwise versus composite group definitions in DIF is a reflection of how one defines fairness in DIF…

Data from 181 college students were used to assess whether math reasoning item response times in computerized testing can provide valid and reliable measures of a speed dimension. The alternate forms reliability of the speed dimension was .85. A two-dimensional structural equation model suggests that the speed dimension is related to the accuracy…

Provides an estimate of the number of credit hours likely to be earned if college freshmen took the College-Level Examination Program General Examinations (CLEP) and ascertains degree of relationships of scores on each of two CLEP subtests, of performance on an end-of-year achievement test, and of standing on a placement test administered prior to…

Provides additional evidence concerning the efficiency of Edward's need achievement scale as a supplement to standard tests of academic aptitude in predicting academic achievement and to discriminate between over- and under-achievers. Also examines an alternative to overall GPA as the criterion for studies of academic achievement. (RC)

In addition to high school rank in class and test scores, knowledge of high school type, sex, number of credit hours taken, and dollar value of scholarships and number of hours of outside work can significantly improve college grade prediction. (Author/BJG)

Results indicated that manifest needs measures correlated significantly with grade point average (GPA) for males only; personal problem measures correlated with GPA for males and females; a manifest anxiety measure correlated significantly for males only; and scholastic aptitudes correlated significantly with GPA for males and females. (BJG)

The Scholastic Aptitude Test (SAT) is shown to be a better predictor of first semester college grade point average than the American College Test (ACT) at a highly selective midwestern university. (JKS)

The incremental effectiveness of the American College Testing Program Examination (ACT) is studied along with the effectiveness of the ACT alone and of high school grade-point average alone in predicting differential success in a three year nurses' training program for 199 students over a 10-year period. (Author/DEP)

Investigates the importance of using levels of intellectual ability as a control variable in studies of nonintellectual factors in academic achievement and determines the utility of the Edwards Personal Preference Schedule as a supplement to academic aptitude test scores in the prediction of success in college. (Author/DEP)

Criterion-related validity of the 126-item cognitive test used in the High School and Beyond study was examined. Sophomore and senior year cognitive test results correlated highly with senior year college entrance examinations for all subtests except civics, and moderately well with senior year grades and class rank. (Author/GDC)

Scores from the National Board Dental Hygiene Examination (NBDHE) served as the criterion variable in a comparison of the predictive validity of the Dental Hygiene Aptitude Tests (DHAT) and the ACT Assessment tests. The DHAT-Science and Verbal tests combined to produce the highest multiple correlation with NBDHE scores. (Author/DWH)

Correlations between the achievement test scores of 2,000 entering freshmen in 1977 and measures of college performance were similar to those reported for tests of the college entrance type. These results provide support for the predictive validity of the Iowa Tests of Basic Skills and the Iowa Tests of Educational Development achievement test…

Validity coefficients of the Descriptive Tests of Language Skills, the Academic Tests of the ACT Assessment Program (ACT), and high school percentile rank were calculated with cumulative grade point average (CGPA) at end of each of four years of college for 496 students entering through a special admissions program. The most valid predictor of…

The purpose of this paper was to evaluate the comparative validity of the Information and Vocabulary subtests of the Wechsler Adult Intelligence Scale (WAIS), the WAIS Verbal and Full Scale Intelligence Quotients, the verbal scores of several standardized scholastic aptitude tests, and their corresponding composite scores relative to a college…