The predictive validity of the Admissions Test for Graduate Study in Business (ATGSB) and alternative predictors for English-speaking and non-English speaking students in a Master's Degree Business Administration Program were investigated. The ATGSB and other variables were found to correlate with success in the program. (Author/JKS)

To understand the functions of graduate level admissions tests, the characteristics of students who scored high compared with those who scored low on three tests were examined on the basis of correlates of each of the tests with a large number of other variables reflecting the students' background and educational characteristics. (Author/RC)

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)

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)

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…

The predictive validity of eight variables (the undergraduate grade point average (GPA) and the quantitative, verbal, and total scores of the Undergraduate Record Examinations and the Graduate Record Examinations) were evaluated relative to graduate GPA for graduate students who had completed masters' degree programs in education. (Author/PN)

The purpose of this study was to determine the concurrent validity of the Learning Ability Profile (LAP) by correlating the results obtained on the LAP with grade point average (GPA). Scores on LAP, both weighted and nonweighted, were correlated .30 and .31, respectively, with GPA. (Author/BW)

Although arbitrary, whenever multiple judgmental standard-setting procedures are utilized by different groups concurrently, stability across raters can be achieved and decisions can be made in a relatively judicious manner. Greater stability across methods (Ebel, Nedelsky, Angoff) may be effected by slightly modifying the Ebel approach. (Author/PN)

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)

The American College Testing Program's ACT Proficiency Examination Program credit-by-examination testing model is an effective alternative for determining the advanced standing of students graduated from hospital-based nursing programs who were entering a Bachelor of Science in Nursing program at an upper division university. (Author/PN)

An extension of Tinto's model of the college dropout process was tested with freshmen at an Australian university. The college entrance examination was a relatively valid predictor of whether students will pass, achieve honors, or fail or withdraw. Nonintellective factors were not valid predictors of academic progress. (Author/BW)

A validity study on a locally developed college entrance examination was conducted. Thirteen variables combined accounted for only 20 percent of the total variance in university grade point average. A critical analysis of the entrance examination and university selection procedures is discussed and contrasted with data from United States colleges.…

Double-entry expectancy tables show the relationship between both high school grade point average and Scholastic Aptitude Test verbal scores and academic achievement at the College of Basic Studies of Boston University. The usefulness of the grid is discussed and compared with multiple regression. (Author/CTM)

For a sample of more than 900 college students and subsamples of at least 50 students in each of nine departments, concurrent validity coefficients were determined between scores on several examinations reflecting competencies in standard written English and an external criterion measure of cumulative college grade point average. (Author/CTM)

The Test of Standard Written English was found to be nearly as valid as the California State University and Colleges English Placement Test, while requiring one-fifth of the time. Both tests were more valid than the Scholastic Aptitude Test-Verbal in predicting English composition grades. (JKS)