When missing values are present in item response data, there are a number of ways one might impute a correct or incorrect response to a multiple-choice item. There are significantly fewer methods for imputing the actual response option an examinee may have provided if he or she had not omitted the item either purposely or accidentally. This…

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…

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)

Self-report subscale scores from the Herrmann Brain Dominance Survey and Torrance and Reynolds' Your Style of Learning and Thinking were correlated with the College Board Scholastic Aptitude Test Scores and with the grade point averages of 40 junior female occupational therapy students. (Author/LMO)

Concurrent validity of the Scholastic Aptitude Test (SAT) and the Israeli Inter-University Psychometric Entrance Test (IUPRT) was supported by a high level of correlation, including a correlation of .85 between SAT and IUPET total scores. Transformation equations were presented to estimate performance on one test from the other. (Author/LMO)

The reliability and validity of E. D. Hirsch's (1988) Cultural Literacy Test (CLT) was studied with 150 first-year college students at the University of St. Thomas in Houston (Texas). The test appears reliable, with a split-half reliability estimate of 0.93, and the cultural literacy construct and the CLT are valid. (SLD)