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Howard, Steven J.; Woodcock, Stuart; Ehrich, John; Bokosmaty, Sahar – British Journal of Educational Psychology, 2017
Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage…
Descriptors: Standardized Tests, Literacy, Numeracy, Student Evaluation
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Vogelaar, Bart; Bakker, Merel; Elliott, Julian G.; Resing, Wilma C. M. – British Journal of Educational Psychology, 2017
Background: Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true…
Descriptors: Student Evaluation, Evaluation Methods, Test Bias, Test Anxiety
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Hargreaves, D. J. – British Journal of Educational Psychology, 1974
Three tests of divergent thinking were administered, along with Raven's Standard Progressive Matrices Test, to two matched groups of 10- to 11 year old school children in untimed "game like' and untimed "test like' conditions. (Editor)
Descriptors: Correlation, Data Analysis, Divergent Thinking, Educational Psychology
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Anthony, W.S. – British Journal of Educational Psychology, 1982
Reanalysis of data of Crookes and others, who reported a positive correlation between extraversion and intellectual ability among 15- and 16-year-olds, showed that the relationship was nonlinear. Extraversion was found to be positively related to intelligence among the less intelligent and negatively among the more intelligent. (Author/MJL)
Descriptors: Adolescents, Intelligence, Personality Traits, Secondary Education
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Molloy, G. N. – British Journal of Educational Psychology, 1981
This study investigated some relationships between age, socioeconomic status (SES), and cognitive task performance among 120 Canadian children from Grades 1 and 4. Subjects were administered a battery of tasks, including Raven's Colored Progressive Matrices and Peabody Picture Vocabulary Test, which differed in transformational requirements and…
Descriptors: Age Differences, Cognitive Tests, Culture Fair Tests, Elementary Education
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Crookes, T. G.; And Others – British Journal of Educational Psychology, 1981
Anthony's theory of the development of extraversion in children requires that there should be a negative correlation between extraversion and intelligence after age 13 or 14. To test this Raven's Progressive Matrices and the Junior Eysenck Personality Inventory were administered to 801 adolescents. Findings did not support Anthony's theory.…
Descriptors: Adolescent Development, Adolescents, Correlation, Intelligence
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Evans, L. – British Journal of Educational Psychology, 1980
When administered to 125 deaf youngsters, ages 5-12, the WISC performance test had good reliability and predictive validity, but administration to some young or physically handicapped children proved difficult. The Colored Progressive Matrices proved satisfactory with older subjects, but its suitability for younger deaf children was not confirmed.…
Descriptors: Age Differences, Comparative Testing, Deafness, Elementary Secondary Education