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Showing 1 to 15 of 22 results Save | Export
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Sari, Halil Ibrahim; Huggins, Anne Corinne – Educational and Psychological Measurement, 2015
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…
Descriptors: Test Bias, Comparative Analysis, Statistical Analysis, College Entrance Examinations
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Davison, Mark L.; Semmes, Robert; Huang, Lan; Close, Catherine N. – Educational and Psychological Measurement, 2012
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…
Descriptors: Computer Assisted Testing, Reaction Time, Reliability, Validity
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Reiner, John R. – Educational and Psychological Measurement, 1971
Descriptors: Academic Achievement, Chemistry, Class Rank, College Freshmen
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Longenbecker, Sueann; Wood, Peter H. – Educational and Psychological Measurement, 1984
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)
Descriptors: Aptitude Tests, Certification, College Entrance Examinations, Correlation
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Plake, Barbara S.; Huntley, Renee M. – Educational and Psychological Measurement, 1984
Two studies examined the effect of making the correct answer of a multiple choice test item grammatically consistent with the item. American College Testing Assessment experimental items were constructed to investigate grammatical compliance to investigate grammatical compliance for plural-singular and vowel-consonant agreement. Results suggest…
Descriptors: Grammar, Higher Education, Item Analysis, Multiple Choice Tests
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Zagar, Robert; And Others – Educational and Psychological Measurement, 1982
This study determined the predictive validity of the Edwards Personal Preference Schedule and the Minnesota Multiphasic Personality Inventory relative to that afforded by the American College Testing Program's (ACT) Assessment composite score in forecasting academic success in a three-year, hospital-based nursing diploma program, as measured by…
Descriptors: Academic Achievement, College Entrance Examinations, Grade Point Average, Graduation
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Snyder, Vivian; Elmore, Patricia B. – Educational and Psychological Measurement, 1983
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…
Descriptors: Class Rank, College Entrance Examinations, Developmental Studies Programs, Grade Point Average
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Yonker, Robert J. – Educational and Psychological Measurement, 1987
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)
Descriptors: Academic Achievement, Cognitive Tests, College Entrance Examinations, Correlation
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Merritt, Ray – Educational and Psychological Measurement, 1972
Findings tend to support the hypothesis that the composite score of the ACT is a valid predictor of college grades for students from a low socioeconomic background. (Author)
Descriptors: College Entrance Examinations, Low Income Groups, Predictive Validity, Sex Differences
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Martin, John D.; Rudolph, Linda – Educational and Psychological Measurement, 1972
The SIT Correlates highly enough with ACT scores to be considered a valid instrument for predicting acceptance and success in college. (Authors)
Descriptors: Comparative Analysis, Criterion Referenced Tests, Grade Point Average, Intelligence Tests
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Ansley, Timothy N.; Forsyth, Robert A. – Educational and Psychological Measurement, 1983
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…
Descriptors: Achievement Tests, College Entrance Examinations, College Students, Correlation
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Feingold, Alan – Educational and Psychological Measurement, 1983
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…
Descriptors: Academic Achievement, College Entrance Examinations, Comparative Analysis, Grade Point Average
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Lenning, Oscar T.; Maxey, E. James – Educational and Psychological Measurement, 1973
Results suggest that for most colleges in this sample the ACT tests were at least as efficient predictors of college overall GPA as were the SAT tests. (Authors)
Descriptors: College Entrance Examinations, College Students, Comparative Analysis, Predictive Validity
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Kohler, Emmett T. – Educational and Psychological Measurement, 1973
Descriptors: Algebra, Calculus, College Mathematics, Measurement Techniques
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Ayers, Jerry B.; And Others – Educational and Psychological Measurement, 1973
Descriptors: Academic Achievement, College Language Programs, Language Tests, Multiple Regression Analysis
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