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1.
This study investigated the impact of four student characteristics and the instructors on the relative abilities of a simulation‐gaming method and the lecture‐discussion method to increase the economic knowledge and retention of economic knowledge. The study indicated that the simulation‐gaming method was superior for the students with low pre‐course economic knowledge, low Scholastic Aptitude Test scores, and no previous high school economic instruction. The lecture‐discussion method, however, was superior for students with high pre‐course economic knowledge, high Scholastic Aptitude Test scores, and previous high school economic training.  相似文献   

2.
New measures of college selectivity   总被引：1，自引：1，他引：1  
Institutional averages of entering freshman scores on the Scholastic Aptitude Test (SAT) and the American College Test (ACT) were combined and edited to produce a single institutional measure of selectivity for 2,601 institutions. Older scores were adjusted to reflect decreasing performance over time, and ACT scores were converted to SAT equivalents, resulting in a final measure that reflects 1973 performance levels and is expressed as an SAT Verbal plus Mathematical score (range 400–1,600). Actual scores were available for 1,803 schools; the remaining schools with missing values were given an imputed score based upon means from similar institutions among the 1,803. Correlations between scores from different years and between the final measure and 19 institutional attributes indicated substantial reliability and validity for the selectivity measure.  相似文献   

3.
Although numerous studies have examined the validity of scholastic aptitude measures as predictors of college performance for black and white students, few studies have investigated the validity of these predictors for different socioeconomic levels within a racially homogeneous population. To study the influence of socioeconomic status (SES) on the predictability of college performance, a sample of 1,631 white freshmen attending a large urban university was divided into homogeneous subgroups on each of three measures: (a) family income, (b) father's occupation, and (c) mother's education. Verbal and Quantitative Scholastic Aptitude Test scores and high school class rank were used to predict freshman grade-point average within each subgroup. For all three socioeconomic measures, lower cross-validated multiple correlations were associated with lower levels of SES. Possible explanations for these results are discussed and implications for research are presented.  相似文献   

4.
This study tested the hypothesized negative impact of cognitive test anxiety in the test preparation, performance, and reflection phases. Data available from the participants (n = 124) included test anxiety, study skills, perceived threat of tests, and performance attributions. Preparation phase data revealed, compared to their counterparts, that students with high-cognitive test anxiety reported lower study skills (d = 0.83), rated tests as more threatening (d = 1.18), and prepared less effective test notes. Performance phase effects revealed that the high-anxiety group performed worse on tests (d = 0.96) and reported higher levels of emotionality (d = 1.42). Test reflection phase reports demonstrated a relationship between cognitive test anxiety and helplessness attributions. The results are interpreted through a process model, proposing that cognitive test anxiety is associated with detrimental perceptions and behaviors in all phases of the learning–testing cycle.  相似文献   

5.
Test anxiety among academically talented high school students (N = 103) was explored in this study. Two components of test anxiety were assessed: a cognitive component (worry) and a physiological component (emotionality). The results indicated that these students suffered from test anxiety, and that higher anxiety was related to lower science performance. Overall, females reported more test anxiety than did males. Whereas females experienced higher worry than emotionality, males reported little difference between the two anxiety components. Implications for college-bound students are discussed. © 1996 John Wiley & Sons, Inc.  相似文献   

6.
Abstract

Declines in college entrance examination test scores have been documented both on the Scholastic Aptitude Test (SAT) and the American College Testing Program (ACT). Sources of such declines seem to be functions of three main contexts: (a) school-related factors, (b) student-related factors, and (c) family structure-related factors. It was found that academic course taking had the greatest partial regression coefficient. Next in predictive power was the level of educational aspiration of the student. Size of school was negatively associated with composite ACT scores. Student-related factors comprised the most significant context of association. More modest support was demonstrated for school-related factors. Family structure factors did not appear significantly related to composite ACT scores.  相似文献   

7.
ABSTRACT

The authors sought to better understand the relationship between students participating in the Advanced Placement (AP) program and subsequent performance on the Scholastic Aptitude Test (SAT). Focusing on students graduating from U.S. public high schools in 2010, the authors used propensity scores to match junior year AP examinees in 3 subjects to similar students who did not take any AP exams in high school. Multilevel regression models with these matched samples demonstrate a mostly positive relationship between AP exam participation and senior year SAT performance, particularly for students who score a 3 or higher. Students who enter into the AP year with relatively lower initial achievement are predicted to perform slightly better on later SAT tests than students with similar initial achievement who do not participate in AP.  相似文献   

8.
Despite difficulties, states frequently seek to compare their test performance with that of other states, or with the published national norms. All states have some students taking the Scholastic Aptitude Test (SAT) exams for college admissions, but because the numbers vary widely, when the state means are made public by the College Boards, there is debate about their interpretation. Here the 50 state SAT means are the criterion in a multivariate model, together with the state variables of percent taking the SATs (very influential), percent of minority in the state, average income, unemployment rate, and per pupil expenditure. Regression is analyzed (without expenditure) to examine the state residuals compared with the "expected" scores. And briefly noted is the difficulty of using alternative tests for such comparisons, as these are currently normed, selected, and used.  相似文献   

9.
In comparing the average scores for men and women on the Scholastic Aptitude Test (SAT, since revised and renamed as the Scholastic Assessment Test), sex differences in demographic and educational variables that influence test performance are usually ignored. In this study of 69,284 high school seniors (12th graders) who took the SAT in November of 1990, self-reported background information was used to compute adjusted scores for men and for women. On the Verbal section, the difference in observed means was 4.68 points while the difference in adjusted means was 9.87 points. On the Mathematical section, the difference in observed means was 45.38 points but the difference in adjusted means was 33.76 points (a reduction of over 25%). In all comparisons, the mean was higher for men than for women. It is argued that adjusted means may provide more appropriate comparisons of the performance of men and women on the SAT depending on the type of comparison to be made.  相似文献   

10.
It has been reasonably well established that test takers can, to varying degrees, answer some reading comprehension questions without reading the passages on which the questions are based, even for carefully constructed measures like the Scholastic Aptitude Test (SAT). The aim of this study was to determine what test-taking strategies examinees use, and which are related to test performance, when reading passages are not available. The research focused on reading comprehension questions similar to those that will be used in the revised SAT, to be introduced in 1994. The most often cited strategies involved choosing answers on the basis of consistency with other questions and reconstructing the main theme of a missing passage from all of the questions and answers in a set. These strategies were more likely to result in successful performance on individual test items than were any of many other possible (and less constructrelevant) strategies.  相似文献   

11.
Cognitive performance on “An Inventory of Piaget's Developmental Tasks” (IPDT) was related to the Scholastic Aptitude Tests and performance in both college chemistry lecture and laboratory classes. The IPDT is a valid and reliable 72-item, untimed, multiple-choice paper-and-pencil inventory. It has 18 subtests grouped into five problem areas representing different Piagetian tasks. Subjects (n = 225) from two different levels of introductory chemistry courses participated. IPDT scores were significantly correlated with SAT and placement data. In overall Piagetian development, “A” students rated higher than others. Performance in classification and proportional reasoning problem areas correlated with course achievement, particularly for higher-level students. Weakest areas of development were indicated by subtest scores and are described with implications for course performance. Finally, Piagetian tasks were related to learning and instructional activities in introductory chemistry classes and are discussed.  相似文献   

12.
Accommodation policymaking and practice should be guided by empirical research and informed clinical judgment. Findings from our study can provide information to test users about the validity of inferences that can be made from scores obtained from accommodated test administrations for students with disabilities. The factor structure of the newly revised Scholastic Aptitude Reasoning Test (SAT®, 2005) was examined across two groups of students (students without disabilities tested under standard time conditions, and students with disabilities tested with extended time) to determine whether the test measures the same construct for both groups. Invariance across the two groups was supported for all parameters of interest, suggesting that the scores on the Critical Reading, Math, and Writing sections of the SAT Reasoning Test can be interpreted in the same way when students have an extended‐time administration as opposed to the standard‐time administration.  相似文献   

13.
Employed as screening devices for teacher candidates, basic competency tests are controversial. Test data correlate with the candidates' ethnic group memberships and screen out more minority candidates than others. This is particularly troubling in urban schools, where the proportion of ethnic minority students and ethnic minority teachers may be moving in opposite directions. However, the tests appear to have the intended impact on candidates' abilities. Besides the higher reading, writing, and math scores required to pass the California Basic Educational Skills Test, successful subjects also had significantly higher Scholastic Aptitude Test scores than those who failed. Whether the ability gains outweigh the impact that the tests have on minority representation among teachers is very much at issue, particularly in urban school districts.  相似文献   

14.
《教育实用测度》2013,26(2):143-159
The present study examined the impact of participation rate and nine other educational and demographic variables on state mean scores for the Scholastic Aptitude Test (SAT). Participation rate, defined as the percentage of a state's high school seniors taking the SAT represented by the z-score mean of a truncated normal distribution, was the most important single predictor of state mean SAT score, accounting for 77% of the total variance in mean scores. The inclusion of significant educational and demographic variables raised the proportion of variance explained to 94%. The fallacy of comparing the mean standardized test scores of different locations or time periods without taking participation rate into account is discussed.  相似文献   

15.
Test preparation activities were determined for a large representative sample of Graduate Record Examination (GRE) Aptitude Test takers. About 3% of these examinees had attended formal coaching programs for one or more sections of the test.
After adjusting for differences in the background characteristics of coached and uncoached students, effects on test scores were related to the length and the type of programs offered. The effects on GRE verbal ability scores were not significantly related to the amount of coaching examinees received, and quantitative coaching effects increased slightly but not significantly with additional coaching. Effects on analytical ability scores, on the other hand, were related significantly to the length of coaching programs, through improved performance on two analytical item types, which have since been deleted from the test.
Overall, the data suggest that, when compared with the two highly susceptible item types that have been removed from the GRE Aptitude Test, the test item types in the current version of the test (now called the GRE General Test) appear to show relatively little susceptibility to formal coaching experiences of the kinds considered here.  相似文献   

16.
The present exploratory investigation is an extension of a 1985 study that evaluated a Scholastic Aptitude Test preparation program involving black urban students. The present study was conducted to determine if there are identifiable characteristics of quantitative items associated with a susceptibility to coaching. Items showing p-value improvements of. 10 after coaching were compared with items not showing such improvements; comparisons were made in terms of the content, type. format, level of cognitive requirement, and position of the items. Items showing improvement were found across content areas, formats, and type. Findings are discussed in relation to the usefulness and improvement of well-designed supplemental instructional programs that have the potential to affect criterion performance in mathematics  相似文献   

17.
Abstract

An attempt was made to extend and clarify prior research which had demonstrated consistently that changed answers to objective test items tend to be correct. Results extended the basic effect of profiting from changed answers to Air Force personnel responding to multiple-choice questions regarding technical skills; the profit from changes was very similar to that observed in a university group responding to relatively "academic" items. Secondly, most individuals in both groups profited from changes. Third, individuals with the highest test scores tended to profit more from changes than those with the lowest test scores. Fourth, neither Airman Qualifying Exam scores (for the military personnel) nor Scholastic Aptitude Test scores (for the university students) were related to profit. Finally, a systematic case against the popular belief that one should not change answers on objective tests was made, based on an integration of the research to date.  相似文献   

18.
Ninety adult males ages 25 to 58 were individually tested with three cognitive style measures: the Estimation Scale (ES), a measure of category width; the Matching Familiar Figures (MFF) Test; and the Hidden Figures Test (HFT). Multiple correlations were performed between the three cognitive style measures and the standardized scores from the Chartered Life Underwriter (CLU) area achievement examinations. The results of this analysis indicated that only MFF error scores produce a significant correlation with CLU exam performance. Further analyses conducted on the MFF data indicated that there was a significant negative correlation between response latencies and errors, there was a significant positive correltation between response latency and age, and reflective subjects had significantly higher mean CLU scores than did impulsive subjects. It was concluded that error scores on the MFF are a better predictor of test performance than are latencies. This conclusion was consistent with other studies that have found error scores to be more strongly related to personality variables and performance on other cognitive style than latencies prove to be.  相似文献   

19.
The standardization method for assessing unexpected differential item performance or differential item functioning (DIF) is introduced. The principal findings of the first five studies that have used this approach on the Scholastic Aptitude Test are presented.  相似文献   

20.
Abstract

The purpose of the study was to assess high school students’ knowledge in the area of consumer economics and to identify school variables related to that knowledge. Six hundred fifty-three seniors from five Pennsylvania school districts were administered the “Consumer Economics Content Area Measure” of the Adult Performance Level Program (APL). Multiple regression analysis and chi-square procedures were used to analyze the data. Of the school variables examined, only the Scholastic Aptitude Test (SAT) scores in mathematics and reading showed a moderate correlation with the APL scores.  相似文献   

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