Scholastic Aptitude Test

2017 ◽  
pp. 1-4
Author(s):  
Gertina J. van Schalkwyk
Keyword(s):  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Scholastic Aptitude

An Exploratory Study of Word Associations of Negro College Students

1968 ◽  
Vol 23 (1) ◽  
pp. 119-134 ◽  
Author(s):  
Leon H. Belcher ◽  
Joel T. Campbell
Keyword(s):  
College Students ◽  
Exploratory Study ◽  
Word Association ◽  
Scholastic Aptitude Test ◽  
Reading Difficulty ◽  
Aptitude Test ◽  
Word Associations ◽  
Scholastic Aptitude

Two word-association lists of 50 words were each administered to 50 Negro college students. 41 words were taken from the Kent-Rosanoff list, 29 from the Palermo-Jenkins list, and 30 were words used in analogy items of the Scholastic Aptitude Test. Comparisons with previous normative studies showed generally similar results. The present study did result in slightly smaller proportions of matching from class primary responses to noun, pronoun, and adverb stimulus words and of opposite responses to “opposite-evoking stimuli.” A number of the responses indicated reading difficulty or misunderstanding of the word.

Variations in State SAT Performance: Meaningful or Misleading?

1984 ◽  
Vol 54 (4) ◽  
pp. 389-413 ◽  
Author(s):  
Brian Powell ◽  
Lala Carr Steelman
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Scholastic Aptitude Test ◽  
Educational Quality ◽  
Standardized Test Scores ◽  
Aptitude Test ◽  
Public Attention ◽  
Sat Scores ◽  
Scholastic Aptitude ◽  
State Variation

Public attention has been drawn to recent reports of state-by-state variation in standardized test scores, in particular the Scholastic Aptitude Test (SAT). In this paper, Brian Powell and Lala Carr Steelman attempt to show how the dissemination of uncorrected state SAT scores may have created an inaccurate public and governmental perception of the variation in educational quality. Their research demonstrates that comparing state SAT averages is illadvised unless these ratings are corrected for compositional and demographic factors for which states may not be directly responsible.

Predicting Student Grade Point Average at a Community College from Scholastic Aptitude Tests and from Measures Representing Three Constructs in Vroom's Expectancy Theory Model of Motivation

1981 ◽  
Vol 41 (4) ◽  
pp. 1127-1135 ◽  
Author(s):  
Douglas C. Malloch ◽  
William B. Michael
Keyword(s):  
Community College ◽  
Academic Performance ◽  
San Francisco ◽  
Theory Model ◽  
Scholastic Aptitude Test ◽  
Full Time ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
Act Assessment

For a sample of 71 full-time students attending a large community college in the San Francisco Bay area, the objective of this investigation was to examine the degree of relationship between GPA earned during one academic quarter and: (a) an ability measure defined as scores on the composite of four academic tests in the ACT Assessment (American College Testing Program, 1959–1980) or scores on the College Board Scholastic Aptitude Test (Educational Testing Service, 1948–1980) that had been converted to scores on the academic composite of the ACT Assessment; (b) standing on an expectancy measure defined as a student's anticipated GPA; (c) scores on each of six measures representing a valence construct that indicates the relative desirability of long-range student goals; (d) scores on each of six measures portraying an instrumentality construct reflecting the facilitative effect of college grades (a short-term goal) as perceived by students in realizing long-term goals (such as vocational success or enduring friendships); and (e) an unweighted linear combination of a scholastic aptitude test score and placement on a contrived motivational construct constituting a multiplicative function of the expectancy, valence and instrumentality constructs consistent with Vroom's (1964, 1965) conceptualization. Ability and expectancy measures were found to be useful in predicting academic performance of community college students. The valence and instrumentality constructs contributed little, if any, validity to prediction of academic performance.

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