Predictive validity of curriculum-based measurement and teacher ratings of academic achievement

2013 ◽  
Vol 51 (4) ◽  
pp. 499-515 ◽  
Author(s):  
Ryan J. Kettler ◽  
Craig A. Albers
Keyword(s):  
Academic Achievement ◽  
Predictive Validity ◽  
Teacher Ratings ◽  
Curriculum Based Measurement

To Screen or not to Screen: Criterion-Related Validity of Math and Reading Curriculum-Based Measurement in Relation to High-Stakes Math Scores

2020 ◽  
pp. 073428292095014
Author(s):  
Giancarlo A. Anselmo ◽  
Jamie L. Yarbrough ◽  
Van Vi N. Tran
Keyword(s):  
Early Literacy ◽  
Student Performance ◽  
Predictive Validity ◽  
Math Application ◽  
Reading Ability ◽  
Literacy Skills ◽  
Curriculum Based Measurement ◽  
High Stakes ◽  
Calculation Skills ◽  
Math Test

This study analyzed the relationship between benchmark scores from the newly published Dynamic Indicators of Basic Early Literacy Skills Math (i.e., Acadience™) math probes and student performance on math and reading sections of a state-mandated high-stakes test. Participants were 420 students enrolled in third, fourth, and fifth grades in a rural southeastern school district. Specific to this study was the calculation of the predictive validity of benchmark scores obtained in the spring from curriculum-based measurement probes measuring math computation, math application skills, and reading ability. Results of the study suggest that math application probes have strong predictive validity. The study also provides evidence that even at early grades the skill of reading is associated with performance on a high-stakes math test. The study provides some evidence that calculation skills are needed, but do not account for as much of the variance as reading ability does in grades as low as third grade. Implications for practice are discussed as it relates to multiple gating screening procedures at the elementary level.

Predictive Validity of the Senior Aptitude Tests for Indian South Africans (SATISA)

1983 ◽  
Vol 13 (4) ◽  
pp. 112-118
Author(s):  
Louis de Villiers
Keyword(s):  
Academic Achievement ◽  
Data Analysis ◽  
Predictive Validity ◽  
Total Population ◽  
Vocational Choice ◽  
Aptitude Tests ◽  
South Africans ◽  
Fields Of Study ◽  
Matriculation Examination ◽  
Guidance Teacher

It is vital that a person should make the correct vocational choice and the role played by the guidance teacher in this regard in administering and interpreting tests, remains a very important aspect of education. In this connection a survey was conducted to establish the relation between the test achievements of Indian matriculants in the Senior Aptitude Tests for Indian South Africans (SATISA) and their matriculation examination marks, with a view to shedding more light on the efficacy of the SATISA in predicting academic achievement. The total population of 1977 matriculants was tested and data analysis was done separately for boys and girls. Eight subjects which represent different fields of study were selected to serve as criteria for the survey.

Establishing Predictive Validity of English Exit Test: Students' EET Performance and Academic Achievement

2020 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Faizah Mohamad ◽  
Normah Abdullah ◽  
Turisiana Ahmad Buhari ◽  
Nor Shidrah Mat Daud ◽  
Zarina Suriya Ramlan ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Predictive Validity ◽  
English Language ◽  
English Proficiency ◽  
Good Test ◽  
Grade Point ◽  
Proficiency Level ◽  
The Relationship ◽  
One Way Anova

Graduating students of UiTM are required to sit for English Exit Test (EET) whose objective is to gauge students’ English proficiency level and their readiness for the workplace. Since the test is administered before students finish their studies, it is important to examine if EET has a predictive validity in determining the academic performance of UiTM students. We use the students’ CGPA (Cumulative Grade Point Average) to gauge their academic performance and English language proficiency since English is used as a medium of instruction at UiTM. A four-part predictive validity study was conducted on the relationship between students’ EET performance and academic achievement. A sample of 1,436 students’ EET results and CGPA from various faculties were analysed based on the results from four semesters which were 2016/2, 2016/4, 2017/2 and 2017/4. The relationship among the scores were summarised with correlation coefficients and a series of one-way ANOVA tests were run to see if there were any significant mean differences in the scores based on faculties in a span of two years. The findings revealed that there were positive correlations between students’ EET results and their CGPA. Thus, it can be concluded that EET has the predictive validity for students’ academic achievement which is the CGPA. The present study also found that EET can be considered a good test as the results of EET could differentiate good students from weak ones. This was determined by running a series of One-way ANOVA tests. The results revealed that faculties whose students had high English proficiency level scored better in EET than those whose students who had low English proficiency level. Therefore, the findings indicate that EET has a potential in differentiating high English proficient students from low English proficient students for their language readiness in the workplace.

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