Gender and Culture Interaction Effects on Scholastic Aptitude Test Performance Some Israeli Findings

1987 ◽  
Vol 22 (1) ◽  
pp. 111-119 ◽  
Author(s):  
Moshe Zeidner
Keyword(s):  
Test Performance ◽  
Interaction Effects ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Scholastic Aptitude

Student Self-Selection and Test Repetition

1981 ◽  
Vol 41 (4) ◽  
pp. 1073-1081 ◽  
Author(s):  
Donald L. Alderman
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Test Administration ◽  
Single Administration ◽  
Initial Test ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
Self Selection ◽  
Test Repetition

Student self-selection in deciding to repeat a test was examined by contrasting the test performance of students taking the Scholastic Aptitude Test (SAT) as juniors and again as seniors with the test performance of students taking the SAT only once as juniors. Estimates of expected test performance on a common initial administration in the junior year were derived from separate equating sections and background variables. Residuals of observed minus expected test scores revealed statistically significant differences between students who took a single administration of the SAT as juniors and students who took the same initial administration but also repeated the test as seniors; the initial observed scores of students later repeating the test were consistently lower than their expected scores for both the verbal and mathematical sections. These results indicate that self-selection occurs when students decide to repeat a test and that score changes among these students reflect negative errors of measurement on the initial test administration as well as other factors.

Differences in Task and Use of Language: A Study of Lateral Eye Movement

1981 ◽  
Vol 52 (3) ◽  
pp. 995-1002 ◽  
Author(s):  
Joan Katz ◽  
Patricia Salt
Keyword(s):  
Individual Differences ◽  
Eye Movements ◽  
Test Performance ◽  
Right Hemisphere ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
College Majors ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
The Right

The lateral eye movements of 25 right-handed, native-English speakers 18 to 30 yr. of age were recorded. Both task and individual differences in the utilization of cerebral hemispheres were found. Earlier findings of task differences in the direction of eye movements for verbal and spatial questions were confirmed, and previous evidence of the involvement of the right hemisphere with “unpleasant” emotion was supported. No differences in performance on the Scholastic Aptitude Test were found between consistent and inconsistent eye movers. Individual differences between right-eye movers and left-eye movers were found in their choice of college majors, Scholastic Aptitude Test performance, and in their course preferences. The current study also presents evidence of differences in language use by adults which seem related to cerebral hemispheric activity.

Sex Differences in Performance on the Mathematics Section of the Scholastic Aptitude Test: A Bidirectional Validity Study

1992 ◽  
Vol 62 (3) ◽  
pp. 323-337 ◽  
Author(s):  
Howard Wainer ◽  
Linda Steinberg
Keyword(s):  
Sex Differences ◽  
Test Performance ◽  
Scholastic Aptitude Test ◽  
Math Performance ◽  
First Year ◽  
Aptitude Test ◽  
Men And Women ◽  
First Year College ◽  
Scholastic Aptitude ◽  
Mathematics Section

In this article, Howard Wainer and Linda Steinberg examine sex differences in scores on the mathematics section of the Scholastic Aptitude Test (SAT-M) by comparing the SAT-M scores of men and women who performed similarly in first-year college math courses. Matching almost 47,000 men and women on type of math course taken and grade received, the authors found that, on average, women had scored about 33 SAT points lower than men who had taken the same course and received the same grade. The authors then analyzed the same data using prospective regression analysis and found somewhat larger sex differences in the same direction. Though the data do not allow any conclusions about the cause of these differences in SAT-M scores,they do provide evidence of sex differences in the validity of the SAT-M as a predictor of college math performance. The authors conclude with a discussion of how educators might respond to possible inequities in test performance.

Effects of Practice and Intellectual Growth on Performance on the Swedish Scholastic Aptitude Test (SweSAT)

2004 ◽  
Vol 20 (3) ◽  
pp. 192-204 ◽  
Author(s):  
Christina Cliffordson
Keyword(s):  
Test Performance ◽  
Regression Models ◽  
Scholastic Aptitude Test ◽  
Selection Effects ◽  
Aptitude Test ◽  
Test Taking ◽  
Scholastic Aptitude ◽  
Self Selection ◽  
Additional Explanation ◽  
Repeated Test

Summary: The purpose of the study is to examine effects of repeated test taking over several sessions on the Swedish Scholastic Aptitude Test (SweSAT). Self-selection effects on test performance due to background variables that must be taken into consideration are also investigated. All test repeaters with two and three test scores from three cohorts are included in the study. By using different regression models a distinction can be made between the effects of practice as a function of test-taking experience, and the effects of growth as a function of time. The results show self-selection effects due to age and grades, such that students with higher grades tend to be younger when taking the first test. Furthermore, this phenomenon tends to be more accentuated with repeated test takings. It is also shown that there are score gains as a function of practice at the first testing session, and that there are also effects of growth on the SweSAT performance. The magnitude of score gains associated with growth is equal over the two intervals measured, but different between the three cohorts. There are reasons to assume that effects of schooling may explain these differences. An additional explanation may be that the younger students have a greater potential for growth.

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.

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