scholarly journals Determining standard of academic potential based on the Indonesian Scholastic Aptitude Test (TBS) benchmark

2016 ◽  
Vol 2 (2) ◽  
pp. 165
Author(s):  
Idwin Irma Krisna ◽  
Djemari Mardapi ◽  
Saifuddin Azwar
Keyword(s):  
Scholastic Aptitude Test ◽  
Prospective Students ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
Selection Test ◽  
The Subject ◽  
The Individual ◽  
Scale Anchoring ◽  
The Right ◽  
Academic Potential

The aim of this article was to classify The Indonesian Scholastic Aptitude Test or Tes Bakat Skolastik (TBS) results for each subtest and describe scholastic aptitudes in each subtest. The subject of this study was 36,125 prospective students who took the selection test in some universities. Data analysis began by estimating  testees’ ability using the Item Response Theory, and benchmarking process using the scale anchoring method applying ASP.net web server technology. The results of this research are four benchmarks (based on cutoff scores) on each subtest, characters which differentiate potential for each benchmark, and measurement error on each benchmark. The items netted give a description of the scholastic aptitude potential clearly and indicate uniqueness so that it could distinguish difference in potential between a lower bench and a higher bench. At a higher bench, a higher level of reasoning power is required in analyzing and processing needed information so that the individual concerned could do the problem solving with the right solution. The items netted at a lower bench in the three subtests tend to be few so that the error of measurement at such a bench still tends to be higher compared to that at a higher bench.

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.

Comparability of the Paper-and-Pencil and Computerised Adaptive Versions of the General Scholastic Aptitude Test (GSAT) Senior

1998 ◽  
Vol 28 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Mari de Beer ◽  
Delene Visser
Keyword(s):  
Measurement Accuracy ◽  
Adaptive Testing ◽  
Scholastic Aptitude Test ◽  
Difficulty Level ◽  
Aptitude Test ◽  
Test Items ◽  
Adaptive Test ◽  
Scholastic Aptitude ◽  
Paper And Pencil ◽  
The Individual

A computerised adaptive test was constructed from two existing parallel paper-and-pencil versions of the General Scholastic Aptitude Test (GSAT) Senior. Achievement in the GSAT computerised adaptive test was compared to achievement in one form of the GSAT paper-and-pencil test. In computerised adaptive testing the program tailors each test to the examinee's ability level. Based on a statistical method known as Item Response Theory (IRT), the program interactively selects test items which are at the appropriate difficulty level for the individual being tested, thereby allowing a considerable reduction in test length without forfeiting measurement accuracy. The study was undertaken to investigate the equivalence of results obtained with three versions of the GSAT: A paper-and-pencil version, a standard computerised version, and a computerised adaptive version. The standard computerised GSAT was included to study the effects of computerization apart from adaptive testing. The results were used to make adjustments to the GSAT computerised adaptive test to ensure equivalent measurement.

The Scholastic Aptitude Test: A Critical Appraisal

1980 ◽  
Vol 50 (2) ◽  
pp. 154-175 ◽  
Author(s):  
Warner Slack
Keyword(s):  
Critical Appraisal ◽  
Self Esteem ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
College Performance ◽  
College Board ◽  
Scholastic Aptitude ◽  
Loss Of Self ◽  
Educational Testing Service ◽  
Academic Potential

Evidence presented by Warner Slack and Douglas Porter indicates that training for the Scholastic Aptitude Test (SAT) can effectively help students to raise their scores,and that the test adds little to a student's high school record in predicting college performance. Their findings are contrary to pronouncements by Educational Testing Service and the College Board. The authors argue that students who believed they did not have to prepare for the SAT, as well as those who have had limited opportunities for preparation, may have been needlessly deprived of admission to the college of their choice. More importantly, Slack and Porter contend that students who accept the SAT as a measure of aptitude may suffer a loss of self-esteem by interpreting low scores as an indication of their own deficiencies. They conclude that their findings raise serious doubts about the fairness of the test, its validity as a measure of academic potential,and its use as a prerequisite for admission to college.

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.

The Villa Item and a Bride's Ordeal

1929 ◽  
Vol 19 (1) ◽  
pp. 67-87 ◽  
Author(s):  
Jocelyn Toynbee
Keyword(s):  
The South ◽  
Important Paper ◽  
The North ◽  
Dwelling House ◽  
South Wall ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
North Wall ◽  
The Right

The paintings in the triclinium of the Villa Item, a dwelling-house excavated in 1909 outside the Porta Ercolanese at Pompeii, have not only often been published and discussed by foreign scholars, but they have also formed the subject of an important paper in this Journal. The artistic qualities of the paintings have been ably set forth: it has been established beyond all doubt that the subject they depict is some form of Dionysiac initiation: and, of the detailed interpretations of the first seven of the individual scenes, those originally put forward by de Petra and accepted, modified or developed by Mrs. Tillyard appear, so far as they go, to be unquestionably on the right lines. A fresh study of the Villa Item frescoes would seem, however, to be justified by the fact that the majority of previous writers have confined their attention almost entirely to the first seven scenes—the three to the east of the entrance on the north wall (fig. 3), the three on the east wall and the one to the east of the window on the south wall, to which the last figure on the east wall, the winged figure with the whip, undoubtedly belongs.

Reflections on the existence of the science of criminal law

2021 ◽  
pp. 156-161
Author(s):  
I. Mytrofanov
Keyword(s):  
Social Justice ◽  
Public Relations ◽  
Criminal Law ◽  
The State ◽  
Crime And Punishment ◽  
Self Defense ◽  
Illegal Acts ◽  
The Subject ◽  
The Individual ◽  
The Right

The article states that today the issues of the role (purpose) of criminal law, the structure of criminal law knowledge remain debatable. And at this time, questions arise: whose interests are protected by criminal law, is it able to ensure social justice, including the proportionality of the responsibility of the individual and the state for criminally illegal actions? The purpose of the article is to comprehend the problems of criminal law knowledge about the phenomena that shape the purpose of criminal law as a fair regulator of public relations, aimed primarily at restoring social justice for the victim, suspect (accused), society and the state, the proportionality of punishment and states for criminally illegal acts. The concepts of “crime” and “punishment” are discussed in science. As a result, there is no increase in knowledge, but an increase in its volume due to new definitions of existing criminal law phenomena. It is stated that the science of criminal law has not been able to explain the need for the concept of criminal law, as the role and name of this area is leveled to the framework terminology, which currently contains the categories of crime and punishment. Sometimes it is not even unreasonable to think that criminal law as an independent and meaningful concept does not exist or has not yet appeared. There was a custom to characterize this right as something derived from the main and most important branches of law, the criminal law of the rules of subsidiary and ancillary nature. Scholars do not consider criminal law, for example, as the right to self-defense. Although the right to self-defense is paramount and must first be guaranteed to a person who is almost always left alone with the offender, it is the least represented in law, developed in practice and available to criminal law subjects. Today, for example, there are no clear rules for the necessary protection of property rights or human freedoms. It is concluded that the science of criminal law should develop knowledge that will reveal not only the content of the subject of this branch of law, but will focus it on new properties to determine the illegality of acts and their consequences, exclude the possibility of using its means by legal entities against each other.

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