Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

Prediction of Success in College Calculus: Personality, Scholastic Aptitude Test, and Screening Scores

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1360-1362 ◽  
Author(s):  
Michael F. Shaughnessy ◽  
Kris Spray ◽  
Jack Moore ◽  
Carole Siegel
Keyword(s):  
Test Scores ◽  
Screening Test ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
College Calculus ◽  
The Relationship

This study explored the relationship between Scholastic Aptitude Test scores, personality scores as measured by the 16 PF, Fifth Edition, and screening test scores of 87 students to predict success in college calculus. The results are discussed and implications reviewed.

Patterns of College Grades across Curricular Areas: Some Implications for GPA as a Criterion

1975 ◽  
Vol 12 (3) ◽  
pp. 313-321 ◽  
Author(s):  
Lyle F. Schoenfeldt ◽  
Donald H Brush
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
School Grade ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
High School Grade ◽  
College Grades

Transcript records of over 1,900 college students were transformed into a profile of grades across 12 curricular areas. The record for each subject also included high school grade point average (GPA) and the Scholastic Aptitude Test scores. Intercorrelations among the 12 college GPA variables were comparable to previous research which analyzed GPA over successive semesters. Factor analysis resulted in two GPA factors, General Academic Achievement and Grades Independent of Achievement/Aptitude, indicating that GPA is not unitary, but is also not a multifaceted composite. It was concluded that the system of grades could be considered singular for most predictive purposes.

Grade Inflation and the Validity of the Scholastic Aptitude Test

1981 ◽  
Vol 18 (2) ◽  
pp. 143-156 ◽  
Author(s):  
Isaac I. Bejar ◽  
Edwin O. Blew
Keyword(s):  
Data Base ◽  
Grade Point Average ◽  
Grade Inflation ◽  
Scholastic Aptitude Test ◽  
Validity Study ◽  
Concomitant Increase ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude

Grade inflation refers to an increase in grade point average without a concomitant increase in achievement. Therefore, to show that grade inflation exists it is important to demonstrate that achievement has not increased while grades have increased. One purpose of this study is to clarify this issue by examining the data base of the College Board's Validity Study Service. The second purpose of the study is to examine the effect of grade inflation on the validity of the Scholastic Aptitude Test across a period of 15 years.

Locus of Control and College Students' Approaches to Learning

1996 ◽  
Vol 79 (1) ◽  
pp. 163-171 ◽  
Author(s):  
Rebecca J. Rose ◽  
Cathy W. Hall ◽  
Larry M. Bolen ◽  
Raymond E. Webster
Keyword(s):  
Locus Of Control ◽  
Test Scores ◽  
Control Measure ◽  
Approaches To Learning ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Grade Point ◽  
Class Attendance ◽  
Scholastic Aptitude ◽  
Study Process

To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses from 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively with over-all GPA. Scores on Achieving Approach to learning only were significantly but negatively correlated with GPA ( r = −.27). Higher scores on the external locus of control measure also correlated negatively but not significantly with GPA ( r = −.21). Regression analysis indicated Scholastic Aptitude Test scores were also the best predictors of overall GPA followed by class attendance. Only scores on Achieving Approach contributed to the prediction of GPA. No significant effect was noted when examining gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.

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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