A Note On the Grade Point Average in Research

Chansky, Norman M.

doi:10.1177/001316446402400109

Cited by 14 publications

(11 citation statements)

References 5 publications

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“…The viability of the GPA is at stake as a criterion. Examined elsewhere (Chansky, 1964) is its inherent grouping error as well as the lack of validity and reliability of grades. Affecting the GPA is the fact that students drawn from such populations as agriculture, engineering, education, and textiles which differ in initial abilities, interests, and achievements are welded together to shape distributions of grades.…”

Section: Discussionmentioning

confidence: 99%

Aptitude, Personality, and Achievement in Six College Curricula

Chansky

1965

Educational and Psychological Measurement

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Section: Discussionmentioning

confidence: 99%

Aptitude, Personality, and Achievement in Six College Curricula

Chansky

1965

Educational and Psychological Measurement

Self Cite

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“…Since an actual grade is an estimate of class achievement, and since Blum (1936) and Walsh (1967) found close correspondence between expected and actual grades, an expected grade may also be considered an estimate of class achievement. If the expected grade is adjusted for other student characteristics, particularly cumulative GPA which is a complex composite of ability and motivation (Chansky, 1964), the residual expected grade may be interpreted as an estimate of class achievement adjusted for differences in pre-course student demographic characteristics. Six criteria for the class ratal scales were derived from questions routinely asked of each instructor on the Instructor Identification 2) Yes.…”

Section: Variablesmentioning

confidence: 99%

A Validation Study of the Faculty and Course Evaluation (Face) Instrument

Barnoski

Sockloff

1976

Educational and Psychological Measurement

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Consistent with the distinction between student ratings (ratings assigned) and class ratals (ratings received), various properties of the FACE Instrument scales were investigated. Preliminary analyses revealed that the scales were composed of appropriate items and that the scales possessed high reliabilities. The distinction between student rating scales and class ratal scales was empirically verified. Similar factorial compositions were obtained for both sets of scales. Although for the student rating scales some support was found for convergent and discriminant validity, for the class ratal scales equivocal support for convergent validity and no support for discriminant validity were obtained.

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“…Mean grade in Cultural Foundations (CPG) 4. Total Master's grade point average (TG) Chansky (1964) recently noted that since grades do not meet the assumptions underlying a ratio or interval scale of measurement, the &dquo;mean GPA&dquo; tends to be relatively meaningless. He suggested that a median GPA be used whenever grades were used as criteria.…”

Section: Variablesmentioning

confidence: 99%

The Predictive Relationship of the Miller Analogies Test to Objective and Subjective Criteria of Success in a Graduate School of Education

Payne

Tuttle

1966

Educational and Psychological Measurement

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THE Miller Analogies Test (MAT) continues to be one of the most widely used instruments for graduate school selection. A review of MAT research reveals a wide range of validity coefficients. Values from .00 (Travers, 1948) to .69 (Gustad, 1950) are noted. Such discrepancies can in part be attributed to the considerable variation in candidate qualifications and institutional differences. The lack of reliable success criteria is also a significant contributor. The usual criterion of grades is generally conceded to lack sufficient consistency to allow for stable prediction. Very few validity studies can be located which involve the use of objective criteria, such as standardized instruments or end-of-program comprehensive examinations. The purpose of this paper is to report data which compare the predictability of the MAT relative to the criteria of grades and comprehensive examination scores. VariablesThe course work leading to a Masters Degree in Education at a large urban university requires, in addition to the usual electives and prescribed major instruction, a minimum of one course in each of the following areas, Educational Psychology (EP), Meas-1 Data analysis was completed

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A Note On the Grade Point Average in Research

Cited by 14 publications

References 5 publications

Aptitude, Personality, and Achievement in Six College Curricula

Aptitude, Personality, and Achievement in Six College Curricula

A Validation Study of the Faculty and Course Evaluation (Face) Instrument

The Predictive Relationship of the Miller Analogies Test to Objective and Subjective Criteria of Success in a Graduate School of Education

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