ACT research reports: Comparative predictive validities of the American College Tests and two other scholastic aptitude tests

Munday, Leo A.

doi:10.1037/e424992008-001

Cited by 4 publications

(6 citation statements)

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“…room achievements in > the same or closely related areas, (c) low to moderate correlations among nonclassroom achievements in areas which are not closely related, and (d) low relationships between nonclassroom achievements and measures of academic potential and performance. The relationships are consistent with what previous investigators have found (Holland, 1959(Holland, , 1960(Holland, , 1961Holland & Astin, 1962;Holland & Nichols, 1964;Nichols & Holland, 1963).…”

Section: Resultssupporting

confidence: 92%

“…Each score is converted to a common J. M. RICHARDS, JR., J. L. HOLLAND, AND S. W. Ltirz scale with a mean of approximately 20 and a standard deviation of about 5 for collegebound high school seniors. The reliabilities of the ACT tests (American College Testing Program, 1965), the high correlations between the ACT battery and other similar measures (Eells, 1962), and the similar relationship of the ACT battery and of similar measures to college grades (Munday, 1965) all indicate that the ACT battery is a typical measure of academic potential. Therefore, we would not expect markedly different results in the present study if we had used some other academic test or test battery.…”

Section: Predictorsmentioning

confidence: 99%

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Prediction of student accomplishment in college.

Richards¹,

Holland²,

S³

1967

Journal of Educational Psychology

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IN SAMPLES WITH A BROAD RANGE OF TALENT, THE ACADEMIC AND NONACADEMIC ACHIEVEMENTS OF COLLEGE STUDENTS WERE PREDICTED. CRITERIA INCLUDED COLLEGE GRADES, 12 SCALES MEAURSING EXTRACLASSROOM ACCOMPLISHMENT, AND 1 SCALE TO ASSESS RECOGNITION FOR ACADEMIC ACCOMPLISHMENT. PREDICTORS INCLUDED SCORES ON THE AMERICAN COLLEGE TESTING PROGRAM, HIGH SCHOOL GRADES, AND 6 SCALES MEASURING NONACADEMIC ACCOMPLISHMENT IN HIGH SCHOOL. RESULTS INDICATE THAT NONACADEMIC ACCOMPLISHMENT CAN BE ASSESSED WITH MODERATE RELIABILITY, THAT BOTH ACADEMIC AND NONACADEMIC ACCOMPLISHMENT CAN BE PREDICTED TO A USEFUL DEGREE, AND THAT THE LATTER IS LARGELY INDEPENDENT OF ACADEMIC POTENTIAL AND ACHIEVEMENT. (40 REF.)

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Section: Resultssupporting

confidence: 92%

Section: Predictorsmentioning

confidence: 99%

Prediction of student accomplishment in college.

Richards¹,

Holland²,

S³

1967

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…5, NO. 1 Program, 1965), the high correlations between the ACT battery and other similar measures (Eells, 1962), and the similar relationship of the ACT battery and of similar measures to college grades (Munday, 1965) all indicate that the ACT battery is a typical measure of academic potential. Therefore, we would not expect markedly different results in the present study if we had used some other academic test or test battery.…”

Section: Predictorsmentioning

confidence: 97%

Predicting Student Accomplishment in College From the Act Assessment

Richards

1968

J Educational Measurement

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“…Although it has been demonstrated repeatedly that scores from conventional admission tests such as the SAT and ACT correlate with students' future grade‐point averages (GPAs) in various colleges (e.g., Bridgeman, McCamley‐Jenkins, & Ervin, 2000; Burton & Ramist, 2001; Camara & Echternacht, 2000; Morgan, 1989; Munday, 1965; Noble & Sawyer, 2002), at least one study revealed no difference in the predictive power of College Board achievement examinations (predecessors of the SAT II: Subject Tests) and the SAT (Crouse & Trusheim, 1988); and another study found that SAT II: Subject Tests were better predictors of college GPA than the SAT (Geiser & Studley, 2001; see also Geiser, 2008). 2…”

Section: Predictive Validity Evidence For Achievement and Traditionalmentioning

confidence: 99%

Can High School Achievement Tests Serve to Select College Students?

Cimetta

D’Agostino

Levin

2010

Educational Measurement

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Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade‐point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed.

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ACT research reports: Comparative predictive validities of the American College Tests and two other scholastic aptitude tests

Cited by 4 publications

References 0 publications

Prediction of student accomplishment in college.

Prediction of student accomplishment in college.

Predicting Student Accomplishment in College From the Act Assessment

Can High School Achievement Tests Serve to Select College Students?

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