Aptitude, Personality, and Achievement in Six College Curricula

Chansky, Norman M.

doi:10.1177/001316446502500419

Educational and Psychological Measurement

1965

DOI: 10.1177/001316446502500419

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Aptitude, Personality, and Achievement in Six College Curricula

Norman M. Chansky

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Cited by 6 publications

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“…Verbal has been found to be slightly superior to mathematical in two of the studies reviewed, one of which claimed superiority in prediction only for the achievement of Negro females (Chansky, 1965). Attempts have been made to use as predictors such diverse elements as high school grade average, scores on psychological and aptitude tests, and recommendations from counselors and principals.…”

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confidence: 99%

Differential Predictive Validity of Sat Scores for Freshman College English

Brown

Lightsey

1970

Educational and Psychological Measurement

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THE use of both objective and subjective variables to predict academic achievement in college has been of constant interest to educators. Attempts have been made to use as predictors such diverse elements as high school grade average, scores on psychological and aptitude tests, and recommendations from counselors and principals. Regardless of the approach taken, there have been devised no methods for highly reliable and valid prediction. Yet the search continues, for the importance of accurate prediction is the one unquestionable factor in the maze of prediction problems. Whether for advanced placement, for course exemption, for grouping, or for guidance of students into appropriate maj ors, prediction procedure is of such value that it demands study and refinement. The purpose of this study was to determine the predictive value of College Entrance Examination Board Scholastic Aptitude Test scores for grades earned in freshman English at Georgia Southern College.The literature pertaining to the predictive validity of SAT scores for college freshman achievement may be divided into two categories, that of prediction for overall college achievement, and that of prediction for specific college courses. For predicting over-all college achievement, high school grade-point average is considered a better predictor than the SAT scores, either verbal (SAT-V) or mathematical (SAT-M). In several studies, SAT scores have been considered as sole predictors; in most of these researches, SAT-V and SAT-M scores have been compared to each other to determine which has greater predictive validity. Verbal has been found to be

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confidence: 99%

Differential Predictive Validity of Sat Scores for Freshman College English

Brown

Lightsey

1970

Educational and Psychological Measurement

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Population Validity and College Entrance Measures

Breland

1978

ETS Research Bulletin Series

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This report reviews and summarizes the data of published reports and papers pertaining to the validity of measures commonly used at college entrance. These measures consist of various types of quantitative indices used to describe the high school record and various types of academic tests. The data were categorized by sex and ethnic classifications where possible and comparisons were made. Most of the observations made in previous reviews of this kind were upheld. Both the high school record and standardized academic tests appear to be generally useful at college entrance. Both tend to predict college performance, but they are most appropriately used in combination. For Anglo populations, the high school record usually yields slightly higher predictive correlations. For black populations (except black females), however, the data suggest no superiority of the high school record as a predictor of college performance. The amount of data available for Chicano samples was not sufficient for any generalizations about predictive correlations, but the magnitude of those correlations available were on the average lower than those for Anglo populations. For recent years, correlations for black samples tended to be slightly lower than those for Anglo samples. A primary objective in the review was to consider whether inferences made from the high school record and test scores about different populations tended to be correct inferences. Where inferences tended to be systematically incorrect, there was an interest in the direction of the error. Since the high school record and test scores are used in making inferences about probable college performance, the systematic inferential errors of interest consisted of the degree to which college performance of populations were over or underpredicted when the data used in making the inference were not limited to data for that population. Data from a number of studies show that the college performance of black populations, male and female, have been consistently overpredicted by the traditional academic predictors (the high school record and standardized test scores) when predictions are based on data from white or predominantly white samples. The high school record would appear, from the studies reviewed, to be the principal source of this overprediction. Standardized test scores also have tended to overpredict college performance of black populations, but a combination of the high school record and test scores appears to minimize over prediction. In contrast, published data show women to be consistently under predicted by the traditional predictors when predictions are based on data from male or predominantly male samples. This review indicates a number of topics where further research appears to be needed. These topics include the study of: long‐range criteria, objective criteria, prediction within major‐field, the high school record for different populations, college grades for different populations, neglected populations, factorial consistency of measures across populatio...

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Reliability of College Grades and Grade Point Averages: Some Implications for Prediction of Academic Performance

Etaugh

Hurd

1972

Educational and Psychological Measurement

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Aptitude, Personality, and Achievement in Six College Curricula

Cited by 6 publications

References 4 publications

Differential Predictive Validity of Sat Scores for Freshman College English

Differential Predictive Validity of Sat Scores for Freshman College English

Population Validity and College Entrance Measures

Reliability of College Grades and Grade Point Averages: Some Implications for Prediction of Academic Performance

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