Literaturnachweis - Detailanzeige
| Autor/inn/en | D'Agostino, Jerome V.; Bonner, Sarah M. |
|---|---|
| Titel | High School Exit Exam Scores and University Performance |
| Quelle | In: Educational Assessment, 14 (2009) 1, S.25-37 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1062-7197 |
| Schlagwörter | State Standards; Exit Examinations; Cutting Scores; High School Graduates; Alignment (Education); Academic Standards; Grade Point Average; College Freshmen; Comparative Testing; Grade Prediction; Predictor Variables; Developmental Studies Programs; Arizona |
| Abstract | Many U.S. students must pass a standards-based exit exam to earn a high school diploma. The degree to which exit exams and state standards properly signal to students their preparedness for postsecondary schooling has been questioned. The alignment of test scores with college grades for students at the University of Arizona (n = 2,667) who took the Arizona high school exams was ascertained in this study. The pass/fail signal accuracy of test scores varied depending on subject: The writing cut score was well aligned with collegiate performance, the reading cut score was below expectations, and the mathematics cut score was set quite rigorously. High school content and performance standards might not be as diluted as prior research has suggested. (Contains 5 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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