Placement Validity of a Prototype SAT with an Essay. Research Report.

Autor/inn/en	Bridgeman, Brent; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	Placement Validity of a Prototype SAT with an Essay. Research Report.
Quelle	(1992), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; College Freshmen; Essay Tests; Grades (Scholastic); High Schools; Mathematics Achievement; Multiple Choice Tests; Predictive Validity; Student Placement; Test Validity; Verbal Tests; Writing Tests; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Studienanfänger; Schriftlicher Sprachgebrauch; Notenspiegel; High school; Oberschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schülerpraktikum; Testvalidität; Mündliche Prüfung; Writing test; Schreibtest
Abstract	Grades in college freshman English composition courses were predicted from high school rank in class, multiple-choice writing scores, essays, current Scholastic Aptitude Test (SAT) Verbal scores, and scores from a revised version of the SAT-Verbal. Data were obtained from 21 English courses at 17 different colleges with some supplementary data provided by an additional college. In general, a writing composite score consisting of essay and multiple-choice writing scores appeared to outperform current or revised SAT-Verbal scores; validity coefficients were as high or higher for the writing composite score; and the underprediction of the grades of women students was reduced. The best predictions were obtained from the combination of high school rank with the writing composite score. Appendixes discuss the prediction of freshman mathematics grades 3 tables), provides lists of colleges in the sample, and describes test item types. (Contains 6 tables and 8 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC