A Pilot Study Related to Identification, Placement, and Curriculum Development for Academically Underprepared Students in Florida Junior Colleges.

Institution	Florida State Dept. of Education, Tallahassee. Task Force on Testing.
Titel	A Pilot Study Related to Identification, Placement, and Curriculum Development for Academically Underprepared Students in Florida Junior Colleges.
Quelle	(1969), (32 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Compensatory Education; Educational Research; Emotional Disturbances; Handicapped Children; Learning Disabilities; Remedial Programs; Two Year Colleges; Underachievement; Florida; Minnesota Multiphasic Personality Inventory; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kompensatorischer Unterricht; Bildungsforschung; Pädagogische Forschung; Gefühlsstörung; Learning handicap; Lernbehinderung; Förderprogramm; Performance deficiency; Leistungsschwäche
Abstract	This study investigated the limitation of using only achievement test batteries to identify and place academically underprepared students, and suggests curriculum innovations to deal more adequately with the problem. Ninety students at Daytona Beach and Santa Fe junior colleges provided data by completing a series of physical, psychological, and achievement tests. These students were grouped according to their performance on the Florida Twelfth Grade Test, an achievement test often used by state junior colleges to determine student needs for compensatory education. Collectively, these tests led to the identification of the academically unprepared students' characteristics, and indicated that--based on IQ, personality profile, and socioeconomic status variations--this group of students was far from homogeneous. The significant differences in IQ (measured by the Wechsler Adult Intelligence Scale), and the similarity in range of intellect among both high and low scoring groups on the achievement test lend support to the notion that some students relegated to remedial groups do in fact have the intellectual ability to handle college work. Results of the Minnesota Multiphasic Personality Inventory, however, indicate that some students who possess the IQ nevertheless score poorly on the achievement tests because they are to some degree emotionally disturbed. Physical conditions (as determined by eye, ear, and blood tests) did not reveal differences on which to base new approaches. (JO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC