Psychometric Evaluation of Harcum Freshmen: 1962-1970. [Report No.: IRR-70-48

Autor/in	Blai, Boris, Jr.
Institution	Harcum Junior Coll., Bryn Mawr, PA.
Titel	Psychometric Evaluation of Harcum Freshmen: 1962-1970. [Report No.: IRR-70-48
Quelle	(1970), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Aptitude Tests; Career Choice; College Freshmen; Decision Making; Educational Diagnosis; Educational Planning; Intelligence Tests; Measurement; Program Evaluation; Psychometrics; Student Adjustment; Student Attitudes; Student College Relationship; Student Evaluation; Study Habits; Testing Programs; Two Year Colleges; Vocational Interests + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Aptitude test; Eignungsprüfung; Eignungstest; Studienanfänger; Decision-making; Entscheidungsfindung; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungsplanung; Intelligence test; Intelligenztest; Messverfahren; Programme evaluation; Programmevaluation; Psychometry; Psychometrie; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Schulnote; Studentische Bewertung; Study behavior; Study behaviour; Studienverhalten; Berufsinteresse
Abstract	The psychological-educational test program that is used at Harcum Junior College in Bryn Mawr, Pennsylvania is discussed. The program assists students individually and in groups to assume responsibility for making their own educational and vocational career decisions. Student and class profiles from 1962 to 1970 which include I.Q. average, verbal and mathematical class averages as determined by the Scholastic Aptitude Test (SAT), and other measures of individual achievement are analyzed. During the nine year period, Harcum has utilized a variety of measuring devices to ascertain for its freshmen their: (1) academic potential; (2) academic achievement level and special academic skills; (3) reading achievement or potential; (4) critical thinking ability; (5) study habits or attitudes; and (6) personality characteristics associated with adjustment to college life. A sustained effort has been made to furnish faculty, staff, and students with comprehensive, accurate information to help them make competent, considered decisions relating to individual student educational progress. (AE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01