Using a Writing Sample To Predict Success in Master's Programs in Education.

Autor/in	Perney, Jan
Titel	Using a Writing Sample To Predict Success in Master's Programs in Education.
Quelle	(1996), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Education; Educational Attainment; Grade Point Average; Graduate Students; Graduate Study; Higher Education; Masters Programs; Performance Based Assessment; Prediction; Scores; Test Results; Miller Analogies Test + Suchen Sie Ihr Suchwort? Schulleistung; Bildung; Erziehung; Bildungsabschluss; Bildungsgut; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Magister course; Magisterstudiengang; Leistungsermittlung; Vorhersage; Cognitive competence; Assessment; Test; Analytical thinking; Kognitive Kompetenz; Eignungstest; Analytisches Denken
Abstract	How well a combination of junior/senior undergraduate grade point average (GPA), scores on the Miller Analogies Test (MAT), and writing sample scores can predict success for students seeking a Master's degree in education was studied. Success was determined for the study by the student's graduate GPA and whether or not the student graduated from the program. Data were obtained for 142 students. Their writing samples were scored independently by three experienced readers. Data indicated that the writing sample, in conjunction with Junior/Senior GPA, could be used with moderate success to predict undergraduate GPA for students in a Master's program in a school of education, although none of the variables could accurately predict whether or not a student would complete the program within 4 years. These results support previous findings that the writing score was a better predictor of graduate GPA than either the MAT score or undergraduate GPA. The study provides additional evidence that the use of authentic methods, such as a written statement, may be valuable in assessing a student's potential for program success. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC