Literaturnachweis - Detailanzeige
| Autor/in | Fincher, Cameron |
|---|---|
| Institution | Georgia Univ., Athens. Inst. of Higher Education. |
| Titel | Assessment Uses of the SAT in the University System of Georgia. IHE Perspectives. |
| Quelle | (2000), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Admission (School); College Entrance Examinations; College Students; Educational Assessment; Higher Education; Prediction; Student Placement; Test Use; Georgia |
| Abstract | The use of the Scholastic Assessment Tests (formerly the Scholastic Aptitude Test) (SAT) for assessment in the Georgia university system was studied. The study involved more than 243,000 students entering the University of Georgia over a 25-year period and used at least 883 different regression equations to correlate high school average (HSA), SAT verbal and mathematics scores, and grade point average. For male and female students entering the university system, HSA is the best predictor. When averaged across the 25 years, the results demonstrate the influence of race and sex on academic achievement in the university system of Georgia. The meta analysis of SAT scores also suggests that institutional level may be a modifier worthy of consideration. Data suggest that the SAT, as a measure of verbal and mathematical ability, and as an indication of the applicant's readiness to meet academic responsibilities, finds many uses in the University System of Georgia. Data also suggest that SAT scores should be treated differentially by race and by sex within the University System of Georgia. (SLD) |
| Anmerkungen | For full text: http://www.uga.edu/ihe/pubs.htm. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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