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1.
In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition to college GPA. Results indicated that work ethic explained incremental variance in student OCB, cheating and disengagement beyond standardized test scores or high school GPA. However, work ethic did not explain incremental variance in college GPA. Specific work ethic dimensions were related to each outcome. These findings provide support for the importance of non-cognitive variables in academic contexts, particularly when considering an expanded performance domain. In addition, results provide additional validity evidence for the nature of work ethic as a multidimensional construct.  相似文献   

2.
To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.  相似文献   

3.
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4.
Adjusting the Cumulative GPA Using Item Response Theory   总被引：1，自引：0，他引：1  
In college admissions, the predictive validity of preadmissions measures such as standardized test scores and high school grades is of wide interest. These measures are most often validated against the criterion of the first-year grade point average (GPA). However, neither the first-year GPA nor the four-year cumulative GPA is an adequate indicator of academic performance through four years of college. In this study, Item Response Theory (IRT) is used to develop a more reliable measure of performance, called an IRT-based GPA, which is used to estimate the validity of traditional preadmissions information. The data are preadmissions information and course grades for the Class of 1986 at Stanford University (N = 1564). Principal factor analysis is used as a precursor to determine the dimensionality of the course data and to partition courses into approximately unidimensional subsets, each of which is scaled independently. Results show a substantial increase in predictability when the IRT-based GPA is used instead of the usual GPA.  相似文献   

5.
常桐善 《考试研究》2008,(3):115-127
本文以美国加州大学的招生实践为基础,分析高中成绩和标准化入学考试分数对大学一年级成绩的预测效度,以及它们在评定大学申请学生合格性中的作用,同时也阐述了加州大学利用这两种成绩确定申请学生合格性方法的问题与面临的挑战。研究表明,高中成绩对大学一年级成绩的预测效度高于标准化考试(SATI)。但高中成绩主要反映了学生掌握高中知识的程度,而标准化考试成绩则侧重于体现学生的认知能力。合理结合、使用这两种成绩对学生的知识和能力进行评价,将会使大学招生更为科学公允。  相似文献   

6.
The purpose of this study was to evaluate the usefulness of the traditional admission standards utilized by Kuwait University in predicting students' academic performance. It was found that the established practice of using students' score in standardized secondary school examinations and branch of study (i.e. sciences or arts emphasis) to be highly predictive of their college cumulative grade point average. Moreover, it was established that students' secondary school scores reflect intellective as well as the non-intellective factors pertaining to students' background.  相似文献   

7.
The current study reports on the development and validation of the Academic Diligence Task (ADT), designed to assess the tendency to expend effort on academic tasks which are tedious in the moment but valued in the long-term. In this novel online task, students allocate their time between solving simple math problems (framed as beneficial for problem solving skills) and, alternatively, playing Tetris or watching entertaining videos. Using a large sample of high school seniors (N = 921), the ADT demonstrated convergent validity with self-report ratings of Big Five conscientiousness and its facets, self-control and grit, as well as discriminant validity from theoretically unrelated constructs, such as Big Five extraversion, openness, and emotional stability, test anxiety, life satisfaction, and positive and negative affect. The ADT also demonstrated incremental predictive validity for objectively measured GPA, standardized math and reading achievement test scores, high school graduation, and college enrollment, over and beyond demographics and intelligence. Collectively, findings suggest the feasibility of online behavioral measures to assess noncognitive individual differences that predict academic outcomes.  相似文献   

8.
Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the predictive and incremental validity of SAT over high school grades, (3) the effect of socioeconomic status on SAT validity, (4) differential prediction in the use of SAT scores, and (5) potential omitted variables that could explain differential prediction for American Indian students. Results provided evidence of predictive and incremental validity of SAT scores, and the validity of SAT scores was largely independent of socioeconomic status. Overprediction was found when using SAT scores to predict college performance and it was reduced when including high school grades as an additional predictor. This study provides substantial evidence of the validity and fairness of SAT scores for American Indians.  相似文献   

9.
This chapter describes the available information about the prediction of college performance in Colombia (South America). Before graduating from high school, students must take a national examination which includes 400 questions grouped into four major areas: sciences (biology, chemistry, and physics), social sciences, language (verbal aptitude and Spanish), and mathematics (mathematical attitude and mathematical knowledge). ICFES scores are used as a major criterion for university admission. Existing research suggests that the correlations between ICFES scores and GPAs tend to be quite small and vary widely from one academic program to another. Other variables (e.g., high school grades) are better predictors of college GPA, quite likely because the same set of personal and socio-cultural variables are needed for both high school and college success.  相似文献   

10.
To evaluate the role of temperamental task orientation in adolescents' academic success, we examined its relation to educational accomplishments in high school and college using longitudinal data. Participants (N = 110) were assessed at 15, 16, and 17 years of age with a follow-up at 24 years. Adolescent self-report and parent reports of task orientation at 16 were used to predict high school and college GPA, SAT scores, perseverance in college, and degree attainment. Task orientation related to high school GPA and accounted for variance above and beyond SES and IQ in predicting high school and college GPA. An interaction emerged between IQ and task orientation: increasing levels of task orientation were associated with higher GPA for students with higher intelligence, but not for those with relatively lower intelligence. These findings highlight the contribution of non-intellective factors to academic achievement in secondary and post-secondary education.  相似文献   

11.
《教育实用测度》2013,26(4):277-288
The logic of using a sequential decision-making approach using college grade point average (GPA) and test scores for teacher licensure decisions within the conjunctive decision-making model is discussed and contrasted with the compensatory model for decision making. The major issues to consider in choosing between the conjunctive and compensatory models are (a) whether there is a linear (or at least monotonically increasing) relationship between each predictor variable and the criterion variable and (b) whether an excess of one predictor variable can compensate for a deficiency in another variable. If linearity (monotonicity) and compensation are reasonable assumptions, the compensatory model is generally preferred. However, for nonlinear and noncompensatory situations, such as teacher licensure where the purpose is to set a cutoff score to represent minimal competence, not to predict the degree of success, the conjunctive model is more appropriate. Some have suggested using college GPA and licensure tests in a compensatory model for licensure decisions. However, given the lack of content validity of the GPA for the purpose of licensure, and given the lack of comparability of GPAs across institutions (and indeed within institutions), a compensatory model using test scores and college GPA seems inappropriate.  相似文献   

12.
The predictive validity of preadmissions measures such as standardized test scores and high school grades may be understated because of correctable defects in both the freshman year and cumulative grade point average (GPA). Measurement error in the criterion artificially depresses the size of observed validity coefficients. A study was conducted using item response theory (IRT) to develop a more reliable measure of performance, called an IRT-based GPA, and tested in a predictive validity study using data from Stanford University. Results indicate increased predictability when the IRT-based GPA is compared with the usual GPA.This article is based, in part, on the doctoral dissertation of the author, which was completed at the School of Education at Stanford University.  相似文献   

13.
This paper analyzes the early academic achievement of disadvantaged, mainly black, students admitted to the Special Educational Opportunities Program (the SEOP) at the Urbana-Champaign campus of the University of Illinois in the fall of 1968 and 1969.High school percentile rank and standardized test scores predicted the early overall academic performance of SEOP students. Validities, though significant, were not high and were possibly attenuated by use of too difficult test instruments and by inflated grading practices. Nevertheless, the data indicate that recruitment people should not abandon customary merit selection based upon these types of measures. Test scores were found to be more valid for predicting the GPA of regularly admitted students than for the prediction of GPA for SEOP students; the predictive effectiveness of high school percentile rank was greater for regularly admitted students.The research reported herein was performed, in part, pursuant to a contract with the United States Office of Education, Department of Health, Education, and Welfare. The opinions expressed in this publication do not necessarily reflect the position or policy of the Office of Education and no official endorsement by the Office of Education should be inferred. Project No. 9-E-136/Contract No. OEG-5-70-0005.  相似文献   

14.
This is an investigation of the relationships and differences among selected personality, demographic, and intellective variables in a sample of 267 Morehead Scholars, at the University of North Carolina at Chapel Hill, from the classes of 1965 through 1970 to determine the feasibility and practicality of their use as predictors and criteria of academic and nonacademic achievements. Analysis of variance was used to determine the differences among the various groups. Stepwise regression analysis was used to determine the association among the variables and to select the most efficient predictors of academic and nonacademic criteria.

There was a significant relationship between high school nonacademic achievements and (a) Opinion, Attitude, and Interest Survey (OAIS) scores, (b) high school rank in class and (c) Scholastic Aptitude Test (SAT) scores. High school nonacademic achievements and selected OAIS scales, when combined with SAT scores and high school rank in class, increase the efficiency of predicting subsequent college grade point average (GPA). The addition of high school nonacademic achievements to SAT scores increased the efficiency of predicting freshman and senior cumulative GPA for all groups. The OAIS scales, freshman GPA, and high school nonacademic achievements can be used to predict college nonacademic achievements.  相似文献   

15.
Current thinking on validity suggests that educational institutions and individuals should evaluate their uses of test scores in the context of their fundamental goals. Regression coefficients and other traditional criterion-related validity statistics provide relevant information, but often do not, by themselves, address the fundamental reasons for using test scores. Formal decision theory models provide a logically rigorous way to do this, but they are difficult to implement in practice. This article considers a simplification of formal decision theory models, in which one estimates the proportion of examinees for whom positive outcomes result from a use of test scores. For uses involving selection, the proportion of examinees with positive outcomes can be calculated by applying traditional regression coefficients to the marginal distribution of scores in the unselected population. The incremental usefulness of using a particular variable can be judged by comparing its proportion to that associated with no selection and to that associated with using another variable, either alone or jointly. Examples, related to college admission and retention, are given to illustrate these ideas.  相似文献   

16.
Most studies predicting college performance from high‐school grade point average (HSGPA) and college admissions test scores use single‐level regression models that conflate relationships within and between high schools. Because grading standards vary among high schools, these relationships are likely to differ within and between schools. We used two‐level regression models to predict freshman grade point average from HSGPA and scores on both college admissions and state tests. When HSGPA and scores are considered together, HSGPA predicts more strongly within high schools than between, as expected in the light of variations in grading standards. In contrast, test scores, particularly mathematics scores, predict more strongly between schools than within. Within‐school variation in mathematics scores has no net predictive value, but between‐school variation is substantially predictive. Whereas other studies have shown that adding test scores to HSGPA yields only a minor improvement in aggregate prediction, our findings suggest that a potentially more important effect of admissions tests is statistical moderation, that is, partially offsetting differences in grading standards across high schools.  相似文献   

17.
Prior research has shown that there is substantial variability in the degree to which the SAT and high school grade point average (HSGPA) predict 1st-year college performance at different institutions. This article demonstrates the usefulness of multilevel modeling as a tool to uncover institutional characteristics that are associated with this variability. The results revealed that the predictive validity of HSGPA decreased as mean total SAT (i.e., sum of the three SAT sections) score at an institution increased and as the proportion of White freshmen increased. The predictive validity of the three SAT sections (critical reading, mathematics, and writing) varied differently as a function of different institution-level variables. These results suggest that the estimates of validity obtained and aggregated from multiple institutions may not accurately reflect the unique contextual factors that influence the predictive validity of HSGPA and SAT scores at a particular institution.  相似文献   

18.
A longstanding concern about admissions to higher education is the underprediction of female academic performance by admission test scores. One explanation for these findings is selection system bias, that is, not all relevant KSAOs that are related to academic performance and gender are included in the prediction model. One solution to this problem is to include these omitted KSAOs in the prediction model, many of these KSAOs are 'noncognitive' and “hard‐to‐measure” skills in a high‐stakes context. An alternative approach to capture relevant KSAOs is using representative performance samples. We examined differential prediction of first year‐ and third year academic performance by gender based on a curriculum‐sampling test that was designed as a small‐scale simulation of later college performance. In addition, we examined differential prediction using both frequentist and Bayesian analyses. Our results showed no differential prediction or small female underprediction when using the curriculum‐sampling tests to predict first year GPA, and no differential prediction for predicting third year GPA. In addition, our results suggest that more comprehensive curriculum samples may show less differential prediction. We conclude that curriculum sampling may offer a practically feasible method that yields minimal differential prediction by gender in high‐stakes operational selection settings.  相似文献   

19.
Self-Efficacy,Stress, and Academic Success in College   总被引：2，自引：0，他引：2  
This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.  相似文献   

20.
ABSTRACT

A new college admission policy will be implemented in Taiwan in 2022. The purpose of this study was to understand the relationship between admission criteria and college success. Data was obtained from the Taiwan Higher Education Database; a sample size of 8443 students from 156 universities was used in this study. By using the structural equation model, this study tested a research model that included factors such as motivation, standardized test scores, high school achievements, and college success. The findings revealed that the General Scholastic Ability Test scores (in Chinese, English, Social Studies) and high school average academic grades are significantly associated with college success. A student’s motivation to complete a certain major can significantly predict the quality of student effort and influence college success. These findings highlight the importance of some admission criteria and provide practical implications for educational policy-makers, school administrators, students, and parents.  相似文献   

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