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1.
Abstract

The present study examines whether academic admission variables and the medical school admission interview are predictive of scores on a measure of ethical reasoning administered during the first year of medical school. Results of a stepwise‐regression analysis suggest that principled ethical thinking, as measured by Rest's (1979) Defining Issues Test, is only negligibly assessed in the admissions process. The results also indicate that the admissions interview neither contributed to the prediction of students’ principled thinking nor was it significantly correlated with principled thinking. Implications of this finding are discussed. Although the frequency and importance of ethical considerations in patient care are generally acknowledged, future work needs to address the philosophical issue of whether ethical thinking should be formally assessed in the admissions process.  相似文献   

2.
Research has often found that, when high school grades and SAT scores are used to predict first‐year college grade‐point average (FGPA) via regression analysis, African‐American and Latino students, are, on average, predicted to earn higher FGPAs than they actually do. Under various plausible models, this phenomenon can be explained in terms of the unreliability of predictor variables. Attributing overprediction to measurement error, however, is not fully satisfactory: Might the measurement errors in the predictor variables be systematic in part, and could they be reduced? The research hypothesis in the current study was that the overprediction of Latino and African‐American performance occurs, at least in part, because these students are more likely than White students to attend high schools with fewer resources. The study provided some support for this hypothesis and showed that the prediction of college grades can be improved using information about high school socioeconomic status. An interesting peripheral finding was that grades provided by students’ high schools were stronger predictors of FGPA than were students’ self‐reported high school grades. Correlations between the two types of high school grades (computed for each of 18 colleges) ranged from .59 to .85.  相似文献   

3.
In the first part, the paper considers the impacts of external examination on learning and school lessons. Numerous researches and analyses have shown that students from specialized high schools retain incomplete, shallow and often completely incorrect ideas about some natural and social phenomena. They do not know how to connect the knowledge that they have gained. The reason for the low applicability of knowledge and lack of retention is mainly due to the domination of shallow and reproductive studying, which is even encouraged by the external Matura. Multiple‐choice questions and tasks of low taxonomic level, which can be objectively measured or graded, predominate in the external examination. The results, in the second part of the paper, indicate that the knowledge gained in high schools is narrowing throughout the years of schooling. This means that, with the approach of the final examination, exact summaries of learned material, definitions and information are demanded from students more often at the end than at the beginning of high school. Students' comprehension, linking their knowledge to other subjects and topics, critical thinking and applying the knowledge to other examples is demanded more often at the beginning of schooling (in the first year) than in the fourth year of high school (just before the Matura). Also, the democratization of the grading process decreases throughout the schooling. Students are debating with the teachers about form, methods and content of grading examinations more frequently in the first year than in the fourth year of their schooling.  相似文献   

4.
This study investigated aptitude, achievement, and retention patterns among 273 women and 1,953 male students who entered engineering at The University of Texas at Austin as freshmen in the fall semesters of 1974–1977. Academic and attrition records were maintained through the fall of 1978 for the sample. Multiple regression techniques were used to predict both academic achievement and retention on the basis of college entrance scores and high school rank. In addition, first-year grade-point average was included as a predictor of retention. The Mathematics Achievement Test, Level I, emerged as primary predictor of cumulative grade-point average for both men and women, and first year grade-point average the best single predictor of retention for men, but combined with entrance scores for retention prediction among women. Academic performance was more easily predicted for women than men, but retention was more easily predicted for men. Female nonretainees in engineering score higher on all variables than male nonretainees, and female retainees make similar grades to male retainees. More capable women than men are transferring to other majors within the University, especially to the natural sciences. Unlike men, women leaving engineering and the University did not do so for academic failure. This study suggests that a support system developed to counsel women in engineering might contribute positively to their retention.  相似文献   

5.
Multiple regression analysis is used to establish a scale, measuring involvement in campus activities, work experience, technical background, references, and goals. This scale is then tested to see whether it improves the prediction of success in school. For graduate business students, previous studies have shown a coefficient of determination .14 when both GMAT score and grade point average are used. Introduction of the scale raises the coefficient to .19 for the 1976–1977 graduate class. Appropriate predictive cross-validation techniques indicate that the regression is validated on data from the 1980–1981 academic year. Using standard statistical computer software, any school can choose variables, experimentally build a scale, and test its predictive value. This type of scale helps to integrate much of the miscellaneous information collected on the standard college and graduate school application.  相似文献   

6.
This paper studies the effects of guaranteed college admission on student effort and achievement. In 1997, Texas enacted the “Top Ten Percent” law, which guarantees admission to any public college for students in the top ten percent of their high school class. In practice, eligible students become aware of their admission status at the end of their junior year in high school—more than 1 year prior to attending college. We use data from a large, urban school district and regression discontinuity methods to test for effects on effort. Our preferred estimates show that students who barely qualify for the admissions guarantee earn marginally lower grades and take fewer advanced courses in their senior year compared to students who do not qualify for guaranteed admission and learn their status in the final senior year term. We find qualitatively similar results when limiting our sample to finer bandwidths, although the estimates are imprecise.  相似文献   

7.
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   

8.
Reported is a study of over- and underachievement of college students, utilizing an iterative multiple moderator technique. The subjects were students at a large southwestern university, the predictors were high school rank and short forms of the Scholastic Aptitude Test, and the criterion was first year grade average. Selected background variables were the potential moderators. The overachievers were characterized as having average aptitude, yet coming from backgrounds where the father was highly educated; the underachievers were observed as having small town origins and high interest in extracurricular activities.  相似文献   

9.
Based on a longitudinal study of entering freshmen at a selective, private college in northeastern USA, this article provides a model for designing retention studies for assessment. Results from discriminant analysis revealed average high school grade, admission rating, and first semester average college grade as significant predictors of graduation. Regression analyses identified average high school grade, first semester average college grade, and satisfaction with academic advising as significant predictors of final average college grade. Perceived impact on intellectual self‐confidence and satisfaction with faculty attitude, business courses and sense of community were identified as significant predictors of overall satisfaction.  相似文献   

10.
This study tests an empirical multidimensional model of school dropout, using data collected in the first year of an 8-year longitudinal study, with first year high school students aged 12–13 years. Structural equation modeling analyses show that five personal, family, and school latent factors together contribute to school dropout identified at 19 years of age: poor parent–teenager relationships, youth depression and family difficulties, negative classroom climate, negative school interactions, and poor academic achievement. This model increases our understanding of the dropout process in the general population and has direct implications for the development of high school dropout prevention programs.  相似文献   

11.
Decisions on admissions to university and placement into university courses are usually based on the results of achievement (as in secondary school exams) and/or aptitude (in intelligence-type tests and SAT). This paper argues that in a situation where educational provision at secondary school level is highly unequal, a third approach to testing offers an alternative which is preferable both on grounds of theory of cognitive psychology and because it yields much better discrimination.The Alternative Admissions Research Project at University of Cape Town has developed a mathematics test according to the dynamic testing approach as advocated by Miller (1990) for admission of African students from grossly under-resourced schools, as well as for placing these and other students into a diversifying first year curriculum. This approach aims to assess the ability of a candidate to learn from authentic academic material within the test. This paper focuses on the reasons for the development of the mathematics test and the process by which the test questions were developed and piloted. The reliability of the test and correlations of this test with subsequent mathematical performance data are discussed.Following the encouraging data for the test as an admission mechanism, the value of the dynamic testing approach for furnishing additional information for placement into an increasingly varied curriculum at first year level was investigated. This enabled the piloting of more topics and more comprehensive validation of this type of testing. The paper concerns itself with the reliability and predictive value of each of the topics in this placement test for a range of core courses in various faculties and the extent to which these tests can identify potentially at risk students who should be placed onto an appropriate curriculum.  相似文献   

12.
福建省基础教育发展、教师需求及招生培养对策研究   总被引：4，自引：0，他引：4  
基础教育发展、师范教育结构调整、中小学教师学历提升以及教师编制标准等，是影响和决定教师需求数量及其招生培养的主要因素。研究表明：我省今后小学教育规模呈下降趋势，初中教育高峰期即将来临，高中阶段教育规模逐年扩大，预计高峰期在2007年前后。本研究建议：全省师范专科层次招生今后15年可按年均3000人的规模加以安排；师范本科招生“十五”计划期间可按年均6000人的规模来安排，其后10年可按年均4000人的规模加以控制。中师的教育资源要优化配置，师专的办学模式要改革，本科师范院校要扩展办学规模与业务以适应社会发展的需要。  相似文献   

13.
This study examines the impact that secondary school studies have on university accounting courses. Multiple regression analysis has been used to determine the significance of various academic factors. Secondary school accounting and mathematics were found to have far greater effectiveness in predicting results in the initial university accounting course than did other variables, but this benefit diminished in the second year and vanished in the third year of the accounting programme.  相似文献   

14.
Abstract

This study examined the causal relationships between three measures of reading achievement: phonics, reading comprehension, and vocabulary. Measures were obtained from 504 second-grade students at the beginning and end of the school year. A causal relationship was indicated if change in one of the three variables measured at the beginning of the year tended to precede change in the other variables measured at the end of the year. A cross-lagged panel analysis was used to test for such a pattern between the three variables. The findings indicate that phonics knowledge has a causal impact on both reading comprehension and vocabulary gains; reading comprehension has a causal effect on vocabulary gains. Further analysis of the data, using a path analysis model, verified these causal relationships. A second set of data obtained from 1,585 second-grade students at the beginning and end of another school year were used to examine these causal relationships once more. Path analysis findings again verified the relationships found in the first set of data. We concluded that phonics instruction designed to help students recognize the consistent graphophonic patterns in the English language should be emphasized in early elementary-grade reading instruction. We also determined that children’s early reading experiences should be “comprehension focused”; that is, children should be encouraged to make sense out of what they read. Additional research is suggested on the causal relationship between these variables using other assessment instruments, on the causal relationship between other reading variables, and on the relationship of these variables at higher grade levels.  相似文献   

15.
本研究采用历时质性个案研究方法,对北京某重点高中两位英语教师进行了为期一年的跟踪调查。通过分析访谈、课堂观察等多种数据,本研究发现两名教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的,且与其他技能的培养相融合。她们采用体裁式写作教学方法,将写作教学嵌入日常英语教学活动,关注学生学习写作的过程。本研究发现表明高中英语教师在日常教学中可以突破应试束缚,切实培养学生的写作能力。  相似文献   

16.
Three groups of students at Illinois State University (of respective sizes 235, 157, and 397) were used as subjects to determine which factors were significant predictors of success in the first course in calculus. The second and third groups were used to provide replications of the initial study. Academic independent variables considered were: ACT scores, high school rank, high school GPA, high school algebra grades, and the score from an algebra pretest. Biographical independent variables considered were: sex, birth order, family size, and high school size. The dependent variable was a function of the student’s course grade in the first semester of calculus. The use of stepwise and all-subsets regression procedures on the three groups revealed in each case that the best combination of predictors consisted of the algebra pretest and high school rank. From this result, the investigators concluded that the combination of algebraic skills, as represented by the score on the algebra pretest, and long-term perseverence and competitiveness, as measured by high school rank, play a significant role in the prediction of achievement in the first semester of calculus.  相似文献   

17.
Abstract

In the study here reported, the problem considered was whether or not the pattern of psychological adjustment of individuals of high intelligence is superior to that of individuals of average intelligence. The techniques employed were comparisons of the adjustive capacities of 95 gifted high school students with those of 63 average students through the application of multiple criteria of adjustment, namely inventoried assessment, self-assessment, and a derived estimate of self-insight. Results provided considerable substantiation for the contention that gifted high school students are markedly above the generality in the possession of selected personality characteristics considered to be important in personal and social adjustment. Substantiation was not present for the contention that the gifted evidence more positive attitudes toward self or that they possess greater clarity of self-perception for most of the variables considered.  相似文献   

18.
The study was designed to investigate the relationship between differences in educational training at the time of entry into part-time undergraduate studies and persistence with such a program. The sample consisted of 612 students who enrolled for the first time in a part-time evening undergraduate program. A specially designed questionnaire was used as the chief measuring instrument. Possession of a high school diploma, having not repeated a year in high school, undertaking certain types of training, and delaying university entry by a year or more were found to be conducive to persistence. High school matriculation average, type of high school attended, amount of delay, and reasons for delaying entry to university were not found to be related to drop-out. The findings of the study stand in sharp contrast to previously reported research.  相似文献   

19.
A critical issue facing a number of colleges and universities is how to allocate first year places to incoming students. The decision to admit students is often based on a number of factors, but a key statistic is a student's high school grades. This paper reports on a case study of the subsequent performance at the University of Winnipeg of high school students from 84 Manitoba high schools. By tracking the university performance of students admitted for the years 1997–2002, we are able to estimate the likelihood of success of subsequent students based on their characteristics as well as their high school grades. In doing so, we use a number of alternative estimators including a Least Squares Dummy Variable Model and a Hierarchical Linear Model. The methodology should be of interest to admissions officers at other universities as an input into estimating the subsequent performance of first year students.  相似文献   

20.
在系统回顾国外研究生选拔中认知和非认知因素考察方式的基础上,本文对应用最为广泛的本科成绩、录取面试和推荐信三种方式的相关研究进行了综述。本科成绩对研究生绩效有良好的预测效度,录取面试由于结构化程度过低而影响了其预测价值,传统推荐信的预测作用并不理想而标准化推荐信则是极具潜力的发展方向。在我国研究生复试阶段应重视本科成绩的作用,提高录取面试的结构化程度,并采用标准化推荐信加强对考生非认知因素的考察。  相似文献   

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