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1
Geering, Margo, and n/a. "Gender differences in multiple choice assessment." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050218.141005.
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Multiple choice testing has been introduced as an assessment instrument in almost all educational systems during the past twenty years. A growing body of research seems to indicate that tests structured to a multiple choice format favour males. In the ACT, Queensland and Western Australia, a
multiple choice examination known as ASAT was used to moderate student scores. Using data from the 1989 ASAT Paper 1, as well as data from the ACT Year 12 cohort of that year, an investigation was made of the items in the ASAT paper. This investigation attempted to identify specific types of questions that enabled males, on average, to perform better than females. Questions, which had a statistically significant difference between the results of males and
females, were examined further. An ASAT unit was given to students to complete and their answers to a questionnaire concerning the unit were taped and analysed.
The study found that males performed better, on average, than females on the 1989 ASAT Paper 1. The mean difference in the quantitative questions was much greater than in the verbal
questions. A number of factors appear to contribute to the difference in performance between males and females. A statistically significant number of females study Mathematics
at a lower level, which appears to contribute to females lower quantatitive scores. Females seem to be considerably more anxious about taking tests and this anxiety remains throughout
a multiple choice test. Females lack confidence in their ability to achieve in tests and are tentative about "risktaking" which is an element of multiple choice tests. The language of the test and male oriented content may contribute to females' negative performance in multiple choice testing.
2
Steele, Charles Noah. "Scholastic aptitude test scores and the economic returns to college education." Thesis, Montana State University, 1990. http://etd.lib.montana.edu/etd/1990/steele/SteeleC1990.pdf.
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Student scores on standardized achievement tests fell during the 1960's, raising questions about the quality of education in America. The decline was especially pronounced on the Scholastic Aptitude Test (SAT), the most widely used college entrance examination. Much of this decline remains unexplained. This study examines the hypothesis that declining returns to college education played a role in the score decline. Specifically, it is hypothesized that declining returns to education reduce the incentive for students to invest in the college skills which the SAT attempts to measure. This study proposes a general model in which SAT participation rates and SAT scores are determined in part by the relative wage differential between an average college graduate and a high school graduate. several empirical specifications of this model are then estimated, using aggregate time series data for the years 1967 to 1987. The methods of three stage least squares and seemingly unrelated regressions are used. The results of the regressions suggest that fluctuations in the relative economic return to a college education may have accounted for between 11 percent,and 24 percent of the decline in average SAT scores. When these effects are considered in conjunction with those of a demographic variable, approximately 40 percent of the decline is explained, perhaps suggesting that fears of declining educational quality are somewhat exaggerated.
3
Drakulich, Elaine. "An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1154.
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The Scholastic Aptitude Test (SAT) is taken each year by two fifths of the high school graduates (Cameron, 1989). The perception that high SAT scores will either open the door of selective colleges and generate scholarships or that low SAT scores will close off opportunities for the rest of one’ life, makes virtually every student who invests the three hours of time required to take the test extremely anxious about doing as well as possible (Whitla, 1988). Significant relationships between identified preparation techniques and the perceived effectiveness of those techniques by students and staff can be very useful information for educators when counseling and/or assisting students who want to improve their performance on the SAT. This study describes perceptual opinions from students, teachers, counselors, and administrators from 10 Portland, Oregon metropolitan area schools about the effectiveness of three SAT preparation techniques. The following research questions were examined: 1. What is the perceived effectiveness of three SAT preparation techniques: SAT computer programs, SAT preparation classes, and specific SAT information taught in general classes? 2. Are students who regard the SAT as important more likely to know about, use, and perceive effective the three preparation techniques than students who do not? 3. Are students who regard the SAT as important more likely to perceive their teachers or administrators as valuing the SAT than students who do not? 4. Are students who perceive that their teachers or administrators regard the SAT as important more likely to perceive the preparation techniques effective than students who do not? The results of this study indicated some specific groups of students and teachers did perceive one preparation technique to be effective. Their perceptions validated belief in specific SAT information taught in general classes as an effective preparation technique. It also revealed that there was lack of awareness, use, and perceived effectiveness of both SAT computer programs and SAT preparation classes. Lastly, the study showed that both students and teachers who perceived the SAT to be important, agreed that their administrators valued the SAT.
4
Adams, Edward R. "The effects of cost, income, and socio-economic variables on student scholastic aptitude scores." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917821.
Full textAbstract:
The purpose of the study was to determine at the school district level, what relationships exist, if any, between Indiana school corporation SAT mean scores (a limited output measure of student achievement and aptitude) and six intervening input variables: (1) operating expenditures per pupil, (2) instructional expenditures per pupil, (3) per capita income, (4) corporation enrollment size, (5) degree of population density, and (6) at-risk index characteristics.The study provided a review of the research and related literature on relationships between high school SAT scores, public school expenditures and other intervening input variables. The study addressed questions about relationships and effects of expenditures and other input variables upon SAT scores. The need to examine individual district variation in SAT performance was motivated by the influence comparisons of SAT scores have on public perception of education and the resultant impact on state and local education policy.A principal goal of the study was to add to the understanding of the relationships between public expenditures directed to education, specific demographic and compositional student characteristics, and education performance as measured in SAT mean scores.The study incorporated Pearson product moment correlations and stepwise multiple regression procedures to determine the existence of variation in outputs accounted for by variation in the specific inputs. Initially a Pearson correlation coefficient was calculated to test each of the six null hypotheses. Statistical significance was sought in each instance at the .01 level. Stepwise multiple regressions were then used to examine the SAT output relationships with compounded variables.The following conclusions were drawn from the findings and the summary tables reported in the study: 1. Low per capita income is associated with a decline in SAT scores and higher per capita income to associate with higher SAT scores.2. Increased performance on the SAT is not dependent upon the amount spent in total General Fund expenditures per pupil, however, an increased amount spent on instruction tends to raise SAT scores.3. A high at-risk index presence is associated with lower SAT scores whereas a low at-risk index tends to be associated with higher SAT scores.4. Urban density does not effect SAT scores in a statistically significant manner.5. The size of the school corporation has no relationship to SAT scores.Overall total General Fund expenditures were not shown to significantly affect SAT scores, although such costs were not shown to be detrimental in the multiple regression analysis. More importantly, instructional expenditures per student were demonstrated to be one of three significant factors affecting higher SAT scores. The other significant variables were poverty and high at-risk factors, which were shown to be associated with lower SAT score levels.The data and the study strongly suggest that, if school authorities, legislatures, private business and parents continue to use the SAT scores as a prime barometer and target for educational success, we should immediately begin to compensate dramatically for the atrisk and per capita income deficits in individual students and impacted schools, and maximize financial resources into proven classroom instructional strategies. If the public wishes to narrow the gap in SAT scores, then policy makers need to examine the educational-environmental liabilities of low income, single parent home, and the appropriate level of instructional cost which will generate acceptable SAT results.Department of Educational Leadership
5
Fenner, Sherrie. "A study of the correlation between Pennsylvania system of school assessment and scholastic aptitude test scores in mathematics." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.
Full textAbstract:
Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2001.Source: Masters Abstracts International, Volume: 45-06, page: 2797. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 41-43).
6
Belec, Marguerite E. "The Scholastic Aptitude Test as a performance predictor of Broadened Opportunity for Officer Selection and Training (BOOST)." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26235.
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Brown, Georgia M. "An investigation of the general aptitude test battery as a predictor of academic success for college students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999browng.pdf.
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8
Bolinger, Rex W. "The effect of socioeconomic levels and similar instruction on scholastic aptitude test scores of Asian, Black, Hispanic, and White students." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845922.
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Curabay, Muhammet. "Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA." Thesis, University of Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242126.
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The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest that SAT and ACT scores give some meaningful information about academic success, others disagree. The objective of this study was to determine whether there is significant predictive validity of SAT and ACT exams for college success. This study examined the effectiveness of SAT and ACT scores for predicting college students’ first year GPA scores with a meta-analytic approach. Most of the studies were retrieved from Academic Search Complete and ERIC databases, published between 1990 and 2016. In total, 60 effect sizes were obtained from 48 studies. The average correlation between test score and college GPA was 0.36 (95% confidence interval: .32, .39) using a random effects model. There was a significant positive relationship between exam score and college success. Moderators examined were publication status and exam type with no effect found for publication status. A significant effect of exam type was found, with a slightly higher average correlation for SAT compared to ACT score and college GPA. No publication bias was found in the study.
10
Clingman, Elizabeth Ann. "The Relationship of Student Mathematics Scores on the Scholastic Aptitude Test to Teacher Effectiveness as Measured by the Texas Teacher Appraisal System." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332301/.
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The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.
11
Mullins, Lavorious M. "An investigative study of the predictive validity of high school grade-point averages and scholastic aptitude test scores as they relate to baccalaureate grade-point averages." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/3703.
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The graduation of students should be one of the primary goals of an institution of higher learning. Institutions of higher learning should never stop investigations to determine variables that seek to predict academic success of students. The purpose of this study is to determine the predictive validity of high school grade-point averages, Scholastic Aptitude Test (SAT) scores and their relationship to the baccalaureate grade-point averages of students. The population used in this investigation included students that enrolled as freshmen at the [University] in the 1993 fall semester and who completed all requirements for graduation no later than the 1999 spring semester but no earlier than the 1996 spring semester. In this study information was presented that found the high school grade-point average to be a better predictor of baccalaureate grade-point average than the SAT score.
12
Warry, Jaye Ellen. "An analysis of variables affecting standardized test results at the high school level." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33587.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted.
2031-01-01
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Andersson, Per. "Att studera och bli bedömd : Empiriska och teoretiska perspektiv på gymnasie- och vuxenstuderandes sätt att erfara studier och bedömningar." Doctoral thesis, Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12624.
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This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT). The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying. The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena. The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection. The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education. A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.
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Fan, Yuan-shun, and 范元順. "A Comparison of Scholastic Aptitude English Test and Department Required English Test." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/64523960522400598087.
Full textAbstract:
碩士國立中正大學
外國文學所
96
This study aimed to compare the test items of SAET and DRET administered from 2002 to 2007 in Taiwan and to survey senior high school English teachers’perspectives on the two tests and their approaches to helping students prepare for the tests respectively. The comparison was conducted in terms of item difficulty level, reference word level, text readability (Flesch-Kincaid readability), and item types. With regards to the questionnaire, 55 senior high school English Teachers in Taiwan filled in the questionnaire and the validity of questionnaire was ensured by several testing specialists and a pilot test on a couple of high school teachers. The questionnaire data were presented and tabulated by descriptive statistics and analyzed by the chi-square test to detect whether there are differences in teachers’responses toward the tests and their teaching strategies. The results indicated that (1) in 2002 and 2003 SAET contained more difficult items than DRET; however, from 2004 to 2007 more difficult items were found in DRET, (2) DRET examined more words beyond level 5 in vocabulary test while SAET had more words below level 4, and DRET had more words at level 5-6 in reading texts than SAET, (3) reading texts of DRET had higher readability indices and revealed more difficulty for reading, (4) DRET contained more items that require higher-level language competence and processing skills than SAET in cloze test formats, (5) in DRET reading comprehension, more inferential items were found while in SAET, more factual and local items were found, and (6) most English teachers stated that the difficulty of SAET is different from that of DRET and DRET seems to be more difficult than SAET in several aspects, and most approaches used by teachers yielded no obvious difference between SAET and DRET. Based on the results, this study demonstrated that DRET is generally difficult than SAET in various aspects. Additionally, test constructions of SAET and DRET reflected the assumption and suggestion provided by CEEC studies as well as the results of previous research in college entrance examination. It also indicated that development in test construction was not only built on solid research foundation but also moving toward a more systematic and scientific approach. Finally, pedagogical implications and suggestions for future research are provided in the end.
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Chou, Ssu-yu, and 周思余. "A Study of Cloze Test Items in Scholastic Aptitude English Test and Department Required English Test." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/07595302968765142752.
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碩士國立中正大學
外國文學所
97
The study analyzed items in Zong-He-Ce-Yian section in Scholastic Aptitude English Test (SAET) and Department Required English Test (DRET) from 2004 to 2008. It aimed to investigate what kind of language processing skills, discrete-point or integrative skill, the cloze items in both tests measure. Passing rates and discrimination indices are used to indicate the difficulty level and discrimination power of each item type. Aside from categorizing items into two general types, the study further classified items into subtypes to find out learners’ strengths and weaknesses. The results of this study are summarized as follows: First, cloze items in SAET and DRET tend to measure examinees’ discrete-point skill rather than integrative skills. It is found that in DRET from 2006 to 2008, there is an increasing ratio of global items. Whether an increasing ratio of global items in these three years is a coincident or a continued situation is worthy of a follow-up analysis of cloze items in the coming years. Secondly, the passing rates of the two item types did not have consistent result. In SAET, the average passing rate of local items is higher than that of global items, whereas in DRET, an opposite result is found. Thirdly, in terms of item discrimination indices, the result showed that the discrimination indices of both global and local items are above .30, revealing that both item types can effectively discriminate high scorers from low scorers. Finally, test takers performed well on items that can be inferred from the context, such as relative word in headed clause, conjunction/subordinator, syntactic elements, and textual discourse markers. As for examinees’ weaknesses, it is found that learners seem to have problems in items with fixed usage, such as preposition, phrases, and reiteration. The study suggests that English teachers and test constructors should be aware that deletions of words/phrases in a cloze test must be well justified. Test constructors can take the amount of context required to restore each item into consideration to generate items that require test takers to refer to a broader context rather than randomly select a word for deletion. Furthermore, as for learners’ weaknesses, the study proposes that, in addition to teaching what has been provided in a textbook, teachers can provide learners with supplemental material to expose learners to different language contexts.
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SHEN, LI-CHING, and 沈例憬. "The Item Analysis of Scholastic Aptitude Math Test In 2015 Academic Year." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/9h39um.
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碩士國立高雄師範大學
數學系
105
This study aims to adopt test analysis and item analysis on"104 school year general scholastic ability test mathematics".The data resource comes from all of examinees attending 104 school year scholastic ability test with 11,000 samples by random sampling from the College Entrance Examination Center (CEEC).On the basis of classical test theory(CTT) and item response theory(IRT),the researcher adopts qualitative and quantitative analysis on the test data by statistical softwares SPSS17.0,TestGraf98 and BILOG-MG3.0. Synthesizing the findings,analysis of results and discussions,the reasearcher summarizes the following conclusions : 1.The two-way specification table demonstrate this test achieves positive content validity. 2.The Cronbach's coefficient is.856,and it shows that the reliability of the test is good. 3.The average item difficulty discrimination index with.447 suggests that the questions are moderate. 4.The average item discrimination index with.566 suggests the very good discrimination of the test. 5.Provided whih the distractibility Analysis,all of the multiple-choice items meet the distractibility index. 6.The option characteristic curves suggests the correct items have good discrimination and the incorrect items have good distractibility in multiple-choice items(with only one answer). 7.The item information function suggests most fill-in-the-blank items are suitable for moderate-ability examinees.
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Liang, Jen-hsin, and 梁仁馨. "The relations between the Scholastic Aptitude Test and the achievements of Calculus." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/7c4eqp.
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碩士國立中央大學
數學研究所
97
The subjects of study are the freshmen of the National Central University in 2007. The samples of study include the scores of the Scholastic Aptitude Test (SAT) by the College Entrance Examination Center, the achievements of the United Classes of Calculus (UCC), and the classes of the Freshman English Course. The main software of study is Matlab and Microsoft Excel. The data is analyzed by the methods of k-means and coefficients of correlation, t-test and regression in statistics. The researcher tries to use the k-means and the graph of distribution, which are commonly used in the signal analysis and the machine learning, in education and discusses the benefit of the result. After classifying and graphing, the correlation between “the scores of SAT” and “the achievements of UCC” is discussed. There are two conclusions in this research. Technologically, the k-means is useful in education and helpful for researchers to observe the data. Educationally, the groups of higher variance or lower English score in SAT have a higher risk of failure in UCC. We should pay more attention to these groups of students.
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Fan, Kuang-Hui, and 范光輝. "The investigation of applying computerized adaptive testing to the college scholastic aptitude test." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/70809279292673783042.
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碩士中原大學
心理學系
82
The purpose of the study is to investigate the feasibility of applying computerized adaptive testing (CAT) to the college scholastic aptitude test. Investigations focus on: (1) the correlation between the total score of classical test theory (CTT), the ability estimate of item response theory (IRT), and the ability estimate of CAT, (2) how much test length reduction resulted from CAT in comparison with the conventional paper- pencil test? (3) the students'' attitude toward the Chinese CAT. The subjects for the study are 172 students from the Department of Psychology, the Chung Yuan Christian University. The test data are (1) the conventional test: the college scholastic aptitude test comprising both verbal reasoning and mathematical comparison subtests, and (2) the Chinese CAT: basing on the Chinese Computerized Adaptive Testing (CCAT) system from the Educational Measurement Center of the Tainan Teachers College, inputing the items of the college scholastic aptitude test which item parameters come from Huang (1994) study. The major findings are: 1. In both verbal and mathematical subtests, the correlation coefficients of the ability value between CTT and IRT are 0.8515 and 0.8696 respectively, CTT and CAT are 0.6062 and 0.6350 respectively, IRT and CAT are 0.6884 and 0.6570 respectively. 2. In comparison with the conventional paper- pencil test, the item saving resulted from CAT are 72.55% for the verbal test and 86.96% for the mathematical test. 3. Regarding the CAT attitude questionnaire, most subjects prefer the computer test to the paper-pencil test. Because the correlation coefficients of the ability value between CAT and CTT, CAT and IRT are not high, the study hold conservative attitude to the feasibility of applying CAT to the college scholastic aptitude test. But in the future, if the disadvantage of CCAT system can be improved, and the item parameters of the college scholastic aptitude test can be estimated again, then the feasibility can be more promising.
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Jenkins, David James. "The predictive validity of the general scholastic aptitude test (GSAT) for first year students in information technology." Thesis, 2004. http://hdl.handle.net/10530/57.
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A mini-dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Education at the University of Zululand, 2004.This study investigates the validity of the General Scholastic Aptitude Test as a tool for predicting academic success for first year Information Technology (IT) students. Secondly it seeks to establish if it is an equally good predictor for the various racial groups in South Africa. Thirdly it investigates it’s usefulness as a predictor for the different gender groups. The final aim is to establish whether the GSAT correlates with the Swedish Rating (SR) and English language ability in terms of predicting academic success for first year IT students. The student group that served as the sample was the first year IT student group over the three year peroid from 2000 to 2002 at the Port Elizabeth (PE) Technikon. The study found that there was a weak link between GSAT and academic success across the entire sample. It however proved not to be an equally good predictor across all the racial groups, where it proved to be a far more useful tool for white students than for students from the other racial groups. Insofar as the gender groups were concerned it appeared to have some predictive power across the whole sample but not necessarily equally for the different gender and racial groups. There appeared to be a positive correlation between GSAT and Swedish Rating but not between GSAT and English language ability. From this study it appears that the GSAT has some merit in predicting academic success, although with differing rates of usefulness across different demographic groupings in South Africa. In addition there are many other factors that may militate against academic success in a student’s life which may hinder the usefulness of the GSAT as a predictive tool. If such assessments are to be used it would seem that they should be used very carefully, that factors reducing the chances of academic success need to be identified, and that institutions ensure that programmes are in place to empower students to maximize their potential.
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Marais, Amanda Claudia. "Using the differential aptitude test to estimate intelligence and scholastic achievement at grade nine level." Diss., 2007. http://hdl.handle.net/10500/531.
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The newly developed Differential Aptitude Test Form S (DAT) does not give
an indication of general intelligence or expected achievement in Grade 9. The aim
of the current study was to determine the relationships of the aptitude subtests
(measured by the DAT) with intelligence and achievement. Two affective factors,
motivation and self-concept, as well as study orientation, were included as
variables predicting achievement. An empirical study was carried out in which 60
Grade 9 learners were tested. The variables were measured using reliable
instruments. Correlations were calculated and multiple regression analyses used to
predict achievement. Moderate to high positive correlations between aptitude and
intelligence were found. Affective factors explained more of the variance in
achievement in key subjects than aptitude variables. One conclusion is that Grade
9 achievement measures affective rather than cognitive factors. Recommendations
are made regarding the use of the DAT-S in predicting school achievement.Educational Studies
M.Ed. (Specialisation in Guidance and Counselling)
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Saka, Thomas T. "Differential item functioning among mainland U.S. and Hawaii examinees on the verbal subtest of the scholastic aptitude test." Thesis, 1992. http://hdl.handle.net/10125/9728.
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De, Beer Marie. "The construction and evaluation of a dynamic computerised adaptive test for the measurement of learning potential." Thesis, 2000. http://hdl.handle.net/10500/5337.
Full textAbstract:
Recent political and social changes in South Africa have created the need for culture-fair tests for cross-cultural measurement of cognitive ability. This need has been highlighted by the professional, legal and research communities. For cognitive assessment, dynamic assessment is more equitable because it involves a test-train-retest procedure, which shows what performance levels individuals are able to attain when relevant training is provided. Following Binet’s thinking, dynamic assessment aims to identify those individuals who are likely to benefit from additional training. The theoretical basis for learning potential assessment is Vygotsky’s concept of the zone of proximal development.
This thesis describes the development, standardisation and evaluation of the Learning Potential Computerised Adaptive Test (LPCAT), for measuring learning potential in the culturally diverse South African population by means of nonverbal figural items. In accordance with Vygotsky’s view, learning potential is defined as a combination of present performance and the extent to which performance is increased after relevant training. This definition allows for comparison of individuals at different levels of initial performance and with different measures of improvement. Computerised adaptive testing based on item response theory, as used in the LPCAT, is uniquely suitable for increasing both measurement accuracy and testing efficiency of dynamic testing, two aspects that have been identified as problematic. The LPCAT pretest and the post-test are two separate adaptive tests, hence eliminating the role of memory in post-test performance. Several multicultural groups were used for item analysis and test validation. The results support the LPCAT as a culture-fair measure of learning potential in the nonverbal general reasoning domain. For examinees with a wide range of ability levels, LPCAT scores correlate strongly with academic performance. For African examinees, poor proficiency in English (the language of teaching) hampers academic performance. The LPCAT ensures the equitable measurement of learning potential, independent of language proficiency and prior scholastic learning and can be used to help select candidates for further training or developmental opportunities.Psychology
D. Litt. et Phil. (Psychology)
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Cooper, Patricia Anne. "Lexis and the undergraduate : analysing vocabulary needs, proficiencies and problems." Diss., 1999. http://hdl.handle.net/10500/17926.
Full textAbstract:
Beginning with Plato's expulsion of the poets in the Republic, this dissertation
'
looks at the often hostile, yet also symbiotic, relationship between·poetry and
philosophy. Aristotle's 'response' to Plato is regarded as a significant origin of
literary theory. Nietzsche's critique of Western philosophy as being an attempt to
suppress its own metaphoricity, leads to a revaluation of truth and consequently
of the privileging of philosophy over poetry. Post-structuralism sometimes
overemphasizes this constitutive force of metaphoricity, at the expense of
conceptual modes. However, Derrida's notion of philosophy as play retains a
balance between concept and metaphor: there is no attempt to transcendentally
ground philosophy, but neither is it reduced to a merely metaphorical discourse.
Finally, Wittgenstein's notion of meaning as determined by use can help us
distinguish pragmatically between poetry and philosophy by looking at the
contexts in which they function.Linguistics and Modern Languages
M.A. (Linguistics)
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Scheepers, Ruth. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.
Full textAbstract:
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers.Linguistics and Modern Languages
(M.A. (Linguistics))
25
Scheepers, Ruth Angela. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.
Full textAbstract:
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers.Linguistics
(M.A. (Linguistics))