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Allensworth, Elaine M.; Clark, Kallie – University of Chicago Consortium on School Research, 2019
High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, while test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We find…
Descriptors: Grade Point Average, High School Students, College Readiness, Scores
Rios, Joseph A.; Sparks, Jesse R.; Zhang, Mo; Liu, Ou Lydia – ETS Research Report Series, 2017
Proficiency with written communication (WC) is critical for success in college and careers. As a result, institutions face a growing challenge to accurately evaluate their students' writing skills to obtain data that can support demands of accreditation, accountability, or curricular improvement. Many current standardized measures, however, lack…
Descriptors: Test Construction, Test Validity, Writing Tests, College Outcomes Assessment
Liu, Ou Lydia; Mao, Liyang; Frankel, Lois; Xu, Jun – Assessment & Evaluation in Higher Education, 2016
Critical thinking is a learning outcome highly valued by higher education institutions and the workforce. The Educational Testing Service (ETS) has designed a next generation assessment, the HEIghten™ critical thinking assessment, to measure students' critical thinking skills in analytical and synthetic dimensions. This paper introduces the…
Descriptors: Critical Thinking, Cognitive Tests, Test Validity, Thinking Skills
Sternberg, Robert J. – Change: The Magazine of Higher Learning, 2012
Standardized admissions tests such as the SAT (originally stood for "Scholastic Aptitude Test") and the ACT measure only a narrow segment of the skills needed to become an active citizen and possibly a leader who makes a positive, meaningful, and enduring difference to the world. The problem with these tests is that they promised, under…
Descriptors: College Admission, College Entrance Examinations, Standardized Tests, Academic Aptitude
ACT, Inc., 2013
This manual contains information about the American College Test (ACT) Plan® program. The principal focus of this manual is to document the Plan program's technical adequacy in light of its intended purposes. This manual supersedes the 2011 edition. The content of this manual responds to requirements of the testing industry as established in the…
Descriptors: College Entrance Examinations, Formative Evaluation, Evaluation Research, Test Bias

Halpin, Gerald; And Others – Educational and Psychological Measurement, 1976
The incremental effectiveness of the American College Testing Program Examination (ACT) is studied along with the effectiveness of the ACT alone and of high school grade-point average alone in predicting differential success in a three year nurses' training program for 199 students over a 10-year period. (Author/DEP)
Descriptors: Correlation, Grade Point Average, Higher Education, Longitudinal Studies

Ansley, Timothy N.; Forsyth, Robert A. – Educational and Psychological Measurement, 1983
Correlations between the achievement test scores of 2,000 entering freshmen in 1977 and measures of college performance were similar to those reported for tests of the college entrance type. These results provide support for the predictive validity of the Iowa Tests of Basic Skills and the Iowa Tests of Educational Development achievement test…
Descriptors: Achievement Tests, College Entrance Examinations, College Students, Correlation

Yonker, Robert J. – Educational and Psychological Measurement, 1987
Criterion-related validity of the 126-item cognitive test used in the High School and Beyond study was examined. Sophomore and senior year cognitive test results correlated highly with senior year college entrance examinations for all subtests except civics, and moderately well with senior year grades and class rank. (Author/GDC)
Descriptors: Academic Achievement, Cognitive Tests, College Entrance Examinations, Correlation
Mathis, Harry Ray – 1972
The purpose of this study was to determine the validity of the American College Test (ACT) in predicting academic achievement of students from an area which is culturally, economically, and educationally depressed. The population, chosen from 6 community colleges serving the Appalachian region of Kentucky, consisted of 1,127 full time (12 or more…
Descriptors: Academic Achievement, Achievement Tests, Community Colleges, Comparative Analysis
Stallings, William M. – 1969
In an effort to improve the predictability of course grades in the College of Fine and Applied Arts the Torrance Figural Test (Form B) of Creative Thinking was administered to entering 1968 freshmen. Four figural creativity variables (Fluency, Flexibility, Originality, and Elaboration) were correlated with course grades, American College Testing…
Descriptors: Analysis of Variance, Architecture, Art, College Freshmen
Nichols, Teresa M.; And Others – 1994
Validity evidence was determined for an instrument used at a state university to measure student perception of the institutionally stressed importance of various professional traits and his/her performance of these traits. Subjects were 87 preservice teachers at the end of student teaching. Scores from the institutionally stressed importance…
Descriptors: Correlation, Evaluation Methods, Higher Education, Measurement Techniques
Young, John W. – College Entrance Examination Board, 2001
This research report is a review and analysis of all of the published studies during the past 25+ years (since 1974) in the area of differential validity/prediction and college admission testing. More specifically, this report includes 49 separate studies of differences in validity and/or prediction for different racial/ethnic groups and/or for…
Descriptors: College Entrance Examinations, Test Validity, Prediction, Educational Research