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Direct linkTanilon, Jenny; Vedder, Paul; Segers, Mien; Tillema, Harm – Learning and Individual Differences, 2011
A conceptual distinction is provided between conventional academic predictors and performance-based tests. Conventional academic predictors include grade average in prior education and academic achievement tests. Performance-based tests involve direct measures of a criterion. Subsequently, an empirical study is presented examining the incremental…
Descriptors: Undergraduate Study, Graduate Study, Grade Point Average, Performance Based Assessment
Kappe, F. R.; Boekholt, L.; den Rooyen, C.; Van der Flier, H. – Learning and Individual Differences, 2009
Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four LSQ dimensions, namely, Activists, Theorists,…
Descriptors: Cognitive Style, Academic Achievement, Predictive Validity, Criteria
