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The Concurrent Validity of the Sprigle School Screening Readiness Test for a Sample of Preschool and Kindergarten Children
Peer reviewed Peer reviewed
Seda, Maria S. A.; Michael, Joan J. – Educational and Psychological Measurement, 1971
Descriptors: Kindergarten Children, Predictive Validity, Preschool Children, Screening Tests
The Prediction of Academic Achievement in Graduate Study in Education.
Peer reviewed Peer reviewed
Michael, Joan J.; And Others – Educational and Psychological Measurement, 1983
The predictive validity of eight variables (the undergraduate grade point average (GPA) and the quantitative, verbal, and total scores of the Undergraduate Record Examinations and the Graduate Record Examinations) were evaluated relative to graduate GPA for graduate students who had completed masters' degree programs in education. (Author/PN)
Descriptors: Academic Achievement, College Entrance Examinations, Education Majors, Graduate Study
A Comparison of the Self-Report and the Observed Report in the Measurement of Self-Concept: Implications for Construct Validity
Peer reviewed Peer reviewed
Michael, Joan J.; And Others – Educational and Psychological Measurement, 1973
This investigation was primarily concerned with a comparison of the two methods of measuring the self-concept using the same scale: the self-report of students, and the recorded perceptions of trained observers. (Authors/CB)
Descriptors: Comparative Analysis, Measurement Techniques, Observation, Self Concept Measures
The Prediction of Grade Point Average in the Graduate Program in a School of Education of a Large California State University
Peer reviewed Peer reviewed
Gustafson, Charles R.; Michael, Joan J. – Educational and Psychological Measurement, 1976
Grade point average for a sample of graduate school of education students was more accurately predicted from undergraduate grade point average than from part of total scores on the Undergraduate Record Examination. However, the Advance Education examination of the Undergraduate Record Examination did improve the prediction equation. (Author/JKS)
Descriptors: College Entrance Examinations, Grades (Scholastic), Graduate Students, Multiple Regression Analysis
The Factorial Validity of the Cornell Critical Thinking Test for a Junior High School Sample.
Peer reviewed Peer reviewed
Michael, Joan J.; And Others – Educational and Psychological Measurement, 1980
Intercorrelations among 71 items of the Cornell Critical Thinking Test revealed five dimensions: relevance; irrelevance; differentiating levels of reliability of observations or of authorities; accuracy of deduction; and determination of the accuracy of an assumption. The test may lack construct validity, as only the deduction factor could be…
Descriptors: Critical Thinking, Factor Analysis, Factor Structure, Junior High Schools
Student Background and Quality of Effort Correlates of Reported Grades, Opinions about College, and Perceptions of Magnitudes of Cognitive and Affective Attainment by Students in a Public Comprehensive University.
Peer reviewed Peer reviewed
Michael, Joan J.; And Others – Educational and Psychological Measurement, 1983
The concurrent validity of Quality of Effort scales and background items from the College Student Experiences (CSE) questionnaire was estimated relative to criterion variables from the same CSE instrument that represented perceptions by students of grades earned to data and growth in selected cognitive and affective dimensions. (Author/PN)
Descriptors: Factor Structure, Grade Point Average, Higher Education, Perception