The findings in this study have suggested that the General Aptitude Test Battery (GATB) might be discarded in favor of the Pre-Admission Classification Examination (PACE). (Author/NE)

Predictive validity, generally taken to be the prime validity that occupationally normed interest inventories should demonstrate, is dependent on the capacity of an instrument to differentiate between occupations. A comparison of two methods of differentiation shows that a method using proportions of each occupational group to assign item-scoring…

Major objective in this study was the structuring of a predictive model that would assess combinations of variables that most effectively and parsimoniously measure and forecast college success. (Author)

Changes, like single scores, are demonstrated to be valid and reliable and potentially predictable by independent variables. Change and growth measures determined from individual examinees' test scores indicated excellent predictive value. (Author/PN)

An empirical method (PRESS) for examining and contrasting the cross-validated prediction accuracies of some popular algorithms for weighting predictor variables was advanced and examined. The sample specific PRESS method was suggested as most appropriate when selecting among several alternative weighting algorithms to achieve maximum…

Evidence suggest the importance of Mathematics Achievement scores as predictors of general academic success at the undergraduate level. (Authors)

Intended to determine the validity of the total score on the Graduate Record Examinations Aptitude Test (GRE) and of the score on the Miller Analogies Test (MAT) as predictors of a criterion of completion or noncompletion of the Doctoral Program in Educational Administration at State University of New York at Albany. (Author)

Predictions using linear programing are less biased by extreme cases and thus offer a more valid estimate of expected student performance than that given by a least squares approach. (Authors/MB)

A sample of first grade children were pretested with the Stanford Early School Achievement Test and posttested with the Stanford Achievement Test. Results demonstrated moderate validity of theformer for predicting first grade achievement. Prediction was better in verbal achievement than in mathematics achievement. (Author/JKS)