Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 4 |
Descriptor
| Academic Achievement | 4 |
| Predictive Validity | 4 |
| Evaluation Methods | 2 |
| Foreign Countries | 2 |
| Student Evaluation | 2 |
| Adults | 1 |
| Classification | 1 |
| Cognitive Style | 1 |
| College Students | 1 |
| Comparative Analysis | 1 |
| Correlation | 1 |
| More ▼ | |
Source
| Learning and Individual… | 4 |
Author
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
| Higher Education | 1 |
Audience
Location
| Africa | 1 |
| Netherlands | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Raven Progressive Matrices | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkNavarro, Juan-Jose; Mora, Joaquin – Learning and Individual Differences, 2011
The renewed interest in the dynamic assessment of specific domains has led to reconsideration of this theory and the technique's contribution to the learning-teaching process. In this article, we analyze some elements concerning the internal structure of a dynamic assessment device of processes involved in reading tasks, establishing some of the…
Descriptors: Reading Difficulties, Predictive Validity, Social Adjustment, Reading Processes
Wicherts, Jelte M.; Dolan, Conor V.; Carlson, Jerry S.; van der Maas, Han L. J. – Learning and Individual Differences, 2010
This paper presents a systematic review of published data on the performance of sub-Saharan Africans on Raven's Progressive Matrices. The specific goals were to estimate the average level of performance, to study the Flynn Effect in African samples, and to examine the psychometric meaning of Raven's test scores as measures of general intelligence.…
Descriptors: Intelligence, Academic Achievement, Predictive Validity, Foreign Countries
Schatschneider, Christopher; Wagner, Richard K.; Crawford, Elizabeth C. – Learning and Individual Differences, 2008
A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N = 23,438), two-year…
Descriptors: Intervention, Reading Achievement, Academic Achievement, Predictive Validity
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
