Much research shows academic self-concept and achievement are reciprocally related over time, based on traditional longitudinal data cross-lag-panel models (CLPM) supporting a reciprocal effects model (REM). However, recent research has challenged CLPM's appropriateness, arguing that CLPMs with random intercepts (RI-CLPMs) provide a more robust…

In this interview, JD Brown reflects on language testing/assessment. He suggests that language testing can be seen as a continuum with hard core positivist approaches at one end and post modernist interpretive perspectives at the other, and also argues that norm referencing (be it proficiency, placement, or aptitude testing) and criterion…

Three prominent theories of intelligence, the Cattell-Horn-Carroll (CHC), extended fluid-crystallized (Gf-Gc) and verbal-perceptual-image rotation (VPR) theories, provide differing descriptions of the structure of intelligence (McGrew, 2009; Horn & Blankson, 2005; Johnson & Bouchard, 2005b). To compare these theories, models representing them were…

The Major Field Test in Business (MFT-B) is a widely used end-of-program assessment tool; however, several challenges arise when using the test in this capacity. Changing student demographics and the lack of a statistical framework are two of the most vexing issues confronting educators when using the MFT-B for programmatic assessment. The authors…

This study tests a process model of learning in which trainer and trainee traits are simultaneously considered as endogenous variables of learning outcomes. The article builds on a social view of training and similarity-attraction paradigms. In this context, the authors hypothesize that trainer-trainee similarity in personality (agreeableness)…

Presents a model for testing in individualized adult programs which includes aptitude, placement, achievement, and proficiency measurements. The model calls for measurement of discrete-point knowledge as well as the communicative ability and cultural insights of students. The kind and detail of record-keeping are discussed. (Author/AMH)

Single-score measures of intelligence are inadequate to predict performance on a programed instruction format. Guilford's model of the intellect accounts for three dimensions relevant to learner abilities. The content dimension refers to the kind of material involved, the product dimension to the kind of output required, and the process dimension…

The effectiveness of a strategy for improving performance on multiple-choice items for examinees was assessed using an aptitude-treatment interaction model. Results showed that for low-anxious examinees, generation of an answer before selecting a response led to higher performance, but not for highly anxious examinees. (Author/JAZ)

A model for educational supervisors which attempts to link management theory to learning is demonstrated. With teachers today having greater autonomy in selecting appropriate content and methods, supervisors should focus on two tasks: they should become more involved with teachers in selecting goals and become more adept in monitoring the…

Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning Test and SAT II: Subject Tests, the authors simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, they treated the students in each college as forming the applicant pool for a more select college,…

Results of applying different aptitude-achievement discrepancy models for test scores were compared for 150 second, 150 third, 150 fourth, and 130 fifth graders in several school systems in the Southeast who had been referred for psychoeducational testing for learning disabilities to determine whether different groups of students were identified…

The purpose of this study was to determine the extent to which mastery testing contributes to instructional effectiveness and to determine the size of its effects in different outcome areas, such as aptitude and instructional time. A meta-analytic methodology was used to integrate findings from experimental studies. Twenty studies examined…

High school students studying French as a second language in Toronto were administered a questionnaire and a variety of achievement tests in French. Results were analyzed to determine the effects of learner characteristics on the development of second language competence. Four factors in learning success were posited: attitude, strategy, aptitude,…

In September 1962, the State Board of Education initiated a broad annual study of the academic achievement and scholastic aptitude of West Virginia public schools called the State-County Testing Program. The results of this program in Region II West Virginia schools for 1965-66 - 1969-70 are analyzed to: 1) identify discernable trends; 2) find any…