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Large-Scale Student Assessment Studies Measure the Results of Processes of Knowledge Acquisition: Evidence in Support of the Distinction between Intelligence and Student Achievement
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Baumert, Jurgen; Ludtke, Oliver; Trautwein, Ulrich; Brunner, Martin – Educational Research Review, 2009
Given the relatively high intercorrelations observed between mathematics achievement, reading achievement, and cognitive ability, it has recently been claimed that student assessment studies (e.g., TIMSS, PISA) and intelligence tests measure a single cognitive ability that is practically identical to general intelligence. The present article uses…
Descriptors: Intelligence, Reading Achievement, Mathematics Achievement, Outcomes of Education