Data from 787 international undergraduate students at an urban university in the United States were used to demonstrate the importance of separating a sample into meaningful subgroups in order to demonstrate the ability of an English language assessment to predict the first-year grade point average (GPA). For example, when all students were pooled…

Students routinely ignore negative feedback regarding their performances early in college science courses. In this study we analyzed the extent to which two standard forms of feedback, midterm and first-exam grades, correlated with final grades in several biology courses. The courses ranged from an introductory course for nonmajors to upper…

The purpose of this study was to assess the merit of the Watson-Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the frequently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing pre-admission test. Data were collected from 192 first-year nursing…

This study examines grade expectations of two groups of business students for their final course mark. We separate students that are on average "better" forecasters on the basis of them not making significant forecast errors during the semester from those students that are poor forecasters of their final grade. We find that the better…

One purpose of this study was to compare the incremental effectiveness over high school grade point average (GPA) alone of the American College Testing Program (ACT) assessment, the Scholastic Aptitude Test (SAT), and the California Achievement Tests (CAT) in predicting college freshman GPA. A second purpose was to look at the relative…

Examined validity of American College Testing (ACT) Program test scores and self-reported high school grades for predicting grades in 12 types of college freshman courses in English and mathematics in 277 colleges. Found predictions based on ACT scores alone yielded similar or higher median multiple correlations than predictions based on high…

The ability of the Scholastic Aptitude Test (SAT), average achievement test scores, and high school class rank to predict students' grades was examined for 3,816 undergraduate students entering the University of Pennsylvania (Philadelphia) in 1983 and 1984. Results suggest that the SAT makes a relatively small contribution to prediction. (SLD)

In 1981 a study was conducted at Kings River Community College to determine whether there were student characteristics that could help predict success in a college-level calculus course (Math Analysis I). Subjects for the study included all students enrolled in Math Analysis I in fall 1979 or fall 1980. Student records were examined to establish…

Scores of foreign graduate students on the Graduate Record Examinations (GRE) Aptitude Tests and the Test of English as a Foreign Language (TOEFL) were combined through multiple and moderated regression to predict grade-point average (GPA). It was hypothesized that TOEFL would moderate the relationship between the GRE scores and GPA. According to…

Whether college grades are gender-related to traditional predictors of aptitude test scores and high-school grades was studied. Fall and spring (1985-86) enrollments in 88 introductory university courses (IUCs) were analyzed. In most of the large IUCs, no gender bias held up on cross-validation in a subsequent semester. (TJH)

Describes using high school chemistry grades along with mathematics scores from the Scholastic Aptitude Test to predict college chemistry grades. Discusses rationale for the choice of predictive measures, the effect of teaching assistants, and supplemental study skills workshops on the grade received. (JM)

Contrary to findings of the Educational Testing Service and the College Board, the authors contend that coaching can effectively help raise student scores on the Scholastic Aptitude Test (SAT). They argue that the SAT is not in fact a measure of "aptitude" and that high school grades and achievement tests are better predictors of…

Scholastic Aptitude Test (SAT) validity data on disabled students were obtained from 145 institutions with validity data on nonhandicapped students. First year grade point averages (FYAs) were obtained for almost 1,000 disabled students who had taken special test administrations of the SAT with extra time and for more than 650 disabled students…

A review of the literature concerned with validity data and policies for various methods of treating multiple scores is reported, as are analyses of data from the College Board Validity Study Service. The analyses evaluated the use of Scholastic Aptitude Test--Verbal alone, Scholastic Aptitude Test--Mathematical alone, and the use of both in…

This paper examined test scores and information about test takers collected from the Graduate Record Examination (GRE) national test administration files, GRE validity study data provided by institutional users, and survey questionnaires sent to test repeaters. Data were collected from 200,000 men and women who took the GRE General Test in June…