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An Alternative Presentation of Incremental Validity: Discrepant SAT and HSGPA Performance
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Mattern, Krista D.; Shaw, Emily J.; Kobrin, Jennifer L. – Educational and Psychological Measurement, 2011
This study examined discrepant high school grade point average (HSGPA) and SAT performance as measured by the difference between a student's standardized SAT composite score and standardized HSGPA. The SAT-HSGPA discrepancy measure was used to examine whether certain students are more likely to exhibit discrepant performance and in what direction.…
Descriptors: Grade Point Average, College Entrance Examinations, Predictive Validity, College Admission
Assessing Gender-Related Differential Item Functioning and Predictive Validity with the Institutional Integration Scale
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Baker, Becca A.; Caison, Amy L.; Meade, Adam W. – Educational and Psychological Measurement, 2007
This study examined the gender-related differential predictive validity of five subscales of the Institutional Integration Scale (IIS) with regard to college student withdrawal. Differential functioning of the IIS across genders was assessed using an item response theory (IRT)-based framework of differential item and test functioning. The results…
Descriptors: Measures (Individuals), Predictive Validity, Item Response Theory, Gender Differences
The Direct and Indirect Contributions of a Series of Intellective and Non-Intellective Student Attributes to the Prediction of High School and College Achievement: A Path Analytic Model.
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DeBoer, George E. – Educational and Psychological Measurement, 1981
A path analytic model is hypothesized and tested to explain the effect of a series of intellective and nonintellective student attributes on high school achievement and college achievement. Patterns of predictability for male and female students are compared. (Author/GK)
Descriptors: Academic Achievement, Academic Aptitude, Higher Education, Hypothesis Testing
Predicting Grades in College from the California Psychological Inventory.
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Gough, Harrison G.; Lanning, Kevin – Educational and Psychological Measurement, 1986
To forecast four-year, two-year, and single-course grades in college, a California Psychological Inventory equation was developed. Cross-validational coefficients for scores on the equation were .38 for 326 males and .36 for 570 females. (Author/GDC)
Descriptors: Academic Achievement, Grade Prediction, Higher Education, Personality Measures