The Letter-Sound Short Forms (LSSFs) were designed to meet criteria for effective progress monitoring tools by exhibiting strong psychometrics, offering multiple equivalent forms, and being brief and easy to administer and score. The present study expands available psychometric information for the LSSFs by providing an initial examination of their…

In a study to identify brief forms of the Multidimensional Aptitude Battery (MAB), 30 samples of approximately 250 respondents each were drawn from a population of 4,928 adolescents to evaluate by replicated multivariate regression analyses the best combinations of scales for predicting MAB total scores. MAB subscales measuring Comprehension,…

Double-entry expectancy tables show the relationship between both high school grade point average and Scholastic Aptitude Test verbal scores and academic achievement at the College of Basic Studies of Boston University. The usefulness of the grid is discussed and compared with multiple regression. (Author/CTM)

This study determined the degree to which the Non-Language Test of Verbal Intelligence, developed to measure verbal ability through a nonlanguage medium, could measure verbal intelligence. Correlation with the Differential Aptitude Test-Verbal suggested the existence of some common, as well as some uncommon, factors between the two tests.…

The purpose of this resarch was to develop a model of verbal information processing for use in subsequent analyses of the construct and predictive validity of the current Department of Defense military selection and classification battery, the Armed Services Vocational Aptitude Battery (ASVAB) 8/9/10. The theory and research methods of selected…

The Test of Standard Written English was found to be nearly as valid as the California State University and Colleges English Placement Test, while requiring one-fifth of the time. Both tests were more valid than the Scholastic Aptitude Test-Verbal in predicting English composition grades. (JKS)

Evidence on how the psychometric properties of verbal and quantitative academic aptitude tests are affected when item options are weighted using rather simple conceptual procedures is presented. This is discussed in connection with the scoring methods used on the Graduate Record Examinations. (DG)

Grades in college freshman English composition courses were predicted from high school rank in class, multiple-choice writing scores, essays, current Scholastic Aptitude Test (SAT) Verbal scores, and scores from a revised version of the SAT-Verbal. Data were obtained from 21 English courses at 17 different colleges with some supplementary data…

This study investigated whether or not the validity of the Scholastic Aptitude Test (SAT) is both higher and less variable across colleges than it appears to be. Data from 99 validity studies conducted by the Validity Study Service of the College Board were used. In addition to test validities based on first-year college averages, which were…

This research attempted to interrelate several methods of producing option weights (i.e., Guttman internal and external weights and judges' weights) and examined their effects on reliability and on concurrent, predictive, and face validity. It was concluded that option weighting offered limited, if any, improvement over unit weighting. (Author/CTM)

The Scholastic Aptitude Test (SAT) has been designed to test developed verbal and mathematics reasoning abilities of college-bound students, primarily high school juniors and seniors. For almost a decade there has been a research and development process to evaluate and change the entire SAT program. These changes were implemented in the SAT I:…