Predictive Validity In Relation Research Articles

The Correlation of Partial and Total Scores of the Scholastic Aptitude Test of the College Entrance Examination Board With Grades in Freshman Chemistry

For a sample of 325 students enrolled in freshman chemistry, it was found that performance on the Verbal and Mathematics Sections of the Scholastic Aptitude Test of the College Entrance Examination Board exhibited low predictive validity in relation to a criterion of grades in freshmen chemistry.

A Theoretical and Empirical Comparison of Two Mixed-Factor Central-Composite Desicns

This paper provides a brief review of the application of Central-Composite Designs (CCD) in human performance research. Particular mention is made of the mixed-factor CCD, which allows simultaneous consideration of within-subject and between-subjects factors. The current paper details the construction of two alternative versions of such a design. After the two versions have been compared on theoretical grounds, an empirical investigation is proposed to determine the relative predictive accuracy and validity of prediction equations derived from data collected in accordance with each design version.

Predictive Validity of High School Rank and Sat Scores for Minority Students

It has been argued that the Scholastic Aptitude Test is a better predictor of academic success for minority students than is high school achievement. The relative predictive validities were examined for a sample of minority students with typical predictor variable truncations absent. Results confirmed that high school achievement is a less effective predictor for minority students than it is for nonminority students. However, contrary to previous findings for minority students, high school achievement appeared to be a better predictor than was the Scholastic Aptitude Test. The combination of predictors was superior to high school achievement alone as a predictor for both "overachievers" and "underachievers."

RELATIVE PREDICTIVE VALIDITIES OF MOS AND DAT BATTERIES FOR JUNIOR HIGH SCHOOL STUDENTS.

The MOS Battery of 8 tests was administered to a sample of junior high school students along with the DAT Battery also consisting of 8 tests. The test-taking time for the MOS Battery is 42 min.; for the DAT Battery, it is 186 min. Multiple regression equations and multiple correlation coefficients were calculated for both batteries in predicting the final marks in Grades 8 and 9 of 88 male and 65 female students. The results, which were similar to those obtained in an earlier study conducted at the senior high school level, revealed that both batteries are essentially equally valid predictors of success in the basic academic courses of English, Mathematics, Science, and Social Studies. A difference in the results for the junior high school samples and senior high school samples of the previous investigation was noted in that memory for facts as measured by the MOS Memory Test and knowledge of good English Usage as measured by the DAT Sentence Test appear to influence the final grades of junior high school students more than they do those of the senior high school students.