University achievement is a highly relevant educational outcome with implications for students' academic and professional futures. As the majority of students that drop out of university do so due to subjective reasons in contrast to a lack of capability to handle the workload, a measure of subjective university achievement (complementing grade…

The purpose of the research was to find out how the procedures for measuring students' cognitive skills could be incorporated into the university course Language Teaching Methodology. The study was organised within a framework of Anderson's theory of cognitive skills development and Glaser's taxonomy of dimensions for assessing achievement. We…

The evaluation of learning in mathematics is a worldwide problem, therefore, new methods are required to assess the understanding of mathematical concepts. In this paper, we propose to use the Item Response Theory to analyze the understanding level of undergraduate students about the real function mathematical concept. The Bayesian approach was…

Each year many students take college admissions exams (i.e., SAT® and ACT®), hoping to demonstrate their ability to perform at a collegiate level and gain admission to desired universities. However, a growing movement encourages colleges and universities to abandon this practice in their admissions protocol and instead consider alternative…

In this study, we examined the factor structure, reliability, and external validity of scores from the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2) using an independent sample of young adults currently enrolled in a postsecondary institution. Although the subtests appear to be measuring general intelligence, the aggregate…

This study investigated the relational reasoning capabilities of older adolescents and young adults when the focal assessment was a verbal and more schooled measure than 1 that was figural and more novel in its configuration. To achieve this end, the verbal test of relational reasoning (vTORR) was constructed to parallel the test of relational…

Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of…

Objective: To assess three of the better known screeners for Attention Deficit/Hyperactive Disorder (ADHD) and review the relationship between ADHD and cognitive ability. Method: The three ADHD screeners were administered to 111 college students enrolled in a college Introductory Psychology class, on whom ACT scores and total course performance…

The Learning Style Profile (LSP) is one of the first assessment instruments that measures cognitive skills as well as affective and environmental preferences. Developed for use with sixth-through twelfth-grade learners, the LSP consists of 126 questions representing 24 sub-scales These 24 subscales represent four higher-order constructs: (1)…

This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial individual differences (IDs) that can explain between-learner variation over time in order to expand our understanding of the…

Psychometric practice does not always converge with the advances of psychometric theory. In order to investigate this gap, the authors focus on the 10 most used psychological tests in Europe, as identified by recent surveys. The article analyzes test manuals published in 6 different European countries for these 10 most used tests. A total of 32…

This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students' beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new…

Noncognitive attributes as the researchers have measured them do correlate with college GPA, but the incremental validity associated with these measures is relatively small. The noncognitive measures are correlated with other valued dimensions of student performance beyond the achievement reflected in college grades. There were much smaller…

The purpose of instruction, whether face-to-face or online, is to facilitate student achievement of intended learning objectives. Traditionally, the major function of classroom assessment in undergraduate and graduate university courses has been to measure the individual student's learning in order to provide feedback to the student and to…