Findings concerning the relationship of perceptual-motor and oral-language organization to later reading achievement are discussed in relation to a predictive battery of 15 tests. It was concluded that the predictive efficacy of the tests depends on the degree to which they measure integrative ability rather than on the specific skills measured.…

Available empirical data relating to the effects of changes in freshmen admissions at the university are summarized. Included are the data concerning the construction of an admissions index based on core high school GPA and verbal and quantitative test scores. Findings are that the arbitrary weighting of one-third test scores to two-thirds HS…

A correlational study was conducted using ACT (American College Test) sub-test scores and actual grades earned in corresponding subject areas in order to determine if the ACT was an effective predictor for student's grades at Southern West Virginia Community College (SWVCC). Study subjects were all students (n= 241) who had ACT test scores on file…

This was an exploratory study of the descriptive and standardized test factors related to orientation advisor effectiveness as perceived by new students, supervisors, and the advisors themselves. Results indicated that effective advisors tended to be older, brighter, and seen as reserved, interpersonally cautious, and empathetic to new students'…

Presents a ten-item multiple choice quiz and the correlations between grades on this quiz and grades in an undergraduate physical chemistry course at Purdue University. (MLH)

A study of 59 deaf children indicates that the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Hiskey-Nebraska Test of Learning Aptitude (HNTLA) have little or no value for predicting the achievement levels of either White or Black deaf children. (Author/EB)

Nine methods of smoothing double-entry expectancy tables (tables that relate two predictor variables to probability of attaining success on a criterion) were compared using data for entering students at 85 colleges and universities. The smoothed tables were more accurate than those based on observed relative frequencies. (Author/CTM)

The writing samples of high school and college students were scored using objective indices. The relationships between these indices and the scores earned on a standarized English test were determined. The results support the contention that a standarized test could identify college students who have difficulty writing. (Author)

The validity of Wechsler's Performance--Verbal IQ sign was examined for psychopathic, neurotic, and subcultural delinquent boys. The psychopathic group scored significantly higher on the performance scale than on the verbal scale, and lower on the comprehension subtest than the other groups. Findings were related to characteristics common to…

After a brief discussion of the types and kinds of tests, this paper surveys the use of tests in tracking minority students, test fairness, tests as predictors of school success, and ability grouping. (Author/AM)

The DELPHI procedure requires respondents to reply to several questionnaire iterations with subsequent rounds containing previous round feedback. This study investigated the methodology (response rates, effects of feedback) and offered evidence that large-scale DELPHI surveys are not as advantageous as has previously been indicated. Suggestions…

Group and individually administered measure of intelligence were related to laboratory based measures of human information processing on a group of college freshmen. Among other results, high IQ was related to right hemisphere efficiency in processing non-linguistic stimuli. (Author/JKS)

A predictive-control model was used to assess individual progress and grade-place gain for computer assisted instruction in logic at Stanford University. An investigation of this application of the model, its usefulness in curriculum evaluation, and its suitability as the basis for a feedback control system is reported. (RAO)

A sample of first grade children were pretested with the Stanford Early School Achievement Test and posttested with the Stanford Achievement Test. Results demonstrated moderate validity of theformer for predicting first grade achievement. Prediction was better in verbal achievement than in mathematics achievement. (Author/JKS)