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Prediction of Successive Terms Performance in College from Tests and Grades:

Prediction of Successive Terms Performance in College from Tests and Grades: PREDICTION OF SUCCESSIVE TERMS PERFORMANCE IN COLLEGE FROM TESTS AND GRADES ARVO E. JUOLA Michigan State University Colleges follow an almost universal practice of administering ability tests to new students. These tests are used initially for purposes such as admission, placement, and counseling. The test scores then remain in the files and undoubtedly continue to influence decisions as to whether a given student with marginal initial attainment should be retained in col­ lege, be admitted to upper school, and so forth. In a previous paper (Juola, 1963) the applicability of these freshman- level ability tests to decisions made in later terms was questioned. Here, correlations between ability test scores and attainment in the student's initial quarter in college were found to be in excess of .60. However, these correlations decreased to .30 and lower by the fourth, fifth, and sixth terms. Other data indicated that a portion of this decrease in pre­ dictive validity was due to restriction in the range of abilities for the sample of students available in later terms, but even beyond this, the correlations successively decreased term by term. This tendency is shown in Table 1, which presents correlations be­ tween test scores and term http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Prediction of Successive Terms Performance in College from Tests and Grades:

Juola, Arvo E.
American Educational Research Journal , Volume 3 (3): 7 – Jun 23, 2016
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References (5)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312003003191
Publisher site
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Abstract

PREDICTION OF SUCCESSIVE TERMS PERFORMANCE IN COLLEGE FROM TESTS AND GRADES ARVO E. JUOLA Michigan State University Colleges follow an almost universal practice of administering ability tests to new students. These tests are used initially for purposes such as admission, placement, and counseling. The test scores then remain in the files and undoubtedly continue to influence decisions as to whether a given student with marginal initial attainment should be retained in col­ lege, be admitted to upper school, and so forth. In a previous paper (Juola, 1963) the applicability of these freshman- level ability tests to decisions made in later terms was questioned. Here, correlations between ability test scores and attainment in the student's initial quarter in college were found to be in excess of .60. However, these correlations decreased to .30 and lower by the fourth, fifth, and sixth terms. Other data indicated that a portion of this decrease in pre­ dictive validity was due to restriction in the range of abilities for the sample of students available in later terms, but even beyond this, the correlations successively decreased term by term. This tendency is shown in Table 1, which presents correlations be­ tween test scores and term

Journal

American Educational Research Journal – SAGE

Published: Jun 23, 2016

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