The Wechsler Intelligence Scale for Children-Revised Full Scale IQ did not yield valid predictions of achievement of educable mentally handicapped students in a public school setting, as measured by the Wide Range Achievement Test (WRAT). (Author/CM)

Multiple regression equations were generated to predict cognitive achievement for 40 children (ages 57 to 68 months) one year after administration of a battery of six perceptual and perceptual-motor tests to determine if previous results from Toledo could be replicated. (Author)

The relative utility of premedical grade point average in distinguishing among prospective medical students and predicting medical school performance was evaluated in students from two medical school graduating classes. The measure was found susceptible to several extraneous sources of variance that negate its effectiveness. (MSE)

Results of the differences between cross-lagged panel correlations and of the consistency of them for 2,429 students within the first eight grades suggested that attitudes toward mathematics is causally predominant over mathematics achievement for what variance is shared in common. (Author/GK)

The cognitive profile is a basic determinant of a student's level of academic achievement and can identify learning defects contributing to low achievement. (Author/JD)

Two methods of estimating the predictive validity of college admissions tests are presented. The first is a multivariate extension of a method presented by Givner and Hynes. The second allows an estimate of the predictive validity of one variable assuming that the other variable is a nationally representative sample. (Author/MLW)

Through analysis of 2 learning-style tests given to 79 medical students at the University of Nevada School of Medicine, it was concluded that learning inventory tests are not good predictors of academic performance. Better test instructions or published standardized norms would make these tests better predictors. (GLR)

Undergraduate students (N=215) were surveyed in a study that explored the relationships between trait test anxiety (fear of failure) and state test anxiety (emotionality and worry). The study also examined the relative strengths of trait and state measures of test anxiety as predictors of college academic performance. (IAH)

This article focuses on three general areas of research on achievement goal theory, including the definition and role of achievement goals, the role of contextual goals and factors, and the measurement and induction of goals. Issues regarding the definition of achievement goals include the generality of the approach/avoid dimension and the…

Aptitude test scores have been correlated with grades in twenty-six courses and with overall indices of academic performance, based on over 500 students attending a public high school. There is little evidence of differential validity for the major academic subject areas; instead, five tests (English Vocabulary, Graphoria, Silograms, Analytical…

In order to test claims made regarding the Degrees of Reading Power Test (DRP), a study posed two research questions: (1) How well does the DRP correlate with the more venerable Stanford Achievement Test (SAT)? and (2) How well do these instruments predict students' academic classroom achievement? Three hundred sixty-nine students from two middle…

Four common uses for criterion-referenced tests (CRT) are outlined: describing student achievement, improving curriculum development, being sensitive indicators of the effects of instruction, and facilitating classroom management decisions. These uses parallel various forms of empirically establishing the content, concurrent, and predictive…

The purpose of this study was to assess the validity of the Verbal Ability and Quantitative Ability scores of the Graduate Record Aptitude Test (GRE-V, GRE-Q) and undergraduate grade point average (GPA) as predictors of graduate grade point average in the Master of Arts degree program at Northern Michigan University. The subjects were 120 students…