The relationships were examined between the Ball Aptitude Battery (BAB) and the Comprehensive Ability Battery, Differential Aptitude Tests, and General Aptitude Test Battery. Results showed adequate convergent and discriminant validities for all BAB tests except inductive reasoning, which was factorially complex. (Author/GDC)

In Fall 1971, three tests were administered to new students at the American University of Beirut. The predictive validity of each of these tests and of weighted combinations of them with GPA and performance in selected courses as criteria are investigated. (RC)

Evaluates the change in student characteristics and the effectiveness of the abolition of SAT scores as an admission requirement. (HS)

The utility of raw gain analysis for validation of college placement tests is demonstrated with scores from the Descriptive Test of Mathematics Skills. Gains during one semester for students in various freshman level mathematics courses were evaluated. Results suggest that gain analysis is a useful tool for placement test validation. (Author/MLW)

Intended to determine the validity of the total score on the Graduate Record Examinations Aptitude Test (GRE) and of the score on the Miller Analogies Test (MAT) as predictors of a criterion of completion or noncompletion of the Doctoral Program in Educational Administration at State University of New York at Albany. (Author)

An investigation of the correlations between scores on subtests of the National League for Nursing Achievement Tests and scores on the corresponding sections of the Ohio State Board Licensure Examinations revealed significant relationships on all five of the content-similar subtests. (Author/JKS)

Determines the validity of students' Scholastic Aptitude Test (SAT) scores and high school grade point average (HSGPA) as predictors of freshmen course grades and overall college grade point average (CGPA) at Georgia Southern College. (RC)

Factor analysis was used to test the hypothesis that College Level Examination Program (CLEP) General Examinations, when administered to students who have completed 2 years of college, do not measure anything different from that measured by the traditional battery of pre-college aptitude examinations. The CLEP examinations were taken in the fall…

Admissions practices no longer can be determined solely by test results and prediction procedures; instead separate preadmissions indices for black and white students must be developed. (IR)

Draws on examples from college athletics, education, and personal experience to describe racial unfairness both of using scholastic tests where they should not be used and of not using them where they should be used. Suggests that greater consideration be given to reasons for administering or withholding tests and whether such action is…

The major part of this bulletin consists of two studies on the place of examinations in the school system. In a long paper (28 pages) on "New Techniques for Assessment of Pupils' Work," A.D.C. Peterson discusses: (1) efforts to improve reliability by the use of objective tests, improved marking procedures, and better standardization; (2)…

Due to funding cuts and high attrition rates, many community colleges have turned to entrance examinations as a method of guiding students to better educational choices. Research dealing with the predictive value of three major aptitude tests is explained. (DF)

A short verbal aptitude test was administered under varying time limits with answer sheets specially designed to allow items that had been skipped to be identified. It appeared advantageous for the more able (based on grade point averages) but disadvantageous for the less able to skip items. (Author/RL)

Several issues about component validity are examined by using covariance modeling to test hypotheses about the relationships between components, aptitude, and achievement. Support was found for cognitive components to model individual differences in verbal aptitude, decompose test validity, and differentially predict achievement. (Author/GK)

The paper presented evidence of the criterion related validity of several Comprehensive Ability Battery (CAB) tests relative to criterion variables representing first year college achievement. Information regarding the criterion related validity of nontraditional tests of the CAB reflecting divergent production hypothesized to be associated with…