Incremental validity of a performance-based test over and above conventional academic predictors

被引：10
作者：
Tanilon, Jenny [1 ]
Vedder, Paul
Segers, Mien [2 ]
Tillema, Harm
机构：
[1] Leiden Univ, Inst Educ & Child Studies, NL-2333 AK Leiden, Netherlands
[2] Maastricht Univ, Maastricht, Netherlands
来源：
LEARNING AND INDIVIDUAL DIFFERENCES | 2011年 / 21卷 / 02期
关键词：
Academic achievement; Performance-based test; Predictive validity; GENDER DIFFERENCES; HIGHER-EDUCATION; BUSINESS SCHOOL; MEDICAL-SCHOOL; META-ANALYSIS; METAANALYSIS; INTELLIGENCE; STUDENTS; ABILITY;
D O I：
10.1016/j.lindif.2010.12.005
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
A conceptual distinction is provided between conventional academic predictors and performance-based tests. Conventional academic predictors include grade average in prior education and academic achievement tests. Performance-based tests involve direct measures of a criterion. Subsequently, an empirical study is presented examining the incremental validity of a performance-based test over and above conventional academic predictors. The test consisted of 12 knowledge application and inferential tasks. The data included records of 150 students enrolled in an Education and Child Studies bridging program, a program that links undergraduate study to academic graduate study in the Netherlands. Hierarchical regression analysis showed that the performance-based test has incremental validity in predicting academic performance operationalized as grade average. Accordingly, performance-based tests demonstrate potential as an academic predictor. (C) 2011 Elsevier Inc. All rights reserved.
引用
收藏
页码：223 / 226
页数：4
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