Academic Ability Test

2012 ◽  
Author(s):  
Ellsworth Lowry
Keyword(s):  
Academic Ability ◽  
Ability Test

scholarly journals A study on the improvement of basic general mathematics according to changes in the basic mathematical ability of first-year college students in the fields of science and engineering

2021 ◽  
Vol 15 (5) ◽  
pp. 85-95
Author(s):  
Hye Yoon Choi ◽  
Sang Kil Shim
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
National Level ◽  
Academic Ability ◽  
Mathematical Ability ◽  
Policy Support ◽  
First Year ◽  
College Level ◽  
Science And Engineering ◽  
Ability Test

The objective of this study is to examine changes in the Mathematics Curriculum and the College Scholastic Ability Test that affect the changes in the Basic Mathematical Ability of students enrolled in Science and Engineering departments and to compare and analyze the educational contents of basic general mathematics completed by first-year students in science and engineering fields in order to provide improvement plans for basic general mathematics. In Korea, whenever the mathematics curriculum is revised, the content covered in the previous curriculum is deleted or weakened in order to optimize the educational content, and ‘Calculus’ and ‘Geometry’ are required for science and engineering students to choose in the college scholastic ability test. Thus, the basic academic ability of mathematics is lowered, and it is difficult to complete the basic general mathematics taught in the first year of university. In order to solve this problem, it is necessary to analyze the mathematics and curriculum to include deleted or weakened contents in the university's basic general mathematics, to understand the students' basic academic ability in mathematics, and to operate basic general mathematics by level or operate basic mathematics courses. In addition, when revising the mathematics both in curriculum and the university scholastic ability test, the opinions of professors in charge of basic general mathematics education at universities should be sufficiently reflected to minimize changes in key factors for students to complete basic general mathematics, and it is necessary to provide policy support at the national level for the development and operation of the curriculum for general mathematics education at a college level.

The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children

2018 ◽  
Vol 66 (1) ◽  
pp. 71-91 ◽  
Author(s):  
James L. Reifinger
Keyword(s):  
Reading Comprehension ◽  
Music Education ◽  
Early Literacy ◽  
Reading Fluency ◽  
Reading Ability ◽  
Academic Ability ◽  
Literacy Skills ◽  
Sight Singing ◽  
Ability Test ◽  
Resource Hypothesis

This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.

ANALYSIS OF CLASICAL TEST THEORY (CTT) APPROCH ON ACADEMIC ABILITY TEST INSTRUMENT

1970 ◽  
Vol 5 (2) ◽  
pp. 43-54
Author(s):  
Dinar Pratama
Keyword(s):  
Academic Ability ◽  
Test Theory ◽  
Difficulty Level ◽  
Ability Test ◽  
A Value ◽  
Test Instrument ◽  
New Students ◽  
Index Of Difficulty ◽  
The Difference ◽  
Theory Test

The purpose of this study to estimate the parameters in Clasical Test Theory (CTT) approach on Academic Ability Test Instrument new students of IAIN Syaikh Abdurrahman Siddik Bangka Belitung academic year 2018/2019. Data was collected through documentation techniques in the form of 425 sheets of student test answers. Based on the results of data analysis, it is known that the index of difficulty level in all problem fields has not shown a balance of comparison of easy, medium and difficult questions. The average questions are distributed in the medium category questions with a percentage of 25% easy questions, 51% medium questions, and 24% difficult questions. Distinguishing power index, in all question areas shows there are 37% of questions that are able to distinguish test takers 'abilities and as many as 18% questions are not able to distinguish test takers' abilities. While the effectiveness of distractors there are 239 or 79.6% functioning and there are 61 or 20.3% of the non-functioning distractors. The results of the validity analysis of 100 questions obtained 54% which have a coefficient of validity more than 1.59 and as many as 46% that have a coefficient value less than 1.59. For the overall reliability coefficient, a value of 0.81 is obtained. This means that 80% of the difference in scores obtained by test takers with others is their pure score difference or is not influenced by other factors as a source of error in the measurement.  Keywords: clasical theory test, test instruments.

Work complexity and cognitive functioning at midlife: Cross-validating the Kohn–Schooler hypothesis in an American cohort

2017 ◽  
Vol 3 (3) ◽  
pp. 329-353
Author(s):  
Robert M Hauser ◽  
Carol L Roan
Keyword(s):  
Cognitive Functioning ◽  
Leisure Time ◽  
The Elderly ◽  
The United States ◽  
Academic Ability ◽  
Ability Test ◽  
Reciprocal Influence ◽  
Work Complexity ◽  
Limited Support ◽  
High School Rank

In an influential body of work extending across more than three decades and drawing on data from the United States, Poland, Japan and the Ukraine, Melvin Kohn, Carmi Schooler and their associates have found that cognitive capacities are affected by experiences on the job; specifically, that working at a complex job improves cognitive functioning. These findings anticipate and parallel research on the relationships among social integration, leisure-time activities and cognitive functioning among the elderly. This paper tests the Kohn–Schooler hypothesis using different measures, models and data. Specifically, we estimate models of the reciprocal influence of work complexity and cognitive functioning at ages 53 to 54 and 64 to 65 among women and men who graduated from Wisconsin high schools in 1957. Even when adolescent academic ability test scores and high school rank have been controlled, we find moderate effects of the complexity of work on abstract reasoning ability at ages 53 to 54 (in 1993). These effects are similar among women and men and are robust to reasonable assumptions about the unreliability of measurement of adolescent academic ability. However, there were no such effects, either in 1993 or in 2004, among individuals who were still working at ages 64 to 65. Thus, the full set of findings provides only limited support for the Kohn–Schooler hypothesis.

scholarly journals ANALYSIS OF CLASICAL TEST THEORY (CTT) APPROCH ON ACADEMIC ABILITY TEST INSTRUMENT

2020 ◽  
Vol 5 (2) ◽  
pp. 43-54
Author(s):  
Dinar Pratama
Keyword(s):  
Academic Ability ◽  
Test Theory ◽  
Difficulty Level ◽  
Ability Test ◽  
A Value ◽  
Test Instrument ◽  
New Students ◽  
Index Of Difficulty ◽  
The Difference ◽  
Theory Test

The purpose of this study to estimate the parameters in Clasical Test Theory (CTT) approach on Academic Ability Test Instrument new students of IAIN Syaikh Abdurrahman Siddik Bangka Belitung academic year 2018/2019. Data was collected through documentation techniques in the form of 425 sheets of student test answers. Based on the results of data analysis, it is known that the index of difficulty level in all problem fields has not shown a balance of comparison of easy, medium and difficult questions. The average questions are distributed in the medium category questions with a percentage of 25% easy questions, 51% medium questions, and 24% difficult questions. Distinguishing power index, in all question areas shows there are 37% of questions that are able to distinguish test takers 'abilities and as many as 18% questions are not able to distinguish test takers' abilities. While the effectiveness of distractors there are 239 or 79.6% functioning and there are 61 or 20.3% of the non-functioning distractors. The results of the validity analysis of 100 questions obtained 54% which have a coefficient of validity more than 1.59 and as many as 46% that have a coefficient value less than 1.59. For the overall reliability coefficient, a value of 0.81 is obtained. This means that 80% of the difference in scores obtained by test takers with others is their pure score difference or is not influenced by other factors as a source of error in the measurement.  Keywords: clasical theory test, test instruments.

Is Retest Bias Biased?

2016 ◽  
Vol 15 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Jason G. Randall ◽  
Anton J. Villado ◽  
Christina U. Zimmer
Keyword(s):  
Sex Differences ◽  
Emotional Stability ◽  
Adverse Impact ◽  
Mental Ability ◽  
Ability Test ◽  
General Mental Ability ◽  
Psychological Mechanisms

Abstract. The purpose of this study was to test for race and sex differences in general mental ability (GMA) retest performance and to identify the psychological mechanisms underlying these differences. An initial and retest administration of a GMA assessment separated by a six-week span was completed by 318 participants. Contrary to our predictions, we found that race, sex, and emotional stability failed to moderate GMA retest performance. However, GMA assessed via another ability test and conscientiousness both partially explained retest performance. Additionally, we found that retesting may reduce adverse impact ratios by lowering the hiring threshold. Ultimately, our findings reinforce the need for organizations to consider race, sex, ability, and personality when implementing retesting procedures.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

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