Predicting College Performance of Homeschooled Versus Traditional Students

2016 ◽  
Vol 35 (4) ◽  
pp. 31-39 ◽  
Author(s):  
Martin C. Yu ◽  
Paul R. Sackett ◽  
Nathan R. Kuncel
Keyword(s):  
Traditional Students ◽  
College Performance

Changing abilities vs. changing tasks: Examining validity degradation with test scores and college performance criteria both assessed longitudinally.

2018 ◽  
Vol 103 (9) ◽  
pp. 980-1000 ◽  
Author(s):  
Jeffrey A. Dahlke ◽  
Jack W. Kostal ◽  
Paul R. Sackett ◽  
Nathan R. Kuncel
Keyword(s):  
Test Scores ◽  
Performance Criteria ◽  
College Performance

Fuzzy Comprehensive Evaluation of Human Performance Management

2013 ◽  
Vol 756-759 ◽  
pp. 715-719
Author(s):  
Huan Cheng Zhang ◽  
Ya Feng Yang ◽  
Feng Li ◽  
Li Nan Shi
Keyword(s):  
Performance Management ◽  
Evaluation System ◽  
Human Performance ◽  
Comprehensive Evaluation ◽  
Evaluation Model ◽  
Fuzzy Comprehensive Evaluation ◽  
Assessment Process ◽  
College Performance ◽  
Performance Evaluation System ◽  
Comprehensive Evaluation Model

In the College, performance evaluation system is directly related to the harmonious development of the school. Taking into account the factors in the evaluation system is fuzzy, so this paper uses fuzzy comprehensive evaluation model. But the model is too subjective, so this paper combines neural network and data envelopment analysis method, which ensures that fuzzy comprehensive evaluation model is reasonable and scientific, and good school development and teacher self-interest. The performance assessment process, not only enables the combination of qualitative and quantitative analysis, but also fair and reasonably reflect the achievements of teachers, while this method is easy to use, wide application, and can be well applied in practice.

Two, three, or four heads are better than one: Modification of college performance by peer monitoring.

1977 ◽  
Vol 69 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Scott C. Fraser ◽  
Edward Diener ◽  
Arthur L. Beaman ◽  
Roger T. Kelem
Keyword(s):  
College Performance ◽  
Peer Monitoring ◽  
Better Than

Patterns of Undergraduate Performance Related to Success in College

1979 ◽  
Vol 16 (2) ◽  
pp. 117-138 ◽  
Author(s):  
Judith Dozier Hackman ◽  
Thomas D. Taber
Keyword(s):  
College Student ◽  
Student Performance ◽  
Demographic Characteristics ◽  
Discriminant Functions ◽  
College Performance ◽  
College Community ◽  
Patterns Of Behavior ◽  
College Plans ◽  
Undergraduate Performance

From multivariate descriptions of undergraduates, seven success patterns and five nonsuccess patterns are identified as prevalent types of student performance in one college community. The discriminant functions underlying these two typologies partially substantiate the dimensions in Clark and Trow’s typology of college student subcultures. Students categorized into the twelve types show significant differences in demographic characteristics, admissions credentials, college performance, and post-college plans. Quantified admissions data favor some types of students over others. The results suggest that colleges present students with a complexity of subenvironments, each of which emphasizes and rewards different patterns of behavior.

scholarly journals The impact of accountability reforms on the Key Stage 4 curriculum: How have changes to school and college Performance Tables affected pupil access to qualifications and subjects in secondary schools in England?

2015 ◽  
Author(s):  
Meenakshi Parameshwaran ◽  
Dave J. Thomson
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Performance ◽  
Equal Access ◽  
College Performance ◽  
Stage 4 ◽  
The Impact

The Conservative–Liberal Democrat Coalition Government's reforms to secondary school Performance Tables have changed how schools make decisions about the subjects and qualifications entered by their pupils. The National Pupil Database is used to explore these changes between 2005 and 2014. We find that schools are responding to accountability reforms by changing access to subjects and qualifications for pupils: entry rates for English Baccalaureate qualifications have increased, while those for qualifications no longer counted as a result of the Coalition's response to the Wolf Review have decreased. However, reforms have not yet led to equal access to subjects and qualifications for all pupils.

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