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| Autor/inn/en | Maspons, Maria M.; Llabre, Maria M. |
|---|---|
| Titel | Effect of Pretraining Hispanic Students on Test-Taking Strategies on the Reliability and Predictive Validity of a Mathematics Predictor Test. |
| Quelle | (1983), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Planning; Higher Education; Hispanic American Students; Predictive Validity; Quantitative Tests; Standardized Tests; Teaching Methods; Test Coaching; Test Reliability; Test Wiseness |
| Abstract | Examined are the effects of test-taking training given to Hispanic students on the reliability and predictive validity of a mathematics predictor test. The sample consisted of 535 entering Hispanic college students. Of these, 241 completed most of their education in the United States and had prior familiarity with multiple-choice tests, while 294 students had received most of their education outside of the United States and were unfamiliar with the multiple-choice test format. The students were randomly assigned to the experimental or control group. Students in the experimental group were instructed on those skills outlined by Millman, Bishop and Ebel which are independent of the test constructor. Control subjects received information on the college's mathematics programs for an equivalent period of time. All subjects were administered the computation scale of the College Guidance and Placement Program (CGP). Based on the results of the predictor test, subjects were placed in either a Basic Skills or Algebra course. A total of 159 subjects completed the courses. Results showed slightly lower internal consistency estimates for the experimental group and an increase in predictive validity for experimental subjects. (Author/PN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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