A Comparison of the Relative Validity of a Measure of Piagetian Cognitive Development and a Set of Conventional Prognostic Measures in the Prediction of the Future Success of Ninth- and Tenth-Grade Students in Algebra.

Autor/inn/en	Bloland, Ruth Marian; Michael, William B.
Titel	A Comparison of the Relative Validity of a Measure of Piagetian Cognitive Development and a Set of Conventional Prognostic Measures in the Prediction of the Future Success of Ninth- and Tenth-Grade Students in Algebra.
Quelle	In: Educational and Psychological Measurement, 44 (1984) 4, S.925-43Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Achievement Tests; Age; Algebra; Cognitive Development; Developmental Stages; Mathematics Achievement; Predictive Validity; Predictor Variables; Standardized Tests; Test Validity; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Alter; Lebensalter; Kognitive Entwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Standadised tests; Standardisierter Test; Testvalidität
Abstract	This study compared the validity of chronological age, a standardized algebra prognosis test, standardized verbal and quantitative scales derived from an achievement test battery, and an objective measure of formal or concrete stages of Piagetian cognitive development for predicting final examination scores and course grades in high school algebra. (Author/BW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC