Academic Performance in English: A Report and Comprehensive Examination of High School Grades, Achievement Test Scores, College Level Placement, and Subsequent College Course Grades.

Autor/in	Bauer, Allison J.
Titel	Academic Performance in English: A Report and Comprehensive Examination of High School Grades, Achievement Test Scores, College Level Placement, and Subsequent College Course Grades.
Quelle	(1987), (62 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Achievement Tests; College English; College Freshmen; Educational Assessment; Grade Point Average; Grades (Scholastic); Higher Education; Predictive Measurement; Remedial Instruction; Sex Differences; Student Motivation; Student Placement + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Studienanfänger; Education; assessment; Bewertungssystem; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Förderkurs; Sex difference; Geschlechtsunterschied; Schulische Motivation; Schülerpraktikum
Abstract	The need for remedial English education among college freshmen has increased, and there exists no standardized approach to proficiency assessment and placement among institutions of higher education. After completing freshmen English courses, 922 students attending a four-year university were assessed to determine accurate variables for use in English placement. Regression analysis involving many intellective and non-intellective variables revealed that overall grade point average accounted for a greater amount of variance in grades than did American College Test scores and English grade point average. An analysis of variance showed significant gender differences in English grades, and separate prediction equations were derived from regression analyses in order to resolve the under-prediction of females. In addition, different placement variables emerged after gender differentiation. Analysis involving many variables produced the strongest combination for proficiency assessment and level placement; however, variance in grades outside this combination was large. It is recommended that the variables of persistence and motivation be investigated. (Author/TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC