Relevant bibliographies by topics / Differential aptitude test

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  1. Journal articles
  2. Dissertations / Theses
  3. Books

Academic literature on the topic 'Differential aptitude test'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Differential aptitude test"

1

Angoff, William H., and Eugene G. Johnson. "The Differential Impact of Curriculum on Aptitude Test Scores." Journal of Educational Measurement 27, no. 4 (December 1990): 291–305. http://dx.doi.org/10.1111/j.1745-3984.1990.tb00750.x.

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Reuterberg, Sven‐Eric. "On Differential Selection in the Swedish Scholastic Aptitude Test." Scandinavian Journal of Educational Research 42, no. 1 (March 1998): 81–97. http://dx.doi.org/10.1080/0031383980420105.

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3

Preetam Pyari, Kritika Mishra, and Binti Dua. "A Study of Impact of Aptitude in Mathematics as Stream Selection at Higher Secondary Level." Issues and Ideas in Education 4, no. 2 (September 5, 2016): 141–49. http://dx.doi.org/10.15415/iie.2016.42011.

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Present study explores the aptitude among higher secondary students. It is aimed to find out the effect of stream selection in terms of aptitude. A sample of 100 students has been taken from a government senior secondary school of Agra, Uttar Pradesh-India. Data is collected by administering Differential Aptitude Test (DAT). Result showed that there is found significant effect of aptitude in the stream selection process of the students and for mathematics numerical reasoning, clerical speed and accuracy, mechanical and verbal reasoning constitute the significant role for mathematics as careers option at higher secondary level.
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Nijenhuis, Jan Te, Arne Evers, and Jakko P. Mur. "Validity of the Differential Aptitude Test for the Assessment of Immigrant Children." Educational Psychology 20, no. 1 (March 2000): 99–115. http://dx.doi.org/10.1080/014434100110416.

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Lynn, Richard. "Sex Differences on the Differential Aptitude Test in British and American Adolescents." Educational Psychology 12, no. 2 (January 1992): 101–2. http://dx.doi.org/10.1080/0144341920120201.

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Angoff, William H., and Eugene G. Johnson. "A STUDY OF THE DIFFERENTIAL IMPACT OF CURRICULUM ON APTITUDE TEST SCORES." ETS Research Report Series 1988, no. 2 (December 1988): i—110. http://dx.doi.org/10.1002/j.2330-8516.1988.tb00302.x.

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7

Setiawati, Farida Agus. "Aptitude Test's Predictive Ability for Academic Success in Psychology Student." Psychological Research and Intervention 3, no. 1 (September 30, 2020): 1–12. http://dx.doi.org/10.21831/pri.v3i1.34731.

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The developments that occur in psychological measurement have an effect on the development of the quality of the tests used. Differential Aptitude Test (DAT) is a form of psychological test used to measure a person's talent. Measurement of aspects of talent needs to be proven on the success of post-aptitude test studies. Therefore, this study aims to examine: (1) the predictive validity of differential aptitude tests in predicting study success in psychology study programs, and (2) which subtests are influential in predicting the success of studies in psychology study programs. Data collection was carried out using test techniques and documentation techniques. The research subjects were 62 students majoring in psychology at Yogyakarta State University in the academic year 2016/2017. The data obtained were then analyzed using multiple linear regression analysis techniques, where the subtest scores on the DAT were treated as predictors and the Grade Point Average scores were treated as the dependent variable. Based on the results of the analysis, it can be concluded that: (1) the DAT test can predict the success of the study in the psychology study program; and (2) the subtest in DAT that has the most influence in predicting the success of the study in the psychology study program is the verbal subtest and the numerical subtest
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8

Gavrilova, E. V. "Individual differences in foreign language aptitude and its relation to fluid and crystallized intelligence." Современная зарубежная психология 7, no. 2 (2018): 16–27. http://dx.doi.org/10.17759/jmfp.2018070202.

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This article presents the empirical results of the study on the interaction between fluid and crystallized intelligence and individual differences in foreign language aptitude. The three-factor model of cognitive abilities was constructed and showed a suitable fit to empirical data. According to the model the latent factor of foreign language aptitude demonstrated strong positive correlations with the factors of both fluid and crystallized intelligence. Another important empirical result supports the existence of different patterns of relationships which disclose the variables under study as depending on the level of productivity in the language sphere. Namely, it was shown that on the high level of foreign language test performance there were no significant interactions between foreign language aptitude and different parameters of fluid and crystallized intelligence assessments. We discuss our findings in terms of contemporary approaches to understanding of differential impact of certain cognitive factors on foreign language aptitude
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Schmitt, Alicia P., and Carole A. Bleistein. "FACTORS AFFECTING DIFFERENTIAL ITEM FUNCTIONING FOR BLACK EXAMINEES ON SCHOLASTIC APTITUDE TEST ANALOGY ITEMS1." ETS Research Report Series 1987, no. 1 (June 1987): i—46. http://dx.doi.org/10.1002/j.2330-8516.1987.tb00227.x.

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10

Oosterveld, Paul, and Harrie C. M. Vorst. "Note on Reliability and Validity of Self-Evaluation of Ability Scales." Perceptual and Motor Skills 82, no. 3 (June 1996): 991–94. http://dx.doi.org/10.2466/pms.1996.82.3.991.

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A four-scale questionnaire on self-evaluation of ability was developed, testing 402 pupils. The Differential Aptitude Test was used as the criterion for estimating validity. Values of Cronbach alpha for the Verbal, Reasoning, Spatial, and Numerical Ability scales ranged from .74 to .86. The Reasoning Ability scale lacked validity.
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Dissertations / Theses on the topic "Differential aptitude test"

1

Higgins, Oyd Hugh II. "Item position effects and differential item functioning for African-American and White examinees completing the arithmetic reasoning subtest of the preliminary item tryout version of Form E of the General Aptitude Test Battery." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2602.

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Schmitt and Dorans (1990) hypothesized that one possible reason for apparent test bias on the Scholastic Aptitude Test (SAT) against African Americans was related to a difference in processing speed between White and African American examinees. They based this hypothesis on an analysis of data generated by the administration of the SAT. Specifically, if one omitted those items that African Americans did not reach, the differential item functioning that led to bias against African Americans virtually disappeared. This study utilized data collected during the preliminary item tryout phase of Form E of the General Aptitude Test Battery (GATB) to examine the extent to which item position effects might be linked to differential item functioning (DIF). During the item pretest study, a set of arithmetic reasoning items was presented to a nationwide sample of examinees. Roughly half of the examinees were presented the items in forward order and the other half were presented the items in reverse order. This allowed an evaluation of the extent to which an item's ordinal position affected examinee performance. The study failed to provide direct evidence for Schmitts' and Dorans' (1990) hypothesis due to the fact that very little DIF was identified. However, several troubling observations emerged. First, White examinees answered 32 out of the 33 items correctly at a greater proportion than African American examinees (p $<$.05). Second, there were statistically significant differences between how White and African American examinees selected incorrect item alternatives. Third, when evaluated using a biserial or point-biserial correlation coefficient as an estimator of the effectiveness of an item at discriminating between high and low ability examinees, the test items tended to predict scores for White examinees better than for African American examinees indicating that they may not be a valid measure of the African American examinees' arithmetic reasoning ability. Finally, there is a significant correlation between item position and the difference between White and African American examinee performance. Items administered early in the examination tended to work more equally well for both groups while items administered later tended to work better for White examinees than for African American examinees.
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2

Marais, Amanda Claudia. "Using the differential aptitude test to estimate intelligence and scholastic achievement at grade nine level." Diss., 2007. http://hdl.handle.net/10500/531.

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The newly developed Differential Aptitude Test Form S (DAT) does not give an indication of general intelligence or expected achievement in Grade 9. The aim of the current study was to determine the relationships of the aptitude subtests (measured by the DAT) with intelligence and achievement. Two affective factors, motivation and self-concept, as well as study orientation, were included as variables predicting achievement. An empirical study was carried out in which 60 Grade 9 learners were tested. The variables were measured using reliable instruments. Correlations were calculated and multiple regression analyses used to predict achievement. Moderate to high positive correlations between aptitude and intelligence were found. Affective factors explained more of the variance in achievement in key subjects than aptitude variables. One conclusion is that Grade 9 achievement measures affective rather than cognitive factors. Recommendations are made regarding the use of the DAT-S in predicting school achievement.
Educational Studies
M.Ed. (Specialisation in Guidance and Counselling)
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3

Saka, Thomas T. "Differential item functioning among mainland U.S. and Hawaii examinees on the verbal subtest of the scholastic aptitude test." Thesis, 1992. http://hdl.handle.net/10125/9728.

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Books on the topic "Differential aptitude test"

1

Rudman, Jack. Differential Aptitude Tests (Dats (Admission Test Series). Natl Learning Corp, 1997.

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2

Differential Aptitude Tests (Admission Test Series, No. 112). National Learning Corp, 2004.

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3

L, Farmer William, Young Willie C, Civil Aeromedical Institute, and United States. Office of Aviation Medicine., eds. Differential prediction of FAA Academy performance on the basis of race and written air traffic control specialist aptitude test scores. Washington, D.C: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Aviation Medicine, 1999.

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Dana, Broach, Farmer William L, and United States. Office of Aviation Medicine., eds. Differential prediction of FAA Academy performance on the basis of gender and written air traffic control specialist aptitude test scores. Washington, D.C: U.S.Dept. of Transportation, Federal Aviation Administration, Office of Aviation Medicine, 1996.

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5

McGrawHills DAT With CDROM. McGraw-Hill, 2012.

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6

Corporation, Psychological, ed. Differential Aptitude Tests. 5th ed. [New York]: Psychological Corp., 1991.

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7

Differentiatie in het onderwijs. Lisse: Swets & Zeitlinger, 1986.

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You might also be interested in the extended bibliographies on the topic 'Differential aptitude test' for particular source types:
Journal articles
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