Relevant bibliographies by topics / Preliminary scholarship aptitude test

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Academic literature on the topic 'Preliminary scholarship aptitude test'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Preliminary scholarship aptitude test"

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Graff, A. Steven. "The New SAT: The Future of Transition Assessment." Education Libraries 17, no. 3 (September 5, 2017): 7. http://dx.doi.org/10.26443/el.v17i3.51.

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The SAT (Scholastic Aptitude Test) has become a part of our culture, a constant measure, a rite of passage. It has served its purpose well - to assist in the prediction of academic performance during the freshman year of college. During the 1993-94 school year, however, the College Board will change the SAT by introducing the SAT I: Reasoning Tests, the SAT II: Subject Tests, and the Preliminary SAT/National Merit Scholarship Qualifying Test. This array of assessment instruments, builds on the heritage of its predecessors, but also makes some new departures. This presentation looks at the context and process which informed decisions to change the tests, describes those changes and what they will mean, and then looks ahead to the future.
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Forth, M. W. "The Preliminary Test." Bulletin of the Royal College of Psychiatrists 9, no. 7 (July 1985): 139. http://dx.doi.org/10.1192/s0140078900022173.

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Suggestions have been made that the Preliminary Test for the Membership of the College should be modified in the direction of a reduced theoretical and enhanced clinical content. I would applaud such a move. Behind it is the idea of testing, early in a junior's career, his or her talents for the processes central to the practice of their chosen specialty. This sort of test has for too long been lacking throughout the profession of medicine. There is no reason why psychiatry should not now, with the advantage of modern technology, set the pace by combining an element of aptitude testing in the earlist hurdle on the road to specialist status.
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Lim Hochan and Yi JoonSuk. "The Preliminary Study of Vocational Aptitude Test for People with Disabilities." Korean Journal of Physical, Multiple, & Health Disabilities 54, no. 1 (January 2011): 87–107. http://dx.doi.org/10.20971/kcpmd.2011.54.1.87.

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Russo, Mariachiara, and Pippa Salvador. "Aptitude to Interpreting: Preliminary Results of a Testing Methodology Based on Paraphrase." Meta 49, no. 2 (October 28, 2004): 409–32. http://dx.doi.org/10.7202/009367ar.

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Abstract This article presents the first results of a longitudinal study involving a sample of 46 students of the SSLMIT of Trieste. The study aims at developing an aptitude test for candidates to Conference Interpreting courses at university level. The test is based on an exercise of simultaneous paraphrasing. The linguistic analysis of the performances at syntactic, semantic and pragmatic levels has shown statistically significant correlations between the test results, the marks of interpreting exams and the time spent by the students to complete their training in interpreting.
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Matejko, Anna A., Gavin R. Price, Michèle M. M. Mazzocco, and Daniel Ansari. "Individual differences in left parietal white matter predict math scores on the Preliminary Scholastic Aptitude Test." NeuroImage 66 (February 2013): 604–10. http://dx.doi.org/10.1016/j.neuroimage.2012.10.045.

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Pavlos, Panagiotis. "Christian insights into Plotinus’ Metaphysics and his Concept of Αptitude (Ἐπιτηδειότης)." Akropolis: Journal of Hellenic Studies 1 (December 27, 2017): 5–32. http://dx.doi.org/10.35296/jhs.v1i0.1.

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Modern scholarship on Late Antique philosophy seems to be more interested than ever before in examining in depth convergences and divergences between Platonism and Early Christian thought. Plotinus is a key figure in such an examination. This paper aims at shedding light to certain aspects of Plotinian metaphysics that bring Plotinus into dialogue with the thought of Church fathers by means either of similarities or differences between Neoplatonist and Christian thought. It proposes a preliminary study of the Plotinian concept of aptitude, as it emerges throughout the Enneads, and seeks to argue that this concept is crucial as it involves the relation between the One and the many, the reality of participation, the relation of the cosmos with, and its dependence on, the superior spheres of being, the bestowal of divine gifts upon beings, and the possibility of the deification of the human being.
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Fischer, Christian, Barry Fishman, Abigail Jurist Levy, Arthur Eisenkraft, Christopher Dede, Frances Lawrenz, Yueming Jia, Janna Fuccillo Kook, Kim Frumin, and Ayana McCoy. "When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics." Urban Education 55, no. 8-9 (October 21, 2016): 1280–314. http://dx.doi.org/10.1177/0042085916668953.

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This empirical study analyzed data from 638 teachers and 11,800 students in low-socioeconomic status (SES) urban schools (and schools with urban characteristics) exploring associations of school, teacher, teaching, and professional development characteristics toward student performance on the revised Advanced Placement (AP) Biology and AP Chemistry examinations. The analyses indicated that districts per-student funding allocations, the days of instruction, teachers’ knowledge and experience, and some aspects of teachers’ professional development participation were significantly associated with student performance on AP science examinations that was better than predicted by students’ Preliminary Scholastic Aptitude Test (PSAT) scores.
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Sastre-Riba, Sylvia, Eduardo Fonseca-Pedrero, and Antoni Castelló-Tarrida. "Stability of Measure In High Intellectual Ability: Preliminary Results." Anales de Psicología 34, no. 3 (August 1, 2018): 510–18. http://dx.doi.org/10.6018/analesps.34.3.315181.

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Despite there having been improvements in efficiency and ease on test scoring for individuals with high intellectual ability, the stability of these scores is not assured. The main objective of our research is a preliminary detection of variations in test scores from a group of children that were identified as having HIA. This was done by means of a single-time assessment of children currently following an enrichment program. A total of n=26 students participated (19 male and 7 female) in the study. The age range was between 12 and 17 years, being the average age 13.89 years (SD = 1.09 years). Differential Aptitude Test (DAT-5) and Torrance Test of Creative Thinking (TTCT) were used to assess the logical-deductive intellectual skills and creative thinking. The results show that test scores may change in a considerable amount in many supposedly HIA individuals. More than 30% of the variance cannot be attributed to common components in the two measurements points. The scores in creativity were the most fluctuating, something that could be expected of these scales having the lowest reliability indexes. Only eight participants remain steady, according to the one standard deviation criterion, and it is quite notorious that two participants show a decrease in three subscales out of five. On the other hand, two other participants have shown an increase in one subscale as well as a decrease in another. In order to foster HIA individuals and their wellbeing, it is essential to be careful with mistaken diagnoses (false-negatives and false-positives), given the fact that they will lead to developmental consequences.
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Trahan, E., D. Good, and R. Seegmiller. "A-60 The Armed Services Vocational Aptitude Battery and Premorbid Intellectual Functioning." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 920. http://dx.doi.org/10.1093/arclin/acz034.60.

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Abstract Objective The objective of this study is to evaluate correlations between the Armed Services Vocational Aptitude Battery (ASVAB) with other measures of premorbid functioning to validate the use of the ASVAB as an estimate of premorbid intellectual functioning. Method This study utilized archival data. Data were retrospectively reviewed and correlational analyses were conducted between scores on the ASVAB and another measure of premorbid intellectual functioning (i.e., Test of Premorbid Functioning (TOPF)). Results Preliminary results (N = 83) revealed significant positive correlations between the ASVAB & TOPF (r2 = .75, p < .01), irrespective of current intellectual abilities and neurocognitive diagnosis. Conclusion The ASVAB is strongly correlated with the TOPF and may serve as a useful tool for estimating premorbid intellectual functioning in neuropsychological evaluations of active duty services members.
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Vaughan, Christy Anne. "Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools." Journal of Research on Christian Education 28, no. 3 (September 2, 2019): 286–308. http://dx.doi.org/10.1080/10656219.2019.1704326.

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Dissertations / Theses on the topic "Preliminary scholarship aptitude test"

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Warry, Jaye Ellen. "An analysis of variables affecting standardized test results at the high school level." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33587.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted.
2031-01-01
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2

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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Books on the topic "Preliminary scholarship aptitude test"

1

Steinberg, Eve P. PSAT-NMSQT: Preliminary Scholastic Aptitude Test : National Merit Scholarship Qualifying Test. 7th ed. New York: Arco Pub. Co., 1985.

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Bobrow, Jerry. Preliminary Scholastic Aptitude Test and National Merit Scholarship Qualifying Test (NMSQT): Preparation guide. Lincoln, Neb: Cliffs Notes Inc., 1986.

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Steinberg, Eve P. Preparation for the PSAT-NMSQT: Preliminary Scholastic Aptitude Test : National Merit Scholarship Qualifying Test. 8th ed. New York: Arco, 1988.

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C, Brownstein Samuel. Basic tips on the PSAT/NMSQT: Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test. 2nd ed. New York: Barron's Educational Series, Inc., 1989.

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1907-, Weiner Mitchel, Green Sharon 1939-, and Brownstein Samuel C. 1909-, eds. PSAT/NMSQT: How to prepare for the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test. 7th ed. New York: Barron's Educational Series, 1989.

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1907-, Weiner Mitchel, and Green Sharon 1939-, eds. Barron's how to prepare for the PSAT/NMSQT, Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test. 6th ed. Woodbury, N.Y: Barron's Educational Series, 1986.

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1907-, Weiner Mitchel, Green Sharon 1939-, Brownstein Samuel C. 1909-, and Brownstein Samuel C. 1909-, eds. Barron's pass key to the PSAT/NMSQT: Preliminary SAT/National Merit Scholarship Qualifying Test. Hauppauge, N.Y: Barron's Educational Series, 1995.

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C, Brownstein Samuel. PSAT/NMSQT: How to prepare for the Preliminary SAT/National Merit Scholarship Qualifying Test. 8th ed. Hauppage, N.Y: Barron's, 1993.

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Rubenstein, Jeff. Cracking the PSAT/NMSQT. 2nd ed. New York: Random House, 2003.

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Adam, Robinson, and Princeton Review (Firm), eds. Cracking the PSAT/NMSQT. 2nd ed. New York: Random House, 2006.

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Book chapters on the topic "Preliminary scholarship aptitude test"

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Li, Lanrong, and Shaoqian (Sheila) Luo. "Development and Preliminary Validation of a Foreign Language Aptitude Test for Chinese Learners of Foreign Languages." In Language Aptitude, 33–55. Routledge, 2019. http://dx.doi.org/10.4324/9781315122021-3.

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Carayon, Céline. "Conclusion." In Eloquence Embodied, 416–36. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469652627.003.0008.

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The conclusion provides a synthetic summary of the book’s main arguments and extends its lessons into the eighteenth century. Long after the age of exploration, nonverbal communication continued to occupy a crucial place in French colonization schemes and strategies, in Indigenous resistance to colonial ambitions and the pursuit of Indian nations’ agendas, and in the joint creation of an evolving balance of power in the Atlantic world. The French claimed a special proficiency in nonverbal forms of expression that gave them an edge against their European competitors. Because Indigenous practices and oral traditions were in reality so influential in shaping colonies, the conclusion puts to the test the French’ claim of exceptionalism, and brings comparisons to the experiences of the Spanish and the English in select regions of the Americas. Drawing preliminary conclusions, the author invites further scholarship on nonverbal communication in these colonial contexts. In the end, the French mastery of nonverbal communication was not a mark of a more benign style of colonialism, but instead directly contributed to the violence, erasure, and subjection applied against Indigenous peoples in colonial America.
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