Research on the Progressive Achievement Tests and academic achievement in secondary schools

Fogarty, Gerard J. (2007) Research on the Progressive Achievement Tests and academic achievement in secondary schools. Technical Report. Australian Council for Educational Research, Melbourne, Australia.

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Abstract

Psychometric testing can be used for many purposes. In the present case, ACER's Progressive Achievement Test battery was used to assess vocabulary, comprehension, and numeracy skill levels of students commencing study at a regional high school. The tests were used as a screening tool to identify students who might benefit from additional instruction and also to select high achieving students for participation in extension work, maths competitions, and the like. Test results were later correlated with performance in various school subjects over the five years of high school. Results indicated that the tests predicted up to 50% of the variance in school performance five years after the actual testing date. These data point to the continuing significance of students having a good vocabulary, being able to comprehend written text, and having good numeracy skills.


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Item Type: Report (Technical Report)
Item Status: Live Archive
Additional Information: Publisher has supplied author with permission to upload document in ePrints. The correct APA citation for this publication is: 66. Fogarty, G. (2007). Research on the Progressive Achievement Tests and academic achievement in secondary schools. Australian Council for Educational Research, Research Supplement. ACER Press online: http://www.acer.edu.au/documents/ACERPress_PAT_Supp.pdf.
Depositing User: Prof. Gerry Fogarty
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 13 May 2008 23:55
Last Modified: 02 Jul 2013 23:02
Uncontrolled Keywords: ACER; Progressive Achievement Tests; psychometric testing; academic achievment; secondary schools
Fields of Research (FOR2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
URI: http://eprints.usq.edu.au/id/eprint/4135

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