With verbalness equal, longer tests correlate more highly with achievement, with a partial correlation of 0.21 for time¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 1923 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Holding verbalness constant, test length independently correlates 0.21 with achievement in the upper grades. → Arthur I. Gates 1923

Evidence¶

Arthur I. Gates 1923¶

Arthur I. Gates. (1923). The Correlations of Achievement in School Subjects with Intelligence Tests and Other Variables (Concluded). The Journal of Educational Psychology. https://doi.org/10.1037/h0066477

q3 · i2 · associational · r2

Partial correlation analysis for grades IV to VIII comparing test working time with achievement. The printed effect size is partial r = 0.21: "The partial correlation between achievement and time (verbalness constant) was 0.21."

"In the upper grades, the degree of verbalness varies so much that comparisons could be made only by the use of partial correlations. The partial correlation between achievement and time (verbalness constant) was 0.21."

Discussion¶

Related Claims¶

• The more verbal the test material, the higher its correlation with school achievement, with a partial correlation of 0.69 for verbalness alone — related
• Verbalness outweighs test length as a factor determining correlations with achievement — related
• Stanford-Binet mental age correlations with achievement rise with grade level, while verbal group test correlations stay about the same — related