Combine test scores with grades, physical examination and interests as an index for vocational guidance¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article proposes that because test scores vary widely from class standings, testing gives examiners insight into capacities grades miss. It recommends that scores in physical examination, college subjects and activities, and tests of reasoning, association, memory, learning speed and accuracy, interests and tastes "be all combined" so "the resultant ought to be a fair index of their vocational capacities."

Design Implications¶

Context¶

Requirements¶

• Access to multiple sources of information: physical examination, college subjects and activities, and ability and interest tests

Constraints¶

• The information test's value is as a sidelight on interests and understanding of vaguely defined common terms, not as an accurate grade predictor

Target Learners¶

• college students

Target Learning Goals¶

• vocational guidance and assessment of capacities not reflected in grades

Claims¶

• Standardized group test scores correlate weakly and variably with freshman class averages, ranging from 0 to .25 [+W]
• An information test correlates only weakly with college class grades, with r = .13 for freshmen and r = 0 for seniors [+W]

Related Strategies¶

Examples¶

-

Key Sources¶

• Sunne, Dagny. (1917). The Relation of Class Standing to College Tests. The Journal of Educational Psychology, VIII(4), 193-211. https://doi.org/10.1037/h0071727