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acase@tulane.edu / 1 / Kathryn M. Jones

South Africa has faced tremendous changes over the past decade, which has had a huge impact on the working environment. Organisations are compelled to address the societal disparities between various cultural groups. However, previously disadvantaged groups have had to face inequalities of the education system in the past, such as a lack of qualified teachers (especially in the natural sciences), and poor educational books and facilities. This has often resulted in poor grade 12 results. Social responsibility and social investment programmes are an attempt to rectify these inequalities. The objective of this research was to investigate the validity of the current selection battery of the Youth Foundation Training Programme (YFTP) in terms of academic performance of the students on the bridging programme. A correlational design was used in this research in order to investigate predictive validity whereby data on the assessment procedure was collected at about the time applicants were hired. The scores obtained from the Advanced Progressive Matrices (APM), which forms part of the Raven's Progressive Matrices as well as the indices of the Potential Index Battery (PIB) tests, acted as the independent variables, while the Matric results of the participants served as the criterion measure ofthe dependent variable. The data was analysed using the Statistical Package for Social Sciences (SPSS) software programme by means of correlations and regression analyses. The results showed that although the current selection battery used for the bridging students does indeed have some value, it only appears to be a poor predictor of the Matric results. Individually, the SpEEx tests used in the battery evidently were not good predictors of the Matric results, while the respective beta weights of the individual instruments did confirm that the APM was the strongest predictor. Limitations were identified and recommendations for further research were discussed. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

South Africa has faced tremendous changes over the past decade, which has had a huge impact on the working environment. Organisations are compelled to address the societal disparities between various cultural groups. However, previously disadvantaged groups have had to face inequalities of the education system in the past, such as a lack of qualified teachers (especially in the natural sciences), and poor educational books and facilities. This has often resulted in poor grade 12 results. Social responsibility and social investment programmes are an attempt to rectify these inequalities. The objective of this research was to investigate the validity of the current selection battery of the Youth Foundation Training Programme (YFTP) in terms of academic performance of the students on the bridging programme. A correlational design was used in this research in order to investigate predictive validity whereby data on the assessment procedure was collected at about the time applicants were hired. The scores obtained from the Advanced Progressive Matrices (APM), which forms part of the Raven's Progressive Matrices as well as the indices of the Potential Index Battery (PIB) tests, acted as the independent variables, while the Matric results of the participants served as the criterion measure ofthe dependent variable. The data was analysed using the Statistical Package for Social Sciences (SPSS) software programme by means of correlations and regression analyses. The results showed that although the current selection battery used for the bridging students does indeed have some value, it only appears to be a poor predictor of the Matric results. Individually, the SpEEx tests used in the battery evidently were not good predictors of the Matric results, while the respective beta weights of the individual instruments did confirm that the APM was the strongest predictor. Limitations were identified and recommendations for further research were discussed. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

As the Test of English as a Foreign Language (TOEFL) is often used as a determiner for university admissions, this study observes the effect on the international student population at a large private university through the examination of the international student admissions data including TOEFL and first-year GPA from 2005-2015. With the anonymous data of 9,837 students, researchers analyzed the result of a cut-score change at the university. Results indicated that the number of international students decreased at the university. As expected, the TOEFL data revealed a normal distribution for the overall (combined) score and subsection scores, while the GPA data did not. The ANOVA for the TOEFL revealed that the change in cut-scores was not completely implemented in 2010. The GPA results from the ANOVA did not appear to be increasing. Correlation analysis reflected a decrease in the correlation coefficient when comparing results from before and after the cut-score change. Correlations of the subsection TOEFL score presented interesting findings. Multiple regression analysis indicated similar conclusions.

The prominent use of DIBELS as a screening and placement tool has provided schools and districts the ability to implement interventions and best practices for students, particularly in the primary grades. Although many studies have highlighted the predictive validity of oral reading fluency (ORF) to anticipate reading performance, few have extended that research to examine the performance of ethnic and economic subgroups as compared to non-minority peers. Disaggregating the data to study specific populations can expose whether ORF's relationship with reading comprehension depends on group membership and ultimately improve the quality of the assessment. This study examines the predictive validity of DIBELS ORF for two types of comprehension scores within a racially and ethnically diverse second grade cohort.

abstract: The current study assessed whether the interrater reliability and predictive validity of fidelity ratings differed significantly across the modalities of audio and video recordings. As empirically supported programs are moving to scale, attention to fidelity, the extent to which a program is delivered as intended, is essential because high fidelity is needed for positive program effects. Consequently, an important issue for prevention science is the development of feasible and acceptable methods for assessing fidelity. Currently, fidelity monitoring is rarely practiced, as the typical way of measuring fidelity, which uses video of sessions, is expensive, time-consuming, and intrusive. Audio recording has multiple advantages over video recording: 1) it is less intrusive; 2) equipment is less expensive; 3) recording procedures are simpler; 4) files are smaller so it takes less time to upload data and storage is less expensive; 5) recordings contain less identifying information; and 6) both clients and providers may be more willing to have sensitive interactions recorded with audio only. For these reasons, the use of audio recording may facilitate the monitoring of fidelity and increase the acceptability of both the intervention and implementation models, which may serve to broaden the scope of the families reached and improve the quality of the services provided. The current study compared the reliability and validity of fidelity ratings across audio and video rating modalities using 77 feedback sessions drawn from a larger randomized controlled trial of the Family Check-Up (FCU). Coders rated fidelity and caregiver in-session engagement at the age 2 feedback session. The composite fidelity and caregiver engagement scores were tested using path analysis to examine whether they predicted parenting behavior at age 3. Twenty percent of the sessions were double coded to assess interrater reliability. The interrater reliability and predictive validity of fidelity scores and caregiver engagement did not significantly differ across rating modality. However, caution must be used in interpreting these results because the interrater reliabilities in both conditions were low. Possible explanations for the low reliability, limitations of the current study, and directions for future research are discussed. / Dissertation/Thesis / Doctoral Dissertation Psychology 2019

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Commercial airlines need to employ well qualified pilots to run their core business. The current supply from privately and military qualified pilots is proving to be inadequate. A further challenge facing the airline is having to attempt to reflect the diversity of the country in its workforce. The present study investigated the predictive validity of a psychological test battery for cadet pilots. The predictors that were included in the research are: biographical data, ABET levels in terms of English and Matric results, as well as results from psychological tests, namely: English literacy skills assessment (ELSA), Raven’s Progressive Matrices (RMP), Blox test, subtests of the Intermediate Battery (B/77) viz: Arithmetic 1 and 2, and Reading Comprehension, and the Wechsler Adult Intelligence Scale (WAIS). The objective of the research was to determine the predictive validity of the selection battery utilizing the final flying school results as the criteria. The results of the research were inconclusive. Only some of the tests showed positive correlations with the modules of the flying school results. The Ravens Progressive Matrices, Blox, Matriculation English symbol, ABET levels and Reading Comprehension, were found to have predictive power with some of the modules of the flying school results based on the regression analysis. It is recommended that a revised profile for a commercial airline pilot should be developed, as well as that the critical skills and competencies should be identified to enable the airlines to utilize appropriate and relevant assessment tools to select prospective candidates, particularly among the previously disadvantaged communities. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

College admission tests are of great importance for admissions systems in general and for candidates in particular. The SweSAT (Högskoleprovet in Swedish) has been used for college admission in Sweden for more than 30 years, and today it is alongside with the upper-secondary school GPA the most widely used instrument for selection of college applicants. Because of the importance that is placed on the SweSAT, it is essential that the scores are reliable and that the interpretations and uses of the scores are valid. The main purpose of this thesis was therefore to examine some assumptions that are of importance for the validity of the interpretation and use of SweSAT scores. The argument-based approach to validation was used as the framework for the evaluation of these assumptions.The thesis consists of four papers and an extensive introduction with summaries of the papers. The first three papers examine assumptions that are relevant for the use of SweSAT scores for admission decisions, while the fourth paper examines an assumption that is relevant for the use of SweSAT scores for providing diagnostic information. The first paper is a review of predictive validity studies that have been performed on the SweSAT. The general conclusion from the review is that the predictive validity of SweSAT scores varies greatly among study programs, and that there are many problematic issues related to the methodology of the predictive validity studies. The second paper focuses on an assumption underlying the current SweSAT equating design, namely that the groups taking different forms of the test have equal abilities. The results show that this assumption is highly problematic, and consequently a more appropriate equating design should be applied when equating SweSAT scores. The third paper examines the effect of textual item revisions on item statistics and preequating outcomes, using data from the SweSAT data sufficiency subtest. The results show that most kinds of revisions have a significant effect on both p-values and point-biserial correlations, and as a consequence the preequating outcomes are affected negatively. The fourth paper examines whether there is added value in reporting subtest scores rather than just the total score to the test-takers. Using a method derived from classical test theory, the results show that all observed subscores are better predictors of the true subscores than is the observed total score, with the exception of the Swedish reading comprehension subtest. That is, the subscores contain information that the test-takers can use for remedial studies and hence there is added value in reporting the subscores. The general conclusion from the thesis as a whole is that the interpretations and use of SweSAT scores are based on several questionable assumptions, but also that the interpretations and uses are supported by a great deal of validity evidence.