Themostcommonuseofintelligencetestscoresistopredictdegreeofacademicsuccess.Suchscoresareusedinsomecommunitiesasbasesforadmittingablechildrentoschoolsatagesyoungerthannormalandtheyareverygenerallyusedtodetermineadmissionstoschoolsbeyondpublicsecondaryschool.Anotherusecommoninelementaryschoolsinvolvescomparingsuchscoreswithperformancesinvarioussubjectstoidentifychildrenwhoareworkingbelowcapacity.
Thegreatestprobleminusingintelligencetestsforthepurposeofpredictionisthatnodependablecriterionoftheiraccuracyexists.Theidealcriteriawouldbeobjectiveandreliableachievementtestsfollowinginstructionsineachsubjectbuttherearefewsuchtestsespeciallyatthecollegelevel.Studieshaveshownthatcorrelations(相关性)betweenintelligencetestsandachievementtestsinvarioussubjectsthroughsecondaryschoolrangeroughlyfrom0.5to0.8.Suchcorrelationsarefairlyhigh,buttheydonotsuggestanywherenearcompleteagreement.
Atthecollegeleveltherearetwomajortestsusedascriteriaofadmission.ByfarthemoreimportantistheCollegeEntranceExaminationconstructedbytheEducationalTestingServiceauthorizedbytheCollegeEntranceExaminationBoard.ThesetestsarcreturnedtotheEducationalTestingServiceforscoringandtheresultsarethenmadeavailabletothevariouscollegesauthorizedbythestudentstoreceivethem.ThesecondtestofthistypeistheAmericanCollegeTestwhichoperatesinessentiallythesamefashion.
Bothtestsconstitute(组成)measuresofcertainskillsabilitiesandknowledgethathavebeenfoundtoberelatedtosuccessincollege.Theircorrelationswithacademicsuccessarelimitedforthreeoutstandingreasons.Firstmeasuresofachievementincollegearcthemselvesperhapsnomorereliablethanthoseinelementaryandsecondaryschools.Secondintellectualfactorsdonotalonedetermineacademicsuccessespeciallyatthecollegelevel.Manystudentsdropoutofschoolsbecausetheyareinadequatelymotivatedorbecausetheydisliketheinstructionalprogramme.Thirdcorrelationsareloweredbecausetheuseofsuchtestsfordenyingadmissiontosomestudentsmeansthattherangeofscoresforthoseadmittedisrestrictedandsuchrestr
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