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Academic achievement

Educational Assessment, Evaluation, and Research

Iowa State University

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Full-Text Articles in Education

An Argument-Based Validation Study Of The English Placement Test (Ept) – Focusing On The Inferences Of Extrapolation And Ramification, Zhi Li Jan 2015

An Argument-Based Validation Study Of The English Placement Test (Ept) – Focusing On The Inferences Of Extrapolation And Ramification, Zhi Li

Graduate Theses and Dissertations

English placement tests have been widely used in higher education as post-admission assessment instruments to measure admitted English as a second language (ESL) students’ English proficiency or readiness in academic English, usually upon their arrival at universities in English-speaking countries. Unlike commercial standardized English proficiency tests, many English placement tests are locally developed with comparatively limited resources and are relatively under-investigated in the field of language testing. Even less attention has been directed to the score interpretation and the impact of placement decisions on ESL students’ English learning and academic achievement. Undoubtedly, this scarcity of research on English placement tests ...


The Structural Consistency Of A Six-Factor Model Of Academic Self-Concept Among Culturally Diverse Preadolescents In The United States, Gary Ockey, Sarah Abercrombie Jan 2013

The Structural Consistency Of A Six-Factor Model Of Academic Self-Concept Among Culturally Diverse Preadolescents In The United States, Gary Ockey, Sarah Abercrombie

English Publications

For decades, research has indicated that preadolescents’ self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some preadolescent ethnic groups. This study examines the extent to which a 6-factor model of academic self-concept, in which competence and affect are distinct, is tenable for White, Hispanic, and Native American preadolescents. A total of 313 White, 331 Hispanic, and 224 Native American preadolescents from the southwestern United States were administered a modified version of ...