1983
DOI: 10.1016/0191-765x(83)90007-1
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Educational selection in Tanzania

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Cited by 10 publications
(4 citation statements)
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“…The construction of the test is based on the assumption that a combination score of different aspects of the intelligence domain gives a good indication of the child's general cognitive ability level All tests were administered according to the conditions prescribed in the manual, such as the use of standard termination rules . Adaptations of the RAKIT are being used in countries such as Indonesia (Test Intelligensi Anak; Drenth, Bleichrodt, Setiono, & Poespadibrata, 1975), East-Africa (African Child Intelligence Test; Drenth, Van der Flier, Muinde, Otaala, Omari, & Opolot, 1980) and India (Indian Child Intelligence Test; Bleichrodt, Hoksbergen, Athavale, Kher, & Khire, 1991). Cross-cultural research has shown that the meaning of the tests is highly comparable for the various countries (Bleichrodt, Hoksbergen, Khire, & Dekker, 1998;Bleichrodt, Hoksbergen, & Khire, 1999).…”
Section: Testmentioning
confidence: 99%
“…The construction of the test is based on the assumption that a combination score of different aspects of the intelligence domain gives a good indication of the child's general cognitive ability level All tests were administered according to the conditions prescribed in the manual, such as the use of standard termination rules . Adaptations of the RAKIT are being used in countries such as Indonesia (Test Intelligensi Anak; Drenth, Bleichrodt, Setiono, & Poespadibrata, 1975), East-Africa (African Child Intelligence Test; Drenth, Van der Flier, Muinde, Otaala, Omari, & Opolot, 1980) and India (Indian Child Intelligence Test; Bleichrodt, Hoksbergen, Athavale, Kher, & Khire, 1991). Cross-cultural research has shown that the meaning of the tests is highly comparable for the various countries (Bleichrodt, Hoksbergen, Khire, & Dekker, 1998;Bleichrodt, Hoksbergen, & Khire, 1999).…”
Section: Testmentioning
confidence: 99%
“…One cannot assume, however, that factors found to be important in one cultural context will be of similar importance in other contexts. For example, the fairly consistent finding from industrial countries in Europe and North America that family size is negatively related to educational achievement has not been found in studies in Kenya (Bali and others 1984) or in Tanzania (Drenth, van der Flier, and Omani 1983). In these countries a positive rather than a negative relationship was found between family size and educational achievement, measured in a variety of ways (by standardized tests of ability and public examinations at primary and secondary levels).…”
Section: Monitoring the Learning Outcomes Of Education Systemsmentioning
confidence: 89%
“…It is often pointed out that satisfying the requirements of fairness and effectiveness in an efficient and acceptable way is difficult (Drenth, Van der Flier and Omari 1983;Altink and Thijs 1984;Herman 1995). This is especially true in a society where past injustices have left members of certain population groups more disadvantaged than others.…”
Section: Fair Effective and Efficient Selectionmentioning
confidence: 99%