Educational selection in Tanzania

Drenth, P.J.D.; Flier, H. van der; Omari, I.M.

doi:10.1016/0191-765x(83)90007-1

Cited by 10 publications

(4 citation statements)

References 10 publications

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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%

Does Cultural Background Influence the Intellectual Performance of Children from Immigrant Groups?

Nijenhuis

Tolboom

Resing

et al. 2004

European Journal of Psychological Assessment

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Summary: This paper addresses both the construct validity and the criterion-related validity of the "Revisie Amsterdamse Kinder Intelligentie Test" (RAKIT), which is a cognitive ability test developed for primary school children. The present study compared immigrant primary school children (N = 559) and Dutch children (N = 604). The mean scores of Surinamese/Netherlands Antillean, Moroccan, and Turkish children differed from each other and were lower than those of the Dutch children. Comparison of the test dimensions showed that group differences with respect to the construct validity were small. We found some item bias, but the combined effects on the sum score were not large. The estimate of general intelligence (g) as computed with the RAKIT showed strong predictive validity for most school subjects and standardized achievement tests. Although some criteria revealed significant prediction bias, the effects were very small. Most of the analyses we performed on differences in test scores and differences in criterion scores supported Spearman's hypothesis that g is the predominant factor determining the size of the differences between two groups. The conclusion that the RAKIT can be used for the assessment of groups from various backgrounds seems warranted.

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Section: Testmentioning

confidence: 99%

Does Cultural Background Influence the Intellectual Performance of Children from Immigrant Groups?

Nijenhuis

Tolboom

Resing

et al. 2004

European Journal of Psychological Assessment

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“…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%

Monitoring the Learning Outcomes of Education Systems

Greaney¹

1996

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“…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%

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Zaaiman¹,

Flier

Thijs

2000

Higher Education

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The selection of students is a critical issue currently facing South African higher education institutions. The identification and selection of disadvantaged students with the potential to succeed in mathematics-and science-based study is a particularly pressing problem. The new South African higher education law requires that selection is done in a fair and transparent manner. Selection has to be followed by adequate support for selected students to succeed in their study programmes. Issues of access are closely coupled to issues of retention and success. The research results discussed in this paper illustrate how these issues can be successfully addressed and how selection fairness and effectiveness may be optimised under the constraints of selection efficiency. An optimal solution can be found by developing test specifications and selection cutoff values based on the teaching programme for which the selection is done. The resulting close fit between selection testing and teaching after selection leads to a reasonable expectation of success for selected students in the study programme. Under such conditions, selection can be seen as a contract to teach at the student's level.

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Educational selection in Tanzania

Cited by 10 publications

References 10 publications

Does Cultural Background Influence the Intellectual Performance of Children from Immigrant Groups?

Does Cultural Background Influence the Intellectual Performance of Children from Immigrant Groups?

Monitoring the Learning Outcomes of Education Systems

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