The Otis-Lennon School Ability Test: A Study of Validity

Sapp, Gary L.; Marshall, John

doi:10.2466/pr0.1984.55.2.539

Psychol Rep

1984

DOI: 10.2466/pr0.1984.55.2.539

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The Otis-Lennon School Ability Test: A Study of Validity

Gary L. Sapp

John Marshall²

Abstract: The Otis-Lennon School Ability Test, Primary I was validated by comparing scores with those on the Wechsler Intelligence Scale for Children—Revised. Correlations, t tests, and regression equations were computed for the total group of 60 first-grade children and by ethnic group membership. High positive correlations between Otis-Lennon and WISC—R IQs were obtained, and the means were similar. Comparisons by ethnic group membership indicated that the Otis-Lennon was equally valid for black children and white chi… Show more

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Relations between Academic Aptitude and Psychosocial Adjustment in Gifted Program Students

Oram

Cornell

Rutemiller

1995

Gifted Child Quarterly

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Is high academic aptitude an asset or a liability to psychosocial adjustment among gifted program students? This brief report examined contrasting hypotheses that the relation between academic aptitude and psychosocial adjustment is positive, negative, or curvilinear for high ability students. Robustness of study findings was examined in three diverse groups of gifted program students: 1) 151 second grade students participating in public school gifted programs; 2) 264 5th to 11th grade students attending a university summer enrichment program; and 3) 60 adolescent females enrolled in an early college entrance program. Psychosocial adjustment was assessed by measures of academic, social, and general self-concept in all three groups, with additional adjustment measures specific to each group. Results of hierarchical multiple regression analyses provided little evidence for a relation between aptitude scores and adjustment within this restricted range.

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Relations between Academic Aptitude and Psychosocial Adjustment in Gifted Program Students

Oram

Cornell

Rutemiller

1995

Gifted Child Quarterly

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Test Bias: The Validity of the Junior Aptitude Tests (JAT) for Various Population Groups in South Africa regarding Constructs Measured

Owen

1991

South African Journal of Psychology

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The Junior Aptitude Tests (JAT) were administered to black, white, coloured and Indian pupils in Std 7 to determine whether the test battery measures the same psychological constructs in the various population groups. Factor analyses of the intercorrelations of the JAT test scores showed a three-factor solution for each of the groups. In the case of the white pupils (the reference group) these three factors were tentatively identified as a spatial, a memory and a verbal factor. These constructs were subsequently specified in a LISREL-type model and fitted to the data for all four population groups by means of the computer program RAMONA. Although a poor fit was obtained the same measure of fit was obtained for all four population groups. This finding points firstly to the absence of bias in the construct validity of the JAT and secondly to a greater resemblance between the cognitive structures of the different cultural groups in the RSA than is generally believed. The use of language in tests appears to be a potential source of bias in the case of the black pupils.

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The Otis-Lennon School Ability Test: A Study of Validity

Cited by 2 publications

References 3 publications

Relations between Academic Aptitude and Psychosocial Adjustment in Gifted Program Students

Relations between Academic Aptitude and Psychosocial Adjustment in Gifted Program Students

Test Bias: The Validity of the Junior Aptitude Tests (JAT) for Various Population Groups in South Africa regarding Constructs Measured

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