The Relative Value of Two High Level Intelligence Tests, Advanced Level, and First Year University Examination Marks for Predicting Degree Classification

Pilkington, G. W.; Harrison, Glynn

doi:10.1111/j.2044-8279.1967.tb01958.x

Cited by 14 publications

(8 citation statements)

References 5 publications

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“…A-levels predicted 10% of the variance in the overall degree marks, which is remarkably consistent with previous findings for psychology undergraduate ranging over almost 40 years (9% reported by Pilkington andHarrison, 1967, and10% reported by Farsides andWoodfield, 2003). Although the numbers in the current study are relatively small, the findings do not suggest that the sample is atypical for psychology undergraduates.…”

Section: Discussionsupporting

confidence: 82%

“…Chapman (1996) confirmed these differences between subject areas looking at studies from over 21 years, reporting an average correlation r=.47 (22% variance) for biology, and r=.23 (5% variance) for politics. In another systematic review of factors associated with success at medical schools, Ferguson, James and Madeley (2002) Pilkington and Harrison (1967) and r=.32 (10% variance) was reported by Farsides and Woodfield (2003). So looking at a range of disciplinary areas, chronological time and across institutions, it appears that A-level grades predict approximately between 5% and 20% of the variance in degree outcome; even at the high end, it appears to be an imperfect process with substantial amounts of variance left unexplained.…”

Section: The Predictive Validity Of Admissions Criteria On Degree Outmentioning

confidence: 99%

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The validity of critical thinking tests for predicting degree performance: A longitudinal study

O’Hare

McGuinness

2015

International Journal of Educational Research

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This study explored the validity of using critical thinking tests to predict final psychology degree marks over and above that already predicted by traditional admission exams (A-levels). Participants were a longitudinal sample of 109 psychology students from a university in the United Kingdom. The outcome measures were: total degree marks; and end of year marks. The predictor measures were: university admission exam results (A-levels); critical thinking test scores (skills & dispositions); and non-verbal intelligence scores. Hierarchical regressions showed Alevels significantly predicted 10% of the final degree score and the 11-item measure of 'Inference skills' from the California Critical Thinking Skills Test significantly predicted an additional 6% of degree outcome variance. The findings from this study should inform decisions about the precise measurement constructs included in aptitude tests used in the higher education admission process.

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Section: Discussionsupporting

confidence: 82%

Section: The Predictive Validity Of Admissions Criteria On Degree Outmentioning

confidence: 99%

The validity of critical thinking tests for predicting degree performance: A longitudinal study

O’Hare

McGuinness

2015

International Journal of Educational Research

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“…Problem-solving skill in electrical engineering, as in medical practice, demands intellectual resourcefulness and Schematic representation after Torrance [43] and Freeman [44].…”

Section: Intercorrelation Between Variablesmentioning

confidence: 99%

Cognitive Styles, Personality Factors Problem‐solving Skills and Teaching Approach in Electrical Engineering

Freeman

Carter

Jordan

1978

Assessment in Higher Education

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In this investigation a comprehensive test of problemsolving skills and attitudes in electrical engineering was administered pre-course and post-course to two groups of undergraduates at the University of Salford (Group 1 total N = 40, Group 2 total N = 38) who followed laboratory courses which involved contrasting teaching approaches. Group 1 followed a course which adhered quite rigorously to a structured sequence of experimentation, while Group 2 followed a course which was not so oriented. This course placed greater emphasis on self-initiated learning. As a means of control of basic extraneous variables, tests of intelligence, personality and cognitive styles were also administered to the subjects.Analysis of the results showed that while there were significant increases between pre and post-course scores in the case of both groups, the difference in favour of Group 2 was statistically significant. This suggests that the teaching approach followed by Group 2 was the most effective in this study. However, a sub-division of the groups into United Kingdom and overseas students showed that in the case of Group 1 the overall .increase between the pre-course and post-cours scores for the overseas students was significantly greater than Downloaded by [McGill University Library] at 23:16 05 February 2015-87 -that for the United Kingdom students. This trend was significantly reversed in the case of Group 2, suggesting that as a group the United Kingdom students responded best to this approach while the overseas students responded best to the more closely structured approach. The mean scores of the United Kingdom students were greatest in all cases.The results were qualified in some degree by the effects of intelligence, cognitive style and personality, however. Positive correlations were obtained between the measures of intelligence, cognitive styles, A-level results and the performance measure -the test of electrical engineering skill. The best overall single predictor was the AH6 test of intelligence, while the best A-level predictor was chemistry.

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“…At the university le17el, no clear-cut picture has yet emerged, but it is possible to make out some points of detail. I t seems generally agreed that people who do well in examinations at school also tend to do well in examinations at university (Austwick, 1960 ;Hawkins, 1967 ;Pilkington and Harrison, 1967 ;the Dainton Report, 1968 ;Maclay, 1968). But the level of correlation tends to be quite low (Drever, 1963) and to vary with subject (Kelsall, 1963).…”

mentioning

confidence: 99%

“…Where a wide ability range has been tested as with American college students (Lavin, 1965) or in the 11 + examination (Vernon, 1963), measured intelligence appears to correlate quite highly with scholastic success. But among the relatively homogenous population of British university students, intelligence tests, even high level tests like the AH5 and the Valentine, have low predictive power (Pilkington and Harrison, 1967).…”

mentioning

confidence: 99%

Success and Failure Among Social Scientists and Health Scientists at a Technological University

Smithers

Batcock

1970

Brit J of Edu Psychol

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Summary. 186 students, 93 per cent of one intake of social and health scientists into the University of Bradford, were classified according to degree result and compared on a number of measures. Performance was found to be positively related to A‐level results and inversely to social class background, students from working‐class backgrounds being more likely to obtain good degrees. Introversion and open‐mindedness appeared to be an advantage in the social sciences, neuroticism in the health sciences. In both fields, the successful tended to score higher on the Nufferno intelligence test. Success in the professionally oriented health sciences was related to strength of occupational motivation. Successful and unsuccessful students differed only slightly in the importance attached to academic goals, and did not differ in reported worries.

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The Relative Value of Two High Level Intelligence Tests, Advanced Level, and First Year University Examination Marks for Predicting Degree Classification

Cited by 14 publications

References 5 publications

The validity of critical thinking tests for predicting degree performance: A longitudinal study

The validity of critical thinking tests for predicting degree performance: A longitudinal study

Cognitive Styles, Personality Factors Problem‐solving Skills and Teaching Approach in Electrical Engineering

Success and Failure Among Social Scientists and Health Scientists at a Technological University

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