Validity of the Differential Aptitude Test for the Assessment of Immigrant Children

Nijenhuis, Jan te; Evers, Arne; Mur, Jakko P

doi:10.1080/014434100110416

Cited by 33 publications

(28 citation statements)

References 15 publications

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“…Support for Spearman's hypothesis was found in samples of adults (te Nijenhuis & van der Flier, 1997, secondary school children (te Nijenhuis, Evers, & Mur, 2000) and young children (te Nijenhuis, Tolboom, Resing, & Bleichrodt, 2004). In South Africa comparisons were made of Blacks, Whites, and Indians (Lynn & Owen, 1994).…”

Section: Spearman's Hypothesismentioning

confidence: 69%

Spearman's hypothesis tested comparing Libyan secondary school children with various other groups of secondary school children on the items of the Standard Progressive Matrices

et al. 2015

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Section: Spearman's Hypothesismentioning

confidence: 69%

Spearman's hypothesis tested comparing Libyan secondary school children with various other groups of secondary school children on the items of the Standard Progressive Matrices

et al. 2015

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“…Pese embora a controvérsia anterior, a inteligência permanece como um aspecto fundamental no contexto educativo (Almeida, 1992;Bartels, Rietveld, Van Baal & Boomsma, 2002;Kuncel, Hezlett & Ones, 2004;Sternberg, Grigorenko & Bundy, 2001;Te Nijenhuis, Evers & Mur, 2000;Te Nijenhuis, Tolboom & Bleichrodt, 2004), servindo a análise dos problemas de aprendizagem dos alunos e as suas escolhas vocacionais. Aliás, mantém-se recorrentemente uma definição de inteligência como a capacidade do indivíduo para aprender (Spinath, Spinath, Harlaar & Plomin, 2006).…”

Section: Introductionunclassified

Inteligência e rendimento escolar: análise da sua relação ao longo da escolaridade

Lemos

Almeida

Guisande

et al. 2018

RPE

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ResumoEste estudo analisa a relação entre os resultados em provas cognitivas e o rendimento académico. Considera-se uma amostra representativa dos alunos portugueses entre o 5º e o 12º ano de escolaridade (n=4899). A avaliação cognitiva considerou os resultados na Bateria de Provas de Raciocínio: versão BPR5/6, versão BPR7/9 e versão BPR10/12. Todas as provas avaliam a capacidade de inferir e aplicar relações, recorrendo a tarefas de conteúdo diferenciado (figurativo-abstracto, numérico, verbal, mecânico e espacial). Os coeficientes de correlação sugerem uma maior associação entre as habilidades cognitivas e o rendimento escolar nas disciplinas cujo conteúdo curricular mais se aproxima dos itens das provas. Por outro lado, observa-se uma diminuição progressiva nos coeficientes de correlação à medida que se avança na escolaridade, apontando para uma menor importância das variáveis cognitivas na predição do rendimento académico nos anos escolares mais avançados. Estes resultados sugerem uma maior atenção, com o avançar na escolaridade, a variáveis não estritamente cognitivas e a variáveis próprias dos contextos de ensino-aprendizagem na explicação do rendimento escolar.

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“…Te Nijenhuis, Evers, and Mur (2000) concluded in their evaluation of the Dutch adapted version of the Differential Aptitude Test (Evers & Lucassen, 1992), an intelligence test for children aged 12 years and older, that the group differences in test scores found between the majority group and the immigrant group are for the greater part not caused by test bias. De Jong and van Batenburg (1984) showed that IQ test scores of immigrant children from primary schools are lower than those of their Dutch classmates, but they reported no evidence of bias.…”

Section: Introductionmentioning

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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Validity of the Differential Aptitude Test for the Assessment of Immigrant Children

Cited by 33 publications

References 15 publications

Spearman's hypothesis tested comparing Libyan secondary school children with various other groups of secondary school children on the items of the Standard Progressive Matrices

Spearman's hypothesis tested comparing Libyan secondary school children with various other groups of secondary school children on the items of the Standard Progressive Matrices

Inteligência e rendimento escolar: análise da sua relação ao longo da escolaridade

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

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