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THE LONG‐TERM FOLLOW‐UP OF ASSESSMENTS AT AGE ELEVEN
Author(s) -
NISBET JOHN,
BUCHAN JIM
Publication year - 1959
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1959.tb01468.x
Subject(s) - psychology , certificate , school certificate , test (biology) , demography , mathematics education , mathematics , sociology , paleontology , algorithm , biology
S ummary .1.— The careers of 102 students who entered Aberdeen University from Aberdeen City schools in 1953, were traced from the end of primary school to fourth year at university. 2.— Of those who entered Aberdeen County secondary schools in 1950, 153 sat the Leaving Certificate at the end of secondary education, and forty‐six entered Aberdeen University; their careers were traced from primary school to first‐year university. 3.— In both investigations scores in tests at the age of eleven‐plus were compared with subsequent performance in Leaving Certificate and university examinations, as a check on the accuracy of the tests in predicting high scholastic achievement six to ten years later. 4.— The results show that even in this highly selected group, the tests at age eleven‐plus are not without validity; but the agreement between test scores and university performance is not high, particularly in science courses. 5.— Correlations between five primary school assessments in the City group and fourth‐year university performance ranged from +0·05 to +0·28. 6.— In the County group, out of 77 who gained university entrance qualifications, 19 had scored below I.Q. 110 in the test at the end of primary school. 7.— Examples of poor subsequent performance by high scorers in the selection tests at eleven plus, and of excellent performance by low scorers, indicate that, within this group and over this interval of years, accurate prediction of scholastic attainment is not possible.