THE COMPARISON OF GPA REGRESSION EQUATIONS FOR REGULARLY ADMITTED AND DISADVANTAGED FRESHMEN AT THE UNIVERSITY OF ILLINOIS

The regression equations of first semester grade point average (GPA) on high school percentile rank (HSPR) and verbal and quantitative score on the Cooperative School and College Ability Tests (SCAT) were significantly different for men and women regularly admitted freshmen and men and women freshmen admitted to the Special Educational Opportunities Program (SEOP) at the University of Illinois. HSPR and SCAT verbal scores were useful predictors of GPA for all groups. However, separate regression equations for the prediction of GPA were indicated, since there were significant differences in the regression coefficients of all of the independent variables among the four groups.     

Use of Live Supervision in Counselor Preparation

This study investigates the use of live supervision in counselor preparation programs. The perceived impact of live supervision on program management and student development are also considered.     

Designing a telematic learning environment in a social constructivist paradigm

The authors of this paper are engaged in designing and developing telematic learning environments to assist in programmes of initial teacher training. Two aspects have been supported by European Union (EU) funded programmes: the Telematics for Teacher Training (T3) and Reflect projects. Telematics is a term describing the combined use of information technology and telecommunications. The authors are not searching for a pedagogy of telematics but are seeking ways in which telematics can assist pedagogy. Their work specifically addresses the question of whether it is possible to design such environments in a social constructivist paradigm and the evaluation of their work regularly returns to the theoretical model of learning central to their training programmes. The authors will show that whereas the aspect of video-conferencing keeps faith with their view of the nature of learning, the design of the website is raising some issues that have, as yet, to be resolved     

Art and Design: Assessment and Public Examinations

This paper originally was prepared for presentation to an international audience - I make this point because readers familiar with formal assessment of art and design in the United Kingdom will feel that they are familiar with many of its key points. However the very familiarity of the various examination procedures sometimes may obscure the basic principles on which they have been developed and there may be value to be derived, from time to time, from reiterating some of these principles. So, when appropriate, I intend to illustrate points by referring to some recent art and design assessment developments and documentation in England and Wales. However I should stress that it is not my intention to argue that any of the British approaches necessarily should be seen as ideal models to be emulated by others: in practice, it is generally recognised that these approaches are far from perfect and all the assessment procedures to which I refer tend to be in an almost constant state of revision and development.     

Counselor Use of Multifactor Intelligence Tests,or: What Happened?

The initial purpose of this study was to determine how counselors used information yielded by multifactor intelligence tests. Data from questionnaires sent to secondary school counselors in two states, however, revealed enormous percentages of nonclassifiable responses regarding these tests. The proportion of nonclassifiable responses varied from 38 percent on questions concerning where different scores were recorded to 70 percent on questions concerning which IQ scores were most and least predictive of scholastic achievement. Consequently, the study concentrated on the reasons for the large number of unusable responses. The findings seemed to indicate a tendency on the part of counselor educators to downgrade the importance of accurate test interpretation.