Predictive validity of a selection battery for technikon students

Abstract

Student selection is particularly challenging in South Africa. Heterogeneous educational backgrounds require that it is necessary to assess prospective students' potential rather than their current abilities that crystallised from inadequate school education. Dynamic assessment assesses learning potential versus traditional psychometric measures, which are static measures of cognitive ability, measuring what a person has already learned.

The aim was to determine the predictive validity of a selection battery. The following predictors were included in the study; matric results, Potential Index Battery, LPCAT, bridging course status and gender. The results confirmed that static measures of intelligence and matric results showed lower predictive validity than learning potential tests. The learning potential measure appeared to be a more valid predictor of academic performance and is suitable to include in a selection battery. Gender and bridging course factors did not reflect significant differences in academic performance. There were indications that students perform better in successive years of study, once they have adjusted to tertiary education.