Die voorspellingsgeldigheid en konstrukgeldigheid van twee skoolgereedheidstoetse

Abstract

The aim of the study is to determine the validity of the Aptitude Tests for School Beginners and the Metropolitan Readiness Tests and to compare them, as well as the comparison and determination of the composition of the Aptitude Tests for School Beginners and the Metropolitan Readiness Tests. The literature study is divided into two chapters, of which the first chapter deals with concepts, develpmental theories, criteria for school-readiness and the evaluation of school- readiness. The two school-readiness tests that are used in this study have been dealt with in this chapter. Chapter 3 deals with validity and the aspects that have an influence on validity. For the empirical examination grade one pupils of 1992 (that are not repeating the year) were selected from one government school in Potchefstroom. The Aptitude Tests for School Beginners and the Metropolitan Readiness Tests were concluded during the fourth and fifth weeks after the commencement of the grade one year. The test group consisted of 120 pupils. The evaluation by the class teachers (as set out in the progress report of the June report) was used to determine and compare the validity of the Aptitude Tests for School Beginners and Metropolitan Readiness Tests. With the statistical digestion of the results by the Statistical Consultation Service of the Potchefstroom University for Higher Christian Education, use was made of the Pearson Predictive Moment Product Correlation Co-efficient to determine and compare the validity, factor analysis and to determine and compare construct validity. From the test results it is evident that the MRT delivered better results than the ASB As regards the composition, it is evident that the MRT is a better instrument. Further research on a greater population and random sample tests are recommended. The test-check in the investigation was limited to the pupils of one school and cannot be generalized with the population.