Comparison of the Slosson Full-Range Intelligence Test and Teacher Judgments as Predictors of Students' Academic Achievement

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Abstract
This study investigated the use of teacher judgments and the Slosson Full-Range Intelligence Test to estimate the academic achievement of 89 students who were attending a small, private school. The results indicated that the validity coefficients for teacher judgments were moderate and comparable in magnitude to those found in existing literature. Validity coefficients for the Slosson Full-Range Intelligence Test were generally higher than those typically seen in the literature. When the unique contributions of teacher judgments and the Slosson Full-Range Intelligence Test were compared via multiple regression analyses, the intelligence test was the superior predictor for three of five predictions. Teacher judgments were superior for predicting spelling achievement. No substantial differences between the teacher judgments and the Slosson Full-Range Intelligence were noted in the prediction of reading. When the mean standard scores of the Slosson Full-Range Intelligence Test and the Peabody Individual Achievement Test-Revised were compared, 12 significant differences were found among the 66 comparisons. Possible explanations for these differences were discussed.

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