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Educational and Psychological Measurement
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The Relationship of the General Educational Performance Index Measure to Other Indicators of Educational Development in Each of Three Samples From an United States Army Population

Richard B. Modjeski

Education Office, Office of the Assistant Chief of Staff, G-1

William B. Michael

University of Southern California

For each of three samples of 223, 124, and 54 individuals (enlisted personnel) representing military populations of different ability levels, relationships were found between total (mean) scores on achievement examination batteries or on their subtests and corresponding scores on a relatively new test battery entitled General Education Performance Index (GEPI), a comparatively short examination with five subtests essentially parallel in content to five subtests of the General Education Development (GED) test battery that requires about 10 hours to administer. Although composite (mean) scores on the GED test battery could be predicted with a relatively high degree of accuracy from those on the GEPI composite (the correlations varying between .52 and .70), scores on one subtest in either battery could be forecast from those in a corresponding subtest in the other battery with somewhat limited accuracy (the correlations ranging from .28 to .57). Subtests in Reading and Language of the Comprehensive Tests of Basic Skills (CTBS) provided coefficients falling between .40 and .68 in relation to composite scores on the GED and GETI test batteries, whereas the Nelson Reading Test (NRT) and the General Technical (GT) Composite Score of the Armed Services Vocational Aptitude Battery (ASVAB) furnished, respectively, corresponding coefficients ranging between .01 and .30 and between .12 and .36. Demographic variables pertaining to grade level and age of examinees yielded for the most part no signficant relationships with the several test measures.

Educational and Psychological Measurement, Vol. 38, No. 2, 377-391 (1978)
DOI: 10.1177/001316447803800218
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