Abstract
An attempt to predict the teaching ability of graduate teaching assistants (as measured by student achievement and student satisfaction) from predictors of graduate-student success in graduate school suggested the following: 1) student achievement in an introductory psychology course correlates most strongly with the instructor’s GRE-Advanced score and number of psychology courses taken by the instructor as an undergraduate; 2) student satisfaction with an instructor is best predicted by the instructor’s GRE-Verbal score; and, as a result, 3) selection of the more promising graduate school applicants, as measured by the graduate predictors, may simultaneously result in the selection of better instructors.
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