The Validity of Awarding Credit By Examination in English Composition

Checketts, Keith T.; Christensen, Mark G.

doi:10.1177/001316447403400216

Cited by 6 publications

(3 citation statements)

References 13 publications

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“…Checketts and Christensen (1974) studied the CLEP objective and essay components and obtained an increment in the multiple correlation predicting a freshman English average of .06 owing to the essay, The CLEP essay and objective components are each 90 minutes in length-so the results are not precisely comparable to the more common 20-minute essay and somewhat shorter objective component. But the similarity of the .06 increment to the .04 increment indicated in the Breland and Gaynor study would suggest that not a great deal is gained by the longer essay.…”

Section: Incremental Validitymentioning

confidence: 99%

The Direct Assessment of Writing Skill: A Measurement Review

Breland

1983

ETS Research Report Series

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Section: Incremental Validitymentioning

confidence: 99%

The Direct Assessment of Writing Skill: A Measurement Review

Breland

1983

ETS Research Report Series

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“…The best weighted combination of GCT and SAT-V scores produced a multiple R with teacher ratings of .68, which was .03 higher than for the SAT-V alone. Checketts and Christensen (1974) examined the CLEP objective and essay sections and found that the essay added .06 to a correlation of .47 obtained using the objective section alone.…”

Section: The Psychological Corporationmentioning

confidence: 99%

A Comparison of Direct and Indirect Assessments of Writing Skill

Breland

Gaynor

1979

J Educational Measurement

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“…In another study Weiner and Kay (1972) uncovered relatively inexpensive standardized tests measuring achievement in reading and mathematics below the college level that can be used to predict scores on the SAT and CLEP tests. Checketts and Christensen (1974) concluded that the General Examination CLEP Tests had been accurately applied so as to excuse college students from freshman English.…”

mentioning

confidence: 99%

Achievement Test Scores and Scholastic Aptitude Test Scores As Predictors of College Level Examination Program Scores

Gussett

1980

Educational and Psychological Measurement

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The purpose of this study was to determine the predictive validity of the College Entrance Examination Board Scholastic Achievement Test (SAT) and the College Entrance Examination Board Achievement Test scores in the prediction of scores earned by 300 students who took various subject area College Level Examination Program (CLEP) tests at Longwood College. Data consisted of SAT-Verbal (V), SAT-Mathematics (M), SAT-Total (T) scores, College Entrance Examination Board Achievement Test scores, and the various subject area CLEP test scores earned by 300 students from 1973 to 1978. The SAT-V scores yielded correlations of (1) .46 with CLEP Subject Area test scores in English Composition, (2) .45 with the CLEP Subject Area test scores in American History, (3) .49 with the CLEP Subject Area test scores in English Literature, and (4) .90 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The SAT-M scores furnished correlations of (1) .79 with the CLEP Subject Area test scores in College-Algebra and Trigonometry (2) .77 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The SAT-T scores afforded correlations of (1) .42 with the CLEP Subject Area test scores in English Composition, (2) .89 with the CLEP Subject Area test scores in the Analysis and Interpretation of Literature. The College Entrance Examination Board English Achievement test scores provided correlations of -.43, -.49, and .90, respectively, with the CLEP Subject Area test scores in American History, English Literature, and the Analysis and Interpretation of Literature. The College Entrance Examination Board Mathematics Achievement scores supplied correlations of -.62, .77, -.78, and .75, respectively, with the CLEP Subject Area test scores in American History, College-Algebra and Trigonometry, English Literature, and the Analysis and Interpretation of Literature. The College Entrance Examination Board American History Achievement test scores showed a substantial correlation of .69 with the CLEP Subject Area test scores in American History.

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The Validity of Awarding Credit By Examination in English Composition

Cited by 6 publications

References 13 publications

The Direct Assessment of Writing Skill: A Measurement Review

The Direct Assessment of Writing Skill: A Measurement Review

A Comparison of Direct and Indirect Assessments of Writing Skill

Achievement Test Scores and Scholastic Aptitude Test Scores As Predictors of College Level Examination Program Scores

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