Open AccessMEASUREMENT OF COLLEGE ACHIEVEMENT BY THE COLLEGE‐LEVEL EXAMINATION PROGRAM
Author(s) -
Sharon Amiel T.
Publication year - 1970
Publication title -
ets research bulletin series
Language(s) - English
Resource type - Journals
eISSN - 2333-8504
pISSN - 0424-6144
DOI - 10.1002/j.2333-8504.1970.tb00595.x
Subject(s) - test (biology) , mathematics education , psychology , construct validity , construct (python library) , achievement test , academic achievement , subject (documents) , test validity , final examination , medical education , standardized test , psychometrics , clinical psychology , medicine , computer science , paleontology , library science , biology , programming language
The criterion‐related and construct validity of the College‐Level Examination Program's General Examinations are discussed primarily in terms of research studies conducted at institutions of higher education. While most of the research provides support for the validity of the examinations as measures of academic achievement in college, the results of many of the studies have alternative explanations. The examinations correlate positively with course grades and amount of previous college instruction. Significant gains on the tests are generally made by students over the first two years of college and the highest scores on each test are obtained by students intending to major in the subject covered by the test. There is some question as to whether each of the five examinations is measuring a unique factor.