Age Cohort Performance on the College-Level Examination Program (CLEP) General Examination in English Composition.

Autor/in	Clark, Renee Smith
Titel	Age Cohort Performance on the College-Level Examination Program (CLEP) General Examination in English Composition.
Quelle	(1988), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Adult Education; Age Differences; Age Groups; College English; Equivalency Tests; Experiential Learning; Higher Education; National Programs; Scores; Standardized Tests; Writing Evaluation; Writing Skills; College Level Examination Program + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Age; Difference; Age difference; Altersunterschied; Age grop; Altersgruppe; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; nicht übertragen; Standadised tests; Standardisierter Test; Writing skill; Schreibfertigkeit
Abstract	Seven sample age subgroups were selected from official score reports from the College Level Examination Program (CLEP) to determine age cohort performance on the CLEP English Composition examination. The 154 CLEP English Composition score reports received by the Community College of Allegheny County (Pennsylvania) between July 1983 and June 1985 were evaluated. The age ranges included 18-21, 22-24, 25-29, 30-34, 35-39, 40-44, and 45-58 years. It was hypothesized that the accumulation of adult experiences includes opportunities to practice and master analytical writing skills to the extent that age cohorts' scores on the CLEP are significantly different. The study was undertaken in an attempt to assess one type of student outcome on a national credit-by-examination program and its application to adult education. A one-way analysis of variance design was used to accommodate testing of multiple independent group means and effects of a single treatment variable. Results indicate no statistically significant difference among the seven subgroup mean scores on the CLEP English Composition examination. It appears that the complexity of focusing on life experience as a factor in score variance may have unidentified consequences on study results. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC