The College-Level Examination Program® (CLEP®) is a computer-based prior-learning assessment that allows examinees the opportunity to demonstrate mastery of knowledge and skills necessary to earn postsecondary course credit in higher education. Currently, there are 33 exams in five subject areas: composition and literature, world languages,…

In this study, we investigated whether preequating results agree with equating results that are based on observed operational data (postequating) for a college placement program. Specifically, we examined the degree to which item response theory (IRT) true score preequating results agreed with those from IRT true score postequating and from…

This catalog lists research reports, research notes, and other publications available from the College Board's website. The catalog briefly describes research publications available free of charge. Introduced in 1981, the Research Report series includes studies and reviews in areas such as college admission, special populations, subgroup…

After surveying 1,827 students in their final year at eighty randomly selected two-year and four-year public and private institutions, American Institutes for Research (2006) reported that approximately 30 percent of students in two-year institutions and nearly 20 percent of students in four-year institutions have only basic quantitative…

The topic of this booklet is the current programs in equivalency testing in English, their inherent problems and any possible solutions. Papers which were presented orally at the Texas Conference on Placement, Exemption, and Credit in English consist of "Societal Demands for the Program of Placement, Exemption, and Credit"; "Grounds…

The use of standardized test scores to exempt students from college courses was investigated using the General Psychology Exam of the College Level Examination Program. Results questioned the ability of instructors to assess its utility. (JKS)

Two validity studies of the College Board College-Level Examination Program (CLEP) Subject Examination in Elementary Computer Programming: Fortran IV determined that CLEP scores are appropriate for granting examination credit at the University of Texas at Austin. The standard-setting administration was in the spring of 1979, with a re-evaluation…

A validation program using the CLEP General Examinations for Social Sciences and History, Humanities, and Natural Sciences is described. Discussed are the meetings and discussions regarding program implications, decision-making processes to determine cutoff scores and credit to be granted, and some problems encountered. (Author/LBH)

During the fall of 1979 the University of Texas Department of Government requested that the credit-by-examination program for a basic survey of American government be examined. The course, Government 310L, was developed out of previous policies and earlier validity studies of the College-Level Examination Program (CLEP) tests. The present validity…

The College Board's Spanish Listening-Reading Test, designed to measure student ability and knowledge, is required of all students with previous knowledge of Spanish, however acquired, who have no college credit in Spanish and who intend to enroll in University of Texas, Austin, Spanish course. With satisfactory performance on the test, eligible…

The Subject Examination in Analysis and Interpretation of Literature from the College Level Examination Program (CLEP), was administered to 188 English literature students, to determine the appropriate score range for granting credit for their course. Scores ranged from 32 to 75 out of a possible range of 20 to 80, the average score was 51.52. The…

The dean of institutional research at the nation's largest community college reviews the advantages and pitfalls of credit-by-examination in this report of student answers to a survey of attitudes toward the CLEP exams. Most replied that they would repeat their experiences with CLEP and judged the General Examinations to be adequate. (LBH)

Three papers--by educational economists Kurt L. Kendis, Steven J. Klees, and Alan P. Wagner--independently examine the economic impact of college credit by examination (CBE) on students, institutions, and higher educational systems. Major issues are identified and further research topics are suggested. Kendis suggests the following results of CBE:…

The 1976 edition of the handbook provides the most up-to-date accumulation of credit-by-examination policy data available. It is the result of several independent surveys conducted over the past few years. The survey for this edition resulted in about half of the institutions listed filing updated information. The College Level Examination Program…

A professor's 10-year experience on the development committee for the CLEP Humanities Test provides the basis for this supportive assessment of the College Level Examination Program. Changes in tests, question selection, the value of pre-testing, and other responsibilities of development committees are discussed. (LBH)