A Comparison of the College Outcome Measures Program (COMP) and the Collegiate Assessment of Academic Proficiency (CAAP) Exams.

Autor/in	Pike, Gary R.
Institution	Tennessee Univ., Knoxville. Center for Assessment Research and Development.
Titel	A Comparison of the College Outcome Measures Program (COMP) and the Collegiate Assessment of Academic Proficiency (CAAP) Exams.
Quelle	(1989), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; College Seniors; Comparative Testing; Construct Validity; Content Validity; Curriculum Evaluation; General Education; Higher Education; Instructional Effectiveness; Outcomes of Education; Test Reliability; Test Validity; Collegiate Assessment of Academic Proficiency + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; College; Colleges; Senior; Hochschule; Fachhochschule; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Allgemein bildendes Schulwesen; Allgemeinbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Lernleistung; Schulerfolg; Testreliabilität; Testvalidität
Abstract	The College Outcome Measures Program (COMP) and the Collegiate Assessment of Academic Proficiency (CAAP) examinations were evaluated as measures of the effectiveness of the general education program of the University of Tennessee (Knoxville). The criteria used to evaluate these examinations focused on their construct validity. The data were collected during the 1988-89 academic year. Scores on the 60-item COMP examination were obtained from 1,973 seniors and scores on the CAAP examination were obtained from 735 seniors. Approximately 100 of these students took both examinations. To evaluate the content representativeness of the examinations, a seven-member faculty committee rated both tests for their coverage of basic skills goals. Students who took the tests also rated the tests. The evaluation by the faculty indicated that neither test covered even one-third of the general education goals established at the university. The CAAP examination was weaker than the COMP examination in providing useful information in specific content areas. Students were somewhat more favorable than the faculty in their evaluations of the CAAP and less favorable in their evaluations of the COMP. Neither test was judged to be adequately reliable. Both tests had a large standard error of measurement related to the scores and subscores, and both were found to be insensitive to the general education coursework at the university. Nine tables and one graph provide the study data. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC