A Study of English Placement Test Subscores and Their Use in Assigning CSU, Fresno Freshmen to Beginning English Courses.

Autor/inn/en	Stock, William P.; und weitere
Institution	California State Univ., Fresno.
Titel	A Study of English Placement Test Subscores and Their Use in Assigning CSU, Fresno Freshmen to Beginning English Courses.
Quelle	(1986), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; College English; College Entrance Examinations; College Freshmen; Educational Testing; English (Second Language); Essay Tests; Grade Point Average; Higher Education; Introductory Courses; Predictor Variables; Remedial Instruction; Screening Tests; State Universities; Student Placement; Writing (Composition) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Schriftlicher Sprachgebrauch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Prädiktor; Förderkurs; Screening-Verfahren; Staatliche Universität; Schülerpraktikum; Schreibübung
Abstract	Differences between California State University, Fresno, students eligible to enroll in freshman composition and those who appeared to need reading and writing remediation were studied. Attention was directed to differences between students scoring below the first quartile on the English Placement Test (EPT) reading subscore and those scoring at or above this point. Of concern were demographic factors, persistence to the end of the freshman year, cumulative units completed in the first year, grade point average in the first year, grades in English 1, and entrance examination scores. Differences in EPT subscores related to student's sex, ethnicity, self-reported English as a second language status, and decision about a major at college entrance were also investigated. The EPT reading subscore was not a better predictor of persistence and academic progress than other objective components of the EPT. However, the fact that the EPT essay subscore was more highly related to persistence strongly supports the accuracy and consistency of essay testing. Significantly less variability existed in the EPT essay subscore than in three objective test subscores on the basis of ethnicity and English as a second language status. Additional findings are discussed. A 154-item selected bibliography concludes the document. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC