Relationships between Differential Performance on Multiple-Choice and Essay Sections of Selected AP Exams and Measures of Performance in High School and College. College Board Report No. 94-5.

Autor/inn/en	Bridgeman, Brent; Morgan, Rick
Institution	College Board, New York, NY.; Educational Testing Service, Princeton, NJ.
Titel	Relationships between Differential Performance on Multiple-Choice and Essay Sections of Selected AP Exams and Measures of Performance in High School and College. College Board Report No. 94-5.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Advanced Placement; Advanced Placement Programs; Biology; College Entrance Examinations; College Students; English; Essay Tests; High Achievement; High School Students; High Schools; Higher Education; History; Low Achievement; Multiple Choice Tests; Performance; Racial Differences; Sex Differences; Advanced Placement Examinations (CEEB) + Suchen Sie Ihr Suchwort? Schulleistung; Biologie; Aufnahmeprüfung; Collegestudent; English language; Englisch; Schriftlicher Sprachgebrauch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschichte; Geschichtsdarstellung; Unterdurchschnittliche Leistung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement; Leistung; Rassenunterschied; Sex difference; Geschlechtsunterschied
Abstract	Students with high scores (top third) on the essay portion of an Advanced Placement Examination (AP) (College Board) and low scores (bottom third) on the multiple-choice portion of the same examination were compared with students whose performance showed the opposite pattern. Across examinations in different subject areas (history, English, and biology) students who were relatively strong in the essay format and weak in the multiple-choice format were about as successful in their college courses as students who showed the opposite pattern, especially in courses where grades are not typically determined by multiple choice tests. Across several ethnic/racial groups, males tended to receive relatively high scores on the multiple-choice portion of the AP United States History Examination while females received higher scores on the essays than the multiple-choice questions. Because the population of students who take the AP Examinations is exceptionally able, generalizations to less able students are not warranted. Nine tables present study data. (Contains 14 references.) (Author/SLD)
Anmerkungen	College Board Publications, Box 886, New York, NY 10101-0886 ($15).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC