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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 for Confidence in Using Standardized Tests"; "The Relationship between the Professor and the Academic Vice President's Office in Terms of Credit by Examination"; "The Relationship between the Professor of English and the Director of the Counseling and Testing Center"; "The Professor-The Key to the Program of Placement, Exemption, and Credit in English"; and "The Roles of the College or University in the Program of Placement, Exemption, and Credit in English." Also included are "Equivalency Testing in College Freshman English: A Report and a Proposal"; "Politics of CLEP and Other Equivalency Examinations: Resolutions of ADE-Bradley Conference"; and a chart on English testing practices in Arkansas, Louisiana, Oklahoma, and Texas. (JM)

The purpose of this study was to obtain information that will make it possible to plan for the development of occupational competency assessment procedures in a rational manner, based on the expressed needs of occupational educators and employers. Eight fields were selected for scrutiny: Accounting, Agribusiness, Data Processing, Day Care, Electronics Technology, Management, Police Science, and Secretarial Science. Specifically the study attempted to: (1) verify and delineate the existence of needs for measurement and evaluation services appropriate for community colleges and other postsecondary institutions concerned with occupational training; (2) ascertain the extent to which assessment needs are being met with existing evaluation measures; (3) specify the areas in which there are unmet needs for evaluation services; (4) develop suitable approaches for devising the needed measures; (5) evaluate the process for the entire project to determine specifically if it is a feasible model for developing measurement and evaluation services in other areas of postsecondary education. (Author/RC)

The capabilities of a flight simulation research facility located at Williams AFB, Arizona are described. Research philosophy to be applied is discussed. Long range and short range objectives are identified. A time phased plan for long range research accomplishment is described. In addition, some examples of near term research efforts which will be conducted during periods when the total system is not available are described in some detail. These projects address immediate simulator user's needs. (Author)

Four Proficiency Examinations for Clinical Laboratory Personnel were developed in Clinical Chemistry, Microbiology, Hematology, and Blood Banking. Purpose of project was to enable competent military laboratory technicians who lack credentials to demonstrate their job-related skills and knowledge for civilian positions, and also to help civilians trained on the job to advance. The examinations were constructed by laboratory experts and administered to more than 4,000 persons. Normative data have been compiled. Test scores are used by employers to place and promote laboratory workers. Some credentialing agencies are using or considering use of the examinations. Special use of the tests, including evaluating needs for continuing education, are being developed. The examinations have paved the way for development of equivalency examinations for academic credit, and for other proficiency examinations in nearly all allied health fields. Future needs include updating the examinations to meet rapid changes in the field, publicizing future administration of the examinations, and a study to compare job performance with test scores to prove the job-relationship of the examinations under mandates of equal employment opportunity regulations. (Author)

The 109-item College Diagnostic Questionnaire (CDQ) was designed to assess student attitudes toward a variety of activities occurring before classes begin at the University of Illinois at Urbana-Champaign (UIUC). The CDQ was administered to the 4,502 freshmen (58% of the total freshmen class) who attended the College Diagnostic Testing Session during New Student Week of August 1972. Many of the questions concerned some demographic characteristics of the students; other items attempted to measure attitudes toward financial status, choice of institution, placement/proficiency (P/P) testing, College-Level Examination Program (CLEP) examinations, the Advance Enrollment Program, high school counselors, University admissions information, and the Three-Year Baccalaureate Study. Most of the items were analyzed according to college enrollment, and responses to some questions were compared to data obtained at last year's College Diagnostic Testing Sessions. (Author)

While granting college credit by examination seems to be increasing in popularity, few educational researchers seem to be assessing the effect of proficiency credit on student educational variables. For this purpose, the transcripts of 349 students who had graduated from the University of Illinois at Urbana-Champaign during the academic year 1970-1971 were examined. The following are among the more important findings: (1) Students who gain proficiency credit tend to graduate with more total credit hours, although with fewer credit hours in enrolled courses than those who graduate with proficiency credit. (2) Students who gain proficiency credit graduate with more credit hours earned by completing upper-division courses than other graduates. (3) Students with proficiency credit also tended to graduate sooner than others. (4) Students with proficiency credit graduated with higher grade-point averages than those with no proficiency credit. (5) The relationship between proficiency credit and GPA was stronger within 100 level courses than within 200 and 300 level courses. (Author)

On March 1, 1971, Arkansas State University publicly announced its policy on credit-by-examination through the College Level Examination Program (CLEP). Preceding this announcement institutional research was conducted to determine appropriate cut-off scores for awarding credit on the CLEP General Examinations and certain subject examinations. This document is a summary of CLEP credit recipients from the inception of the institution's participation in the program (March 1, 1971 December 31, 1974). Data included in the document cover: (1) number and percent of students who earned credit through CLEP (and those whose scores did not qualify them for credit) in each subject and the ability of those students as measured by CLEP and the American College Test (ACT); (2) total semester hour intervals with the number of students, the mean cumulative GPA, the mean ACT composite standard score, and the mean ACT percentile rank (ASU norms) for each interval; (3) distributions of grades earned by CLEP scaled scores and/or subtest scaled scores for awarding credit, and courses for which credit may be earned. Following the tables is an analysis of estimated monetary savings through CLEP. (Author/KE)

Educational Testing Service studied the Servicemen's Opportunity College (SOC) Program at nine different military installations and their surrounding SOC colleges. Members of the Armed Forces (stratified by sex, age, years in service, and rank) were interviewed regarding their educational background, decision to enter the service, reasons for going to school, and problems they encountered in returning to school. Problems usually involved lack of study time, scheduling difficulties, and difficulty in obtaining transcripts from all schools attended. In spite of these difficulties, however, many service people are attending courses to further their education. Many subjects had recommendations for improvement of the program such as allowing time off for those attending classes and improved information dissemination about the SOC. As a result of SOC participation, many colleges have effected changes in educational policy involving residency requirements, CLEP examinations, and restructuring of course length, thus making it easier for the geographically mobile service members to secure an education. Many have decided to reenlist to take advantage of this educational opportunity. SOC has apparently been successful as evidenced by those persons interviewed. (SM)

More than half of the colleges and universities in the U.S. require entering freshmen to present scores on the American College Test (ACT) as a condition of admission. Within recent years, colleges and universities have been asked to determine procedures whereby prior educational achievement and life experiences could be evaluated and college level credit could be awarded. One response to this need has been the College Level Examination Program (CLEP). As interest in CLEP grew, it became readily apparent that validation of prior achievement and experience needed additional information in order to make realistic choices. Since the ACT examination already had been established as a condition for admission, the ACT appeared to be the most satisfactory instrument to use for predicting success on CLEP. The method that proved to be most satisfactory was the tally matrix from which probabilities were computed, as described in this report. The probabilities of earning credit based on ACT scores are disclosed in the tables accompanying the text. The method described for obtaining probabilities was computerized, thus permitting a generalized application of the technique. Nevertheless, the procedure can be accomplished manually and can be of significant value in counseling students, in program planning, and in evaluation monitoring of the CLEP program. (Author/PG)

Two models were identified for criterion-referenced tests, one based on the assumption of a continuous achievement variable and the other assuming a dichotomous or binary variable. Several test characteristics were examined and contrasted for the two models, including the distribution of scores, establishment of a cutting score, test length, item difficulty, and reporting of test information. In addition, the appropriateness of each model for measuring learning tasks involving verbal information or intellectual skills was discussed. (Author)

The use of a variety of specific competency tests that measure skill achievement required for high school graduation are reviewed in this monograph. The successful performance of certain competencies ordinarily is viewed as an important adjunct of course work. They are not seen by most schools as a replacement for course work, but rather as one significant step toward giving the diploma. The monograph addresses the dual question of assisting students while at the same time insisting that the diploma regain meaning. It provides a background to the competency test movement, and reports on the initiatives taken nationwide to use applied performance tests as a requirement for graduation. Items are presented for several competency tests in current use in the areas of mathematics, reading, writing, democratic process, art, music, and money management. Appendices contain lists of states and schools using competency tests and legislation and State Board rulings concerning competency tests. (RC)

The specific role, function, and qualifications for six jobs in diagnostic radiologic technology (excluding physicians and health physicists) were delineated through task analyses. The levels are not job titles but can be described in terms of function. Among other duties, the Level I position provides nonspecialized assistance to radiologic personnel; Level II develops, reproduces, indexes, and files x-ray films; Level III performs routine radiographic procedures; Level IV carries out specialized radiographic procedures requiring knowledge and understanding of more complex and sophisticated procedures and equipment; Level V provides supervision and coordination of ancillary personnel; and the Level VI position uses management skills to provide for the development and appreciation of departmental policies, budgets, and long range planning. Based on detailed job descriptions and justification for this hierarchy, a national advisory committee decided that the development of a proficiency test is most appropriate for the Level III position. A criterion referenced test has been developed to measure competencies for on the job performance which reflect what is learned in active work experiences or through other than formal academic programs. The construction of the test, the development of a guide for curriculum design, recommended policies and procedures for credentialing the Level III position, and the potential use of audiovisual materials for proficiency listing are described. (EVH)

Certain college policies and procedures in admissions, financial aid, and placement and credit by examination are summarized. Most of the colleges supplied the information on admissions and financial aid in the summer and fall of 1974 for the current edition of "The College Handbook", published by the College Board in September 1975. Details from 50 additional college members of the College Board were supplied in the summer of 1975. The table is organized by states in alphabetic sequence, and within each state the colleges are listed in approximately alphabetic sequence. Following the table, there is an alphabetic list of all the colleges that are listed in the tables, showing the state in which each is located. The table shows tests required for admission, latest test date, deadline for applying for admission, early decision plan agreement, candidates reply date agreement, requirements for a parents' confidential financial statement, dates for applying for aid, dates for receiving notification of aid and for accepting aid offers, and college policies regarding placement and exemption by examination (Advanced Placement Program and the College Level Examination Program). (LBH)

In order to be able to comply, and to be able to document their compliance, with federal legislation regarding health occupations education and discriminatory practices, the American Medical Record Association conducted a study to see if a data base could be built to validate proficiency tests for medical personnel. The report was prepared to document the structure, processes, and outcomes of the study, the Role and Functions Project. Six major concerns were: patient care standards, acceptability to health care field, integrity of medical record profession, occupational levels for proficiency tests, relevancy to job performance, and career mobility. The report discusses purpose, methodology, results, conclusions, medical record models, and recommendations. It contains 45 conclusions, three analytic models, and 15 action recommendations. About two-thirds of the report is devoted to appendixes: policies for the development of credentialing mechanisms for health personnel; a 20-page bibliography; reports on State Medical Record Associations' Tasks 1 and 2; final report on affect measurement of medical record personnel; and formative evaluation report for roles, functions, training, and proficiency tests for medical record personnel project. (Author/EC)

This study is an examination of an attempt within the Adult Basic Education Department at College of the Mainland to reduce the anticipatory test fear in normal adult students preparing for the General Educational Development (GED) Test. The experiment covered a time span of 16 weeks and made application of systematic desensitization, a therapeutic technique proper to the writings and practice of Dr. Joseph Wolpe. There is no indication, from the pre-post testing of the control group, that participation in a GED preparation class or the application of the systematic desensitization technique as applied in this experiment increases or decreases either basal trait anxiety or specific academic performance anxiety. (Author/RC)

While granting college credit by examination seems to be on the increase in popularity, few educational researchers seem to be assessing the effect of proficiency credit on student educational variables. For this purpose, the transcripts of 349 students who had graduated from the University of Illinois (Urbana-Champaign campus) during the academic year 1970-71 were examined. Among the more important findings were that students who gain proficiency credit tend to graduate with more total credit hours and more credit hours in upper division courses. Both of these results were interpreted as a positive benefit of proficiency testing. Students with proficiency credit also tended to graduate sooner and with higher grade point averages (GPA) than those with no proficiency credit. However, the relationship between proficiency credit and GPA was stronger within 100-level courses than within 200- and 300-level courses. (Author)

Criterion-referenced proficiency examinations have been prepared for entry level occupational therapists and entry level occupational therapy assistants. Item development was based on a task inventory solicited from occupational therapists throughout the country, with six occupational therapists reviewing test development. A small scale pilot test was administered to a total of 233 individuals and a pretest was later administered to 782 individuals including those employed in related fields and a comparison group of college freshman at 23 test sites around the country. Testing methodology and data results are presented, and three parallel forms of each examination resulted. Audiovisuals, simulators, and related materials were explored for the tests, with line drawings being chosen for use, and recommendations made for further research in this area. Problems encountered during the test development are discussed. Recommendations state that further external validation and associated test development should proceed before satisfactory performance standards can be established. Appended material takes up two-thirds of the document and includes: test blueprints, therapists tasks, assistant tasks, item writers packet, reviewers instructions, item writers, item reviewers, pretest site coordinators, final forms-difficulty levels, and American Occupational Therapy Association policies and procedures. (LH)

The report describes the development of an alternative performance assessment procedure for certifying adults at the secondary school level in the New York External High School Diploma Program. Unlike standardized group tests, the alternative method is characterized by such features as flexibility in time and location of testing, variety of communication methods, and continuous feedback to students. The program's first developmental objective for 1974-75 was a field test demonstration. Preparatory steps for the field test included defining performance criteria (translating generalized competencies into behavioral terms, with accompanying performance indicators), designing assessment components (developing diagnostic procedures and procedures for assessing generalized and individualized competencies), and designing the operational form of the assessment system. Later steps included pre-testing the assessment system (selection and recruitment of subjects and observers, and method of testing), and defining the role of the learning consultants (program development, counseling adult learners, and administering tests). The second objective, the awarding of diplomas, included gathering information on the program's first 20 graduates for later use in program revision. Objective three, the production of a final external diploma assessment package, will require additional time to accomplish. (JR)

This report discusses the writing sample which is part of the California High School Proficiency Examination. The test itself is described, methods of scoring are outlined, and specific examples of candidates' responses at various scoring levels are provided and discussed. (AA)

The procedures by which students at John Wood Community College (JWCC) can demonstrate communication abilities and receive credit for Introduction to Speech are detailed. The student desiring credit for the course, initiates the procedure by discussing it with a JWCC staff member who may refer the student to the Dean of Academic Affairs or the speech instructor if convinced that the student has a good chance of passing the exam. The speech instructor provides the student with a list of seven steps to follow to pass the proficiency exam which include: completing the 34-item McCroskey Personal Report of Public Speaking Apprehension and the revised 30-item Knower Speech Experience Inventory which assess public speaking anxiety and extent of experience; attending an advisement interview with the instructor to discuss the test results and determine whether the proficiency exam is in the student's best interest; obtaining a list of criteria for an effective informative speech; taking the exam which includes preparing a 5-6 minute speech selected by the instructor from provided materials and delivering the speech to a three-member panel; receiving a written evaluation; completing the necessary registration forms; and paying a required fee. Students receive credit for grades of C or better. The list of proficiency exam criteria according to speech content, organization, and delivery is appended. (TR)

Drafting students from vocational/technical and high schools frequently repeat the same experiences and courses and work with the same instructional materials when they enroll in college engineering drawing, and architecture programs. In order to minimize needless repetition and address the problem of articulation between such schools and the Catonsville Community College, a five-day workshop was convened during June 1977. Representatives from three vocational/technical schools, two high schools, and the college participated in the workshop to develop a proposal for an integrated curriculum. Participants agreed on and met six objectives: examine each institution's course objectives and learning sequences; compare objectives and learning experiences from all institutions; recommend changes to obtain uniformity; develop an articulation agreement; develop implementation procedures; and provide for followup and evaluation procedures. Appendices cover six course outlines: three college drawing and drafting courses and three vocational/technical and high school drafting courses. (TR)

Electronics majors from vocational/technical schools and comprehensive curricula high schools frequently find themselves repeating the same experiences and courses, and working with the same instructional materials when they enroll in college electronics programs. In order to minimize this needless repetition and address the problem of articulation between such schools and the Catonsville Community College, a week-long workshop was convened during August 1977. Representatives from three vocational/technical schools, two comprehensive high schools, and the college participated in the workshop to develop a proposal for an integrated curriculum. Participants agreed upon and met seven objectives: examine each institution's course objectives and learning sequences; compare objectives and learning experiences from all institutions; recommend changes to obtain uniformity; develop an articulation agreement; develop implementation procedures; provide for followup and evaluation procedures; and devise an articulation credit examination for articulated courses. Appendices cover course outlines, objectives, and examinations for two college beginning electronics courses and for high school introductory and advanced electronics. (TR)

Three methods of obtaining training feedback data from recent Atlanta Fleet technician school graduates and their fleet supervisors were compared: (1) a mailout questionnaire; (2) a structured interview; and (3) a job knowledge test. The results demonstrated that the questionnaire and structured interview procedure produced equivalent rating scale data concerning adequacy of training, frequency of task performance, and supervisors' assessments of graduate proficiency. Ratings of training adequacy and frequency of task performance obtained from school graduates were equivalent to those obtained from graduates' supervisors. In the short run, questionnaires were least expensive for data collection, and job knowledge tests were the most expensive. Over the long term, with larger populations of graduates, job knowledge tests became less expensive while structured interview costs remained high. Selection of methods for data collection must also consider the specific information needs to be met, plus the relative power of each method for producing the needed information. (Author/MH)

The College Outcome Measures Project (COMP) was organized to design, develop, validate, and disseminate assessment instruments and procedures to measure and evaluate the knowledge and skills that undergraduate students are expected to acquire as a result of general or liberal education programs, as well as those important to effective functioning in adult society. Six interrelated content and process skills were identified: (1) functioning within social institutions; (2) using science and technology; (3) using the arts; (4) communicating; (5) solving problems; and (6) clarifying social values. Major research projects were conducted on the three COMP instruments (the open-ended Measurement Battery, the Objective Test, and the Activity Inventory) with college freshmen, college seniors, postsecondary vocational-technical students, and mature adults. An advisory panel report evaluated the results of these projects, concluding that the COMP instruments have achieved reasonable validity, reliability, and cost effectiveness. Furthermore, these field tests indicated that the six skills are affected by college education, and do correlate significantly with effectively functioning adults. (GDC/CP)

The fourth part of a 1977-78 comprehensive study of the individualized baccalaureate degree program of the General College of the University of Minnesota is reported. Using transcripts and other records, students' progress prior to and after admission to the program was studied, and the kinds and amounts of credit granted by the college were examined. The following questions were investigated: how much vo-tech and experiential credit and credit by examination was awarded, and to what percentages of students? How much study do students complete in the General College and in other colleges of the university prior to admission to baccalaureate programs? Does admission to baccalaureate programs result in an increase in the number of credits earned in the General College? What portion of study in their core program do students take in the General College? How many credits of internship, individual study, and specialty courses do students take, and at what points in their progress toward degree? What changes, if any, occur in students' numeric point average before and after students' admission to the baccalaureate programs? (SW)