Testing the test: an examination of the Freshman English Equivalency Exam

Abstract

Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item.Includes bibliographical references.This study evaluates the validity, reliability, fairness, and effects of the Freshman English Equivalency Exam at Texas A&M University after one year of use. Consistency of scores across test administrations, raters, and social groups is examined, as is the difference in apprehension levels among those who have failed to receive credit through the exam. The administration of scoring is examined through comparison of the Texas A&M system and those recommended by composition experts. The study finds the test sufficiently valid and reliable, but suggests improvements in fairness toward minorities and finds the results of the apprehension research inconclusive