ERIC Number: ED381554
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
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.
Bridgeman, Brent; Morgan, Rick
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)
Descriptors: 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
College Board Publications, Box 886, New York, NY 10101-0886 ($15).
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: College Board, New York, NY.; Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: Advanced Placement Examinations (CEEB)