ERIC Number: ED433349
Record Type: Non-Journal
Publication Date: 1997-Nov
Reference Count: N/A
Prediction of CAAP Scores Based on ACT Scores, Cumulative GPAs, and Both.
Bryant, Debbie K.
The American College Testing (ACT) Program's Collegiate Assessment of Academic Proficiency (CAAP) was chosen as Arkansas'"rising junior exam" to measure learning in the general education curriculum. A study was conducted with a group of 124 college students to determine the predictability of CAAP scores based on ACT scores and cumulative grade point averages (GPAs), individually and together. Both Pearson's "r" and Spearman's "r" were used in determining correlation between ACT scores and CAAP scores and between cumulative GPAs and CAAP scores. The study found statistically significant correlations at the 0.001 level between ACT scores and corresponding CAAP scores and between CAAP scores and cumulative GPAs. There was significant predictability between the ACT scores and CAAP scores. Sixty percent of the variation in CAAP writing skills scores, 30% of the variation in CAAP mathematics scores, 58% of variation in CAAP reading scores, and 52% of variation in CAAP science reasoning scores were accounted for by corresponding ACT scores. Predictability was weaker when estimating CAAP scores based solely on cumulative GPAs. The study found that the combined forces of the two independent variables (ACT scores and cumulative GPAs) accounted for the following proportions of variations in CAAP scores: 64% for writing skills, 38% for mathematics, 58% for reading, and 58% for science reasoning. For future studies, using the CAAP as pretest and posttest is recommended so that any changes could be more aptly attributed to the treatment (45 to 60 hours of general education). (Contains three tables, eight figures, and eight references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas
Identifiers - Assessments and Surveys: ACT Assessment; Collegiate Assessment of Academic Proficiency