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Record identifier : 569349
Personal Name - Primary Intelectual Responsibility : Joost, David
Title and statement of responsibility : Comparing the General Education Development (GED) Tests to the ACT Computer-Adaptive Placement Assessment and Support System (COMPASS) placement tests as predictors for college readiness [Thesis]
Publication, Distribution,Etc. : University of Houston, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of Houston
Summary or Abstract : Completers of the General Education Development (GED) Tests are an important constituency group for community colleges but are among those populations likely to be underprepared for college. The COMPASS Tests are commonly used by community colleges to determine college-readiness and place students in appropriate levels of coursework. If GED Test scores can reliably predict college readiness, GED completers can be better advised regarding their preparation for college entry. A review of the literature confirms that no research exists that explores the usefulness of the current version of the GED Test for predicting college readiness. As such, this study fills a portion of that gap by asking these research questions: (1) To what degree are the tests measuring the same content? (2) To what degree are the tests similarly reliable? (3) To what degree are the tests symmetrical to each other? (4) To what degree are the tests' scores linkable? (5) To what degree are any test score linkages population invariant? The methodology for this study included a three step process. First, a content analysis of the GED and COMPASS Tests was conducted to determine if they were similar enough for their scores to be meaningfully linked. Second, their scores were subjected to a regression analysis to determine the strength of any associations. Finally, the scores of the two tests were arranged into concordance tables using an equipercentile ranking method. The study compared the GED Reading and Mathematics Tests scores and the COMPASS Reading and Algebra Placement Test scores of 91 GED completers who were enrolled at Houston Community College during the 2006 calendar year. Although the two tests exhibited considerable differences, the similarities in the content they measured, their reliability, and the strength of the linkages between the scores of their respective tests indicate that with some cautions, GED scores may be useful to predict college readiness. The study also revealed that GED completers who score 540 or higher on the GED Reading Test are likely to be college ready for that domain. However, in the domain of Mathematics, even GED completers who score a perfect 800 on the GED Mathematics Test may in some instances not be considered college ready. These findings are valuable to adult learners, community colleges, and GED preparation providers and point to needed changes in curricula, advisement, and admissions practices. This study adds to existing research regarding college readiness by exploring the degree to which the modern version of the GED Tests is useful for that purpose. The study also revealed important implications for the alignment of curricula associated with GED preparation and college readiness..
Topical Name Used as Subject : Community college education
: Educational tests measurements
: Adult education
Information of biblio record : TL
 
 
 
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