Relevant bibliographies by topics / College Entrance Examination Board. College-Level Examination Program

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Academic literature on the topic 'College Entrance Examination Board. College-Level Examination Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "College Entrance Examination Board. College-Level Examination Program"

1

Depamaylo, Karenina P. "The Relationship Of College Admission Test And Mock Board Examination To The Licensure Examination For Customs Brokers." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 227–32. http://dx.doi.org/10.21016/irrc.2015.au12ef85o.

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Admission tests in college assess students’ readiness for the college level education while mock board examination evaluates readiness for the licensure examination. The performance of BS Customs Administration students in these two tests and their relationship to their performance in the Licensure Examination for Customs Brokers (LECB) were considered in the investigation. Using inferential statistics, scores in the entrance examination and ratings in the mock board examination of BSCA students for the past four years were correlated with their ratings in the LECB. A total of 66 students who graduated from 2011 to 2014 who took the licensure examination and with complete entrance exams and mock board exam records served as respondents of this study. Results revealed a positive significant relationship between the composite score in the admission test and students’ scores in the four subjects of the LECB: Customs Laws and Implementing Rules and Regulations; Tariff Laws and International Trade Agreements; Warehousing, Transportation and Cargo Handling Operations; and Practical Computations of Customs Duties, Taxes, and other charges. Ratings in the four subject areas of the mock board examination were also significantly related to scores in the equivalent subject areas of the LECB. The study concludes the importance of entrance tests as part of the admission policy in the BSCA program and the mock board examination in improving the performance of graduates in the Licensure Examination for Customs Brokers.
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Dickey, Edwin M. "Brief Reports: A Comparison of Advanced Placement and College Students on a Calculus Achievement Test." Journal for Research in Mathematics Education 17, no. 2 (March 1986): 140–44. http://dx.doi.org/10.5951/jresematheduc.17.2.0140.

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The articulation of secondary school and college mathematics is a critical problem facing educators today (National Council of Teachers of Mathematics, 1980; Staff, 1984). The placement in college mathematics courses of students who have taken calculus in secondary school is an especially critical and difficult task. Calculus can be taught at various levels, and its subject matter components can receive varying degrees of emphasis. The Advanced Placement (AP) program attempts to provide a uniform and high-quality calculus course for secondary school students by publishing a detailed course syllabus, encouraging special training for AP instructors, and administering an examination that validates a student's AP Calculus experience (College Entrance Examination Board, 1984). Nonetheless, some evidence suggests that AP Calculus students have difficulty earning advanced placement and credit for the calculus they learned in secondary school (Lefkowitz, 1971; Neatrour & Mullenex, 1973; Pocock, 1974; Rash, 1977; Sklar, 1980; Sorge & Wheatley, 1977). One reason for this difficulty may be that AP Calculus students are not achieving at the same level as college students.
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Harvey, John G., and John W. Kenelly. "Getting Serious about SAT Software." Mathematics Teacher 80, no. 6 (September 1987): 440–54. http://dx.doi.org/10.5951/mt.80.6.0440.

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The College Entrance Examination Board's (CEEB) Scholastic Aptitude Test (SAT) is widely taken by high school juniors and seniors for college admission and to apply for college scholarships. (The CEEB is also known as the College Board.) In addition, SAT scores have been used to describe the health of precollege education, particularly in reading, language arts, and mathematics. Parents, teachers, and school systems have tried to improve the SAT scores of their students by instituting SAT test-preparation programs. These programs use a variety of SAT-oriented materials and have recently begun to include computer software packages. Indeed, in a recent cartoon (Weaver 1984), a child asks, “What does the SAT measure?” Another child responds, “Whether your parents can afford a computer.”
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Arditya Prayogi, Ulfa Kurniasih, and Ahmad Faridh Ricky Fahmy. "Training and Provision of Information Related to The Accessibility of Official Higher Education Institutions for High School Students of The Same Level in Pekalongan City." Room of Civil Society Development 2, no. 4 (August 30, 2023): 130–35. http://dx.doi.org/10.59110/rcsd.197.

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Education plays a vital role in human life, serving as a means to achieve a high quality of life. Within the realm of formal education, higher education holds particular significance in enhancing the human resources of a nation and contributing to their continual improvement. The objective of this service initiative is to provide comprehensive information on the official college selection process and deliver training through entrance examination questionnaires, enabling participants to better equip themselves for the official college entrance examinations. This community service endeavor primarily utilizes socialization and facilitates access to official school information, achieved through collaboration with external service partners. Specifically, the "Neutron" tutoring institution in Pekalongan acts as a dedicated partner, actively engaging in discussions concerning official school entrance examination questions. The activity drew participation from 114 students representing various schools in Pekalongan. The outcomes of the community service activities showcased a high level of enthusiasm among the participants, evident in their positive response and active engagement throughout the program. This positive response was demonstrated by the participants' enthusiastic completion of practice questions, thereby reinforcing their preparation for the official college entrance examinations. Information dissemination and provision of practice questions aim to empower participants to adequately prepare for their future academic pursuits.
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Arditya Prayogi, Ulfa Kurniasih, and Ahmad Faridh Ricky Fahmy. "Training and Provision of Information Related to The Accessibility of Official Higher Education Institutions for High School Students of The Same Level in Pekalongan City." Room of Civil Society Development 2, no. 2 (May 30, 2023): 131–36. http://dx.doi.org/10.59110/rcsd.v2i2.197.

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Education plays a vital role in human life, serving as a means to achieve a high quality of life. Within the realm of formal education, higher education holds particular significance in enhancing the human resources of a nation and contributing to their continual improvement. The objective of this service initiative is to provide comprehensive information on the official college selection process and deliver training through entrance examination questionnaires, enabling participants to better equip themselves for the official college entrance examinations. This community service endeavor primarily utilizes socialization and facilitates access to official school information, achieved through collaboration with external service partners. Specifically, the "Neutron" tutoring institution in Pekalongan acts as a dedicated partner, actively engaging in discussions concerning official school entrance examination questions. The activity drew participation from 114 students representing various schools in Pekalongan. The outcomes of the community service activities showcased a high level of enthusiasm among the participants, evident in their positive response and active engagement throughout the program. This positive response was demonstrated by the participants' enthusiastic completion of practice questions, thereby reinforcing their preparation for the official college entrance examinations. Information dissemination and provision of practice questions aim to empower participants to adequately prepare for their future academic pursuits.
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6

Esguerra, Norma A., and Christy Faye A. Gasmen. "Gender Difference in the Performance of the 2018 UNP Civil Engineering Graduates in the Licensure Exam." Scholars Journal of Arts, Humanities and Social Sciences 11, no. 1 (January 5, 2022): 1–16. http://dx.doi.org/10.36347/sjahss.2023.v11i01.001.

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Through the years, female enrollees to the civil engineering program increase. The BSCE program which was once male-dominated has gradually developed into a co-ed profession. Nevertheless, doubts as to how competitive the female civil engineers are still exist despite the non-significant difference in the abilities of males and females in other programs resulting from research findings. This bias could have originated from the years they were in college. This study aims to discover gender difference in the scholastic and board performances among the 2018 BSCE graduates in the College of Engineering, University of Northern Philippines.The college grades and board ratings of 88 male and 64 female graduates who took the board examination in this same year were analyzed. The college grades, called scholastic performance, were requested from the University Registrar. Board ratings, taken as the board performance, were requested from the Professional Regulation Commission (PRC). These ratings were analyzed as to their mean, significant difference and correlation. The findings reveal that the female graduates performed the same as their male counterparts in college, as suggested by the not significant difference in their scholastic performance. In the board examination, the female and male graduates performed the same in the Mathematics, Surveying and Transportation Engineering and Hydraulics and Geotechnical Engineering components of the board examination, but not anymore in the Structural Engineering and Construction component. As a whole, there is significant difference in the board performance of the 2018 female and male BSCE graduates, with more male graduates passing the licensure, meaning, they are not on the same level of capability in solving problems in the board examination. It was also found out that there exists significant relationship between their scholastic and board performances, suggesting that the subjects covering the three board components taken .....
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Piccolino, Anthony V. "The Advanced Placement Course in Statistics: Increasing Students' Options." Mathematics Teacher 89, no. 5 (May 1996): 376–77. http://dx.doi.org/10.5951/mt.89.5.0376.

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The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stresses the need to empower all students and to encourage students to study mathematics throughout their four years in high school. For the past forty years, the Advanced Placement program of the College Board has offered students the opportunity to pursue collegiate-level course while in high school. The offering in mathematics consists of a full-year course in either Calculus AB or Calculus BC. Each Advanced Placement course culminates with an examination, typically three hours in duration, for which students may receive college credit or advanced standing when entering college.
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Ng, Sau-Yee, Kin Cheung, and Hui-Lin Cheng. "Critical Thinking Cognitive Skills and Their Associated Factors in Chinese Community College Students in Hong Kong." Sustainability 14, no. 3 (January 19, 2022): 1127. http://dx.doi.org/10.3390/su14031127.

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The importance of fostering critical thinking (CT) in community college education has been recognized highly worldwide. However, limited studies have been conducted to investigate CT abilities among community college students in the Asian context. A cross-sectional correlational study was conducted with 209 Chinese community college students to assess the levels of CT cognitive skills and CT dispositions and to identify the associated factors. The California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and a questionnaire on the students’ socio-demographic and academic profiles were used. The results showed that the average level of CT cognitive skills was 17.82 ± 4.10, which was at the upper end of the moderate range. For CCTDI scores, the mean value was 278.81 ± 22.61 and positive disposition towards CT was shown in four subscales: open-mindedness, analyticity, confidence in reasoning, and inquisitiveness. From regression analysis, HKDSE total score (i.e., university entrance examination total score), CT subject grade level, CCTDI truth-seeking, and CCTDI analyticity were identified as the four significant factors associated with their CT cognitive skills. The findings provide significant implications when reviewing the program design and curriculum as well as the addition of CT elements in a separate course to promote students’ CT abilities for sustainable development.
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McCall, Angela R., and Richard D. Harvey. "Predictors of performance on the National Board of Chiropractic Examiners Parts I and II*." Journal of Chiropractic Education 28, no. 1 (March 1, 2014): 9–15. http://dx.doi.org/10.7899/jce-13-7.

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Objective The purpose of this study was to examine predictors for success on Parts I and II of the National Board of Chiropractic Examiners (NBCE) written examinations. Methods Two validity studies were conducted to examine the criterion validity of Logan College assessments for Part I and II NBCE scores. Both studies consisted of a longitudinal design to examine the validity of entrance grade point average (GPA), in-program chiropractic course content GPA, and an institutional practice exam on Parts I and II of the NBCE. Results Analyses revealed that Part I GPA and practice exam scores combined accounted for 72% of the variance within Part I NBCE scores. Furthermore, every subtest of the Part I NBCE could be reliably predicted by course performance. In the 2nd study, Part I GPA, Part I NBCE score, and Part II GPA accounted for 75% of the variance within Part II NBCE scores. Conclusions Internal training and educational assessments (eg, course grades and practice exams) proved to be strong determinants of NBCE performance above and beyond initial levels of preparedness, thus validating the impact of the chiropractic curriculum on NBCE test achievement.
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Deines, Dan S., Joseph Bittner, and Glenda Eichman. "The Accounting Pilot and Bridge Project." Issues in Accounting Education 27, no. 1 (December 1, 2011): 113–22. http://dx.doi.org/10.2308/iace-50111.

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ABSTRACT The accounting profession will experience a 50 percent decline in its ranks in the next ten years as accounting professionals from the Baby Boomer generation retire. To replace these professionals, the accounting profession will have to compete with law, medicine, engineering, and other professions that will also be replacing their “boomers.” During the period the boomers are retiring, the number of high school graduates is expected to decline, which suggests that the currently high accounting enrollments are unlikely to continue. If the accounting profession is to compete for the best and brightest students in the future, it is in its best interest to address structural impediments that exist in its educational supply chain. One significant structural impediment in the supply chain is the traditional high school accounting course. In 2000 the AICPA's Taylor Report stated high school accounting courses were a “systemic barrier” to entry into the profession for the very high school students the profession wants to attract (Taylor 2000). These courses have not changed substantially since the Taylor report was issued. The Accounting Pilot and Bridge Project (The Project) proposes to eliminate this barrier and has created a new college-level high school accounting course that provides college credit for those students who take the course and pass a rigorous qualifying examination. The Project is modeled after the College Board's highly successful Advanced Placement (AP) program. Once specific goals are achieved, The Project plans to submit a proposal to the College Board for it to adopt accounting as part of its Advanced Placement curriculum. After describing the research and initiatives that led to the creation of The Project, this paper discusses the goals of The Project, the process to have accounting added to the College Board's AP Curriculum, the curriculum used in the pilot course, the progress made to date, and what lies ahead.
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Dissertations / Theses on the topic "College Entrance Examination Board. College-Level Examination Program"

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Scammacca, Nancy Kari Dodd Barbara Glenzing Borich Gary D. "An integrative, pragmatic approach to evaluating the college-level examination program." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3122788.

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Scammacca, Nancy Kari. "An integrative, pragmatic approach to evaluating the college-level examination program." Thesis, 2003. http://hdl.handle.net/2152/914.

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Greer, Thomas R. "The status of the Advanced Placement Program in Indiana as of 2006." 2010. http://liblink.bsu.edu/uhtbin/catkey/1628856.

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In 2006 the College Board celebrated the 50th anniversary of the Advanced Placement (AP) program. The AP program, which began as a means of transitioning selected high school students to colleges, had expanded to include thousands of students sitting for thousands of exams. During the first fifty years as the program expanded, the College Board expanded the number of course offerings. With this expansion came the question as to the effectiveness of AP. As criticism of the College Board continued to grow, by 2006 the College Board began reform by auditing its own courses, seeking funding for states to expand experimental programs, and encouraging universities to no longer accept a score of 3 on an exam. The College Board sought overall clarity regarding the focus of the AP program once considered an elite standard in America high schools. While there is cause to wonder, there is also encouragement.
Department of Educational Leadership
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Books on the topic "College Entrance Examination Board. College-Level Examination Program"

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Inc, Anaxos, and College Entrance Examination Board, eds. CLEP: The college-level examination program. 3rd ed. New York: Kaplan Pub., 2008.

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Leo, Lieberman, ed. CLEP, College-Level Examination Program: The 5 general examinations. 2nd ed. New York: Arco Pub., 1985.

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Leo, Lieberman, ed. Preparation for the CLEP, College-Level Examination Program: The 5 general examinations. 7th ed. New York, NY: Macmillan USA, 1999.

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Leo, Lieberman, ed. Preparation for the CLEP, College-Level Examination Program: The 5 general examinations. 3rd ed. New York: Arco, 1989.

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Board, College Entrance Examination. CLEP: Official study guide, 2012 : College-level Examination Program. New York, NY: College Board, 2011.

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C, Doster William, ed. Barron's how to prepare for the College-Level Examination Program, CLEP, general examinations. 5th ed. Woodbury, N.Y: Barron's, 1985.

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C, Doster William, ed. Barron's how to prepare for the College-Level Examination Program, CLEP, general examinations. 7th ed. Hauppauge, N.Y: Barron's, 1995.

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Board, College Entrance Examination. CLEP official study guide 2016: College-level examination program. New York, New York: College Board, 2015.

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Board, College Entrance Examination, ed. College Board CLEP: Official study guide 2009. 2nd ed. New York: College Board, 2008.

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Board, College Entrance Examination, and Educational Testing Service, eds. The College Board guide to the CLEP examinations. New York: College Board, 1987.

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Book chapters on the topic "College Entrance Examination Board. College-Level Examination Program"

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McKain, Danielle. "CLEP." In Opening Up Education for Inclusivity Across Digital Economies and Societies, 170–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7473-6.ch009.

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The cost of higher education goes beyond the price of tuition. College students often also face the burden of balancing college, family, and work. Demanding schedules and obligations often lead to putting courses on hold. Additionally, college students can be overwhelmed by course demands and pre-requisite skills that are required. Time is consistently an obstacle in degree completion. Of these struggles that so many face, CLEP exams are a common solution. The College Level Examination Program allows students to essentially test out of college courses and earn college credit, saving time and money. While students must be prepared for these exams, there are convenient ways to options including MOOCs, Khan Academy, and College Board resources.
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Conference papers on the topic "College Entrance Examination Board. College-Level Examination Program"

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Saika, T., and O. Furuya. "Development of Engineering Profession Through Engineering Educational Programs of Kogakuin University Accredited by the JABEE." In ASME/JSME 2007 5th Joint Fluids Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/fedsm2007-37667.

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The Japan Accreditation Board for Engineering Education (JABEE) established in 1999 is a nongovernmental organization that examines and accredits the college and university programs in engineering education. “The Basic Engineering in Global Environment” of Kogakuin University is an engineering program, leading to bachelor’s degree, accredited in the field of “General Engineering” by JABEE in 2001, one of the first three programs accredited in Japan. Since the accreditation is valid for five years, the program recently went through an examination again by JABEE for another 5 years from 2006. The JABEE criteria as well as the procedures and methods of accreditation and examination were not quite well defined in details for a couple of years after 2001. The authors have investigated whether the accreditation system really could help educational improvements for students, faculties and industries. Most of senior students in Japanese technical colleges have to complete graduation thesis work. They will be trained to be researchers rather than engineers, because those themes with a strong scientific aspect belong to their professors. Unlike the graduation thesis work, in the program of the Basic Engineering in Global Environment accredited by JABEE, are offered the subjects like ethics, engineering design, management skills and communication skills, which are required and essential for the engineer. The students can be trained to become true and useful engineers or embryos demanded by industrial companies through these curricula. Furthermore, the graduates of the accredited engineering programs are exempted from Primary Examination for Professional Engineer, since the fundamental capability as an entry-level engineer is assured by the program itself. Basic specialized knowledge is examined in the Primary Examination for PE. In the Final Examination for PE practical engineering experience and skill are examined. The graduates of the program of Basic Engineering in Global Environment will possibly pass the Final Examination without much difficulty, since they learn the management ability, creativity, communication ability and so on with the industry-university co-operational education in the program.
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