Financial Acc (4)

CLEP TEST INFORMATION GUIDE FOR FINANCIAL ACCOUNTING History of CLEP Since 1967, the College-Level Examination Program (CLEP®) has provided over six million people with the opportunity to reach their educational goa ...

CLEP TEST INFORMATION GUIDE FOR FINANCIAL ACCOUNTING History of CLEP Since 1967, the College-Level Examination Program (CLEP®) has provided over six million people with the opportunity to reach their educational goals. CLEP participants have received college credit for knowledge and expertise they have gained through prior course work, independent study or work and life experience. Over the years, the CLEP examinations have evolved to keep pace with changing curricula and pedagogy. Typically, the examinations represent material taught in introductory college-level courses from all areas of the college curriculum. Students may choose from 33 different subject areas in which to demonstrate their mastery of college-level material. Today, more than 2,900 colleges and universities recognize and grant credit for CLEP. Philosophy of CLEP Promoting access to higher education is CLEP’s foundation. CLEP offers students an opportunity to demonstrate and receive validation of their college-level skills and knowledge. Students who achieve an appropriate score on a CLEP exam can enrich their college experience with higher-level courses in their major field of study, expand their horizons by taking a wider array of electives and avoid repetition of material that they already know. CLEP Participants CLEP’s test-taking population includes people of all ages and walks of life. Traditional 18- to 22-year-old students, adults just entering or returning to school, home-schoolers and international students who need to quantify their knowledge have all been assisted by CLEP in earning their college degrees. Currently, 58 percent of CLEP’s test-takers are women and 51 percent are 23 years of age or older. For over 30 years, the College Board has worked to provide government-funded credit-by-exam opportunities to the military through CLEP. Military service members are fully funded for their CLEP exam fees. Exams are administered at military installations worldwide through computer-based testing programs and also — in forward-deployed areas — through paper-based testing. Approximately one-third of all CLEP candidates are military service members. 2011-12 National CLEP Candidates by Age* These data are based on 100% of CLEP test-takers who responded to this survey question during their examinations. * Under 18 10% 18-22 years 39% 23-29 years 22% 30 years and older 29% 2011-12 National CLEP Candidates by Gender 42% 58% Computer-Based CLEP Testing The computer-based format of CLEP exams allows for a number of key features. These include: • a variety of question formats that ensure effective assessment • real-time score reporting that gives students and colleges the ability to make immediate creditgranting decisions (except College Composition, which requires faculty scoring of essays twice a month) • a uniform recommended credit-granting score of 50 for all exams • “rights-only” scoring, which awards one point per correct answer • pretest questions that are not scored but provide current candidate population data and allow for rapid expansion of question pools CLEP TIG - Financial Accounting • XPP • 79985-007752 • Dr01 7/28/09 ta • Revs 7/29/09 ta • Dr02 8/7/09 ta • Dr03 9/4/09 ta • Preflight 9/15/09 ta • New Job 90314-007752 Rev01 9/16/11 ta • Dr02 10/6/11 ta • prf 10/25/11 iy • New Job 96632-007752 Dr01 11/14/12 ta • Preflight 12/5/12 ta 3 CLEP Exam Development Content development for each of the CLEP exams is directed by a test development committee. Each committee is composed of faculty from a wide variety of institutions who are currently teaching the relevant college undergraduate courses. The committee members establish the test specifications based on feedback from a national curriculum survey; recommend credit-granting scores and standards; develop and select test questions; review statistical data and prepare descriptive material for use by faculty (Test Information Guides) and students planning to take the tests (CLEP Official Study Guide). College faculty also participate in CLEP in other ways: they convene periodically as part of standard-setting panels to determine the recommended level of student competency for the granting of college credit; they are called upon to write exam questions and to review forms and they help to ensure the continuing relevance of the CLEP examinations through the curriculum surveys. The Curriculum Survey The first step in the construction of a CLEP exam is a curriculum survey. Its main purpose is to obtain information needed to develop test-content specifications that reflect the current college curriculum and to recognize anticipated changes in the field. The surveys of college faculty are conducted in each subject every three to five years depending on the discipline. Specifically, the survey gathers information on: • the major content and skill areas covered in the equivalent course and the proportion of the course devoted to each area • specific topics taught and the emphasis given to each topic • specific skills students are expected to acquire and the relative emphasis given to them • recent and anticipated changes in course content, skills and topics • the primary textbooks and supplementary learning resources used • titles and lengths of college courses that correspond to the CLEP exam Th