College-Board CLEP : College Level Exam Program (All CLEP Exam Pack) Exam Dumps

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Latest 2023 Updated College-Board College Level Exam Program (All CLEP Exam Pack) Syllabus
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Exam Number : CLEP
Exam Name : College Level Exam Program (All CLEP Exam Pack)
Vendor Name : College-Board
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CLEP Exam Format | CLEP Course Contents | CLEP Course Outline | CLEP Exam Syllabus | CLEP Exam Objectives

The CLEP College Composition exam assesses writing skills taught in most first-year college composition courses. Those skills include analysis, argumentation, synthesis, usage, ability to recognize logical development, and research.

The College Composition exam contains approximately 50 multiple-choice questions to be answered in approximately 50 minutes and 2 mandatory, centrally scored essays to be written in 70 minutes, for a total testing time of 120 minutes. The essays are scored twice a month by college English faculty from throughout the country via an online scoring system. Each of the two essays is scored independently by at least two different readers, and the scores are then combined. This combined score is weighted approximately equally with the score from the multiple-choice section. These scores are then combined to yield the test-takers score. The resulting combined score is reported as a single scaled score between 20 and 80. Separate scores are not reported for the multiple-choice and essay sections.

Note: Although scores are provided immediately upon completion for other CLEP exams, scores for the College Composition exam are available to test takers one to two weeks after the test date. View the complete College Composition Scoring and Score Availability Dates.

The exam includes some pretest multiple-choice questions that won't be counted toward the test taker's score.

Colleges set their own credit-granting policies and therefore differ with regard to their acceptance of the College Composition exam. Most colleges will grant course credit for a first-year composition or English course that emphasizes expository writing; others will grant credit toward satisfying a liberal arts or distribution requirement in English.

The American Council on Educations College Credit Recommendation Service (ACE CREDIT) has evaluated the exam and recommended the awarding of college credit for a score of 50 or above on the CLEP College Composition exam.

Conventions of Standard Written English (10%)

This section measures test takers' awareness of a variety of logical, structural, and grammatical relationships within sentences. The questions test recognition of acceptable usage relating to the items below:

Syntax (parallelism, coordination, subordination)

Sentence boundaries (comma splices, run-ons, sentence fragments)

Recognition of correct sentences

Concord/agreement (pronoun reference, case shift, and number; subject-verb; verb tense)

Diction

Modifiers

Idiom

Active/passive voice

Lack of subject in modifying word group

Logical comparison

Logical agreement

Punctuation

Revision Skills (40%)

This section measures test takers' revision skills in the context of works in progress (early drafts of essays):

Organization

Evaluation of evidence

Awareness of audience, tone, and purpose

Level of detail

Coherence between sentences and paragraphs

Sentence variety and structure

Main idea, thesis statements, and topic sentences

Rhetorical effects and emphasis

Use of language

Evaluation of author's authority and appeal

Evaluation of reasoning

Consistency of point of view

Transitions

Sentence-level errors primarily relating to the conventions of Standard Written English

Ability to Use Source Materials (25%)

This section measures test takers' familiarity with elements of the following basic reference and research skills, which are tested primarily in sets but may also be tested through stand-alone questions. In the passage-based sets, the elements listed under Revision Skills and Rhetorical Analysis may also be tested. In addition, this section will cover the following skills:

Use of reference materials

Evaluation of sources

Integration of resource material

Documentation of sources (including, but not limited to, MLA, APA, and Chicago manuals of style)

Rhetorical Analysis (25%)

This section measures test takers' ability to analyze writing. This skill is tested primarily in passage-based questions
pertaining to critical thinking, style, purpose, audience, and situation:

Appeals

Tone

Organization/structure

Rhetorical effects

Use of language

Evaluation of evidence

The Essays

In addition to the multiple-choice section, the College Composition exam includes a mandatory essay section that tests skills of argumentation, analysis, and synthesis. This section of the exam consists of two essays, both of which measure a test taker's ability to write clearly and effectively. The first essay is based on the test taker's reading, observation, or experience, while the second requires test takers to synthesize and cite two sources that are provided. Test takers have 30 minutes to write the first essay and 40 minutes to read the two sources and write the second essay. The essays must be typed on the computer.

First Essay: Directions

Write an essay in which you discuss the extent to which you agree or disagree with the statement provided. Support your discussion with specific reasons and examples from your reading, experience, or observations.

Second Essay: Directions

This assignment requires you to write a coherent essay in which you synthesize the two sources provided. Synthesis refers to combining the sources and your position to form a cohesive, supported argument. You must develop a position and incorporate both sources. You must cite the sources whether you are paraphrasing or quoting. Refer to each source by the authors last name, the title, or by any other means that adequately identifies it.

Essay Scoring Guidelines

Readers will assign scores based on the following scoring guide.

6 – A 6 essay demonstrates a high degree of competence and sustained control, although it may have a few minor errors.

A typical essay in this category

addresses the writing task very effectively

develops ideas thoroughly, using well-chosen reasons, examples, or details for support

is clearly-focused and well-organized

demonstrates superior facility with language, using effective vocabulary and sentence variety

demonstrates strong control of the standard conventions of grammar, usage, and mechanics, though it may contain minor errors
5 – A 5 essay demonstrates a generally high degree of competence, although it will have occasional lapses in quality.

A typical essay in this category:

addresses the writing task effectively

develops ideas consistently, using appropriate reasons, examples, or details for support

is focused and organized

demonstrates facility with language, using appropriate vocabulary and some sentence variety

demonstrates consistent control of the standard conventions of grammar, usage, and mechanics, though it may contain minor errors
4 – A 4 essay demonstrates competence, with some errors and lapses in quality.

A typical essay in this category

addresses the writing task adequately

develops ideas adequately, using generally relevant reasons, examples, or details for support

is generally focused and organized

demonstrates competence with language, using adequate vocabulary and minimal sentence variety

demonstrates adequate control of the standard conventions of grammar, usage, and mechanics; errors do not interfere with meaning
3 – A 3 essay demonstrates limited competence.

A typical essay in this category exhibits one or more of the following weaknesses:

addresses the writing task, but may fail to sustain a focus or viewpoint

develops ideas unevenly, often using assertions rather than relevant reasons, examples, or details for support is poorly focused and/or poorly organized displays frequent problems in the use of language, using unvaried diction and syntax
demonstrates some control of grammar, usage, and mechanics, but with occasional shifts and inconsistencies

2 – A 2 essay is seriously flawed.

A typical essay in this category exhibits one or more of the following weaknesses:

addresses the writing task in a seriously limited or unclear manner

develops ideas thinly, providing few or no relevant reasons, examples, or details for support is unfocused and/or disorganized
displays frequent serious language errors that may interfere with meaning

demonstrates a lack of control of standard grammar, usage, and mechanics

1 – A 1 essay is fundamentally deficient.

A typical essay in this category exhibits one or more of the following weaknesses:

does not address the writing task in a meaningful way

does not develop ideas with relevant reasons, examples, or details

displays a fundamental lack of control of language that may seriously interfere with meaning

0 – Off topic.

Provides no evidence of an attempt to respond to the assigned topic, is written in a language other than English, merely copies the prompt, or consists of only keystroke characters.
* For the purposes of scoring, synthesis refers to combining the sources and the writers position to form a cohesive, supported argument.

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Prior Learning Assessments Can Cut College Costs

No result found, try new keyword!Credit through prior learning exams can take several forms. The College-Level Exam Program, or CLEP, which is administered by the College Board, is one of several standardized tests ...

The College Board’s Profiteering Should Have No Place in Public Education

This February, the internet exploded with allegations that the Florida Department of Education, under right-wing Gov. Ron DeSantis, had successfully pressured the College Board into changing its new Advanced Placement (AP) African American Studies course, which is set to be launched nationwide next year. After the DeSantis administration banned the course, the College Board — which runs the SATs, AP programs and more — made significant changes to the curriculum, removing authors such as bell hooks and Kimberlé W. Crenshaw, as well as concepts like Black feminism and Black LGBTQ history. The news caused national backlash, not least because changing the course for Florida also meant restructuring the course nationwide. But although the College Board has pushed back on charges that they caved to the DeSantis administration, and some of the changes to the course are now being reconsidered, this controversy only scratches the surface when it comes to problems with the College Board’s influence.

For years, the College Board, a nonprofit paying no taxes, has been profiteering in numerous ways, generating over a billion dollars in revenue annually. It has sold minors’ data without their consent, underbid its competitors to win government contracts and used its position of influence over federal education standards to tailor its products and win more contracts — all in the interest of lining their pockets, not improving students’ futures.

If education was considered a public good in the United States — something every person inherently deserves — decisions about education would be centered on what benefits students the most. Centering the pursuit of profit, and doing shady things at the expense of young scholars, certainly isn’t that.

But the College Board’s educational profiteering is indicative of a systemwide issue, representing business as usual in education under racial capitalism.

The big money makers: AP Courses, the SATs and selling student data

Currently the SAT costs $60 with many taking the test repeatedly, in addition to taking the PSAT (another $18) to prepare. In the class of 2022, 1.7 million students took the SAT, generating tens of millions in test fees.

The College Board also works to maintain a monopoly in standardized testing. Until around 2014, the ACT, a competing college-entrance exam, was more common than the SAT in the Midwest and South. Many view the ACT, which is an achievement rather than aptitude test, as better able to assess what students have learned. But rather than letting states offer both tests, the College Board has aggressively lobbied many states to solely use the SAT so that their product can dominate the market.

For example, from 2001 until 2016, Colorado high school juniors were required to take the ACT. But through an increased investment in lobbying as well as underbidding the ACT, the College Board successfully changed state education policy, so that all Colorado juniors are now required to take the SAT instead. At least eight other states have followed suit, only contracting with the College Board for their students to take the SAT, rather than allowing both tests. Ultimately, despite being a nonprofit purportedly “mission driven” to “serve the education community,” the College Board pushes for policies to increase their wealth and not to benefit students.

But that’s not the only way the board monetizes standardized testing. It also makes about 47 cents for each SAT and PSAT student whose names it sells to universities — a figure that in 2022 added up to at least $800,000 (and perhaps far more). Those names help universities market themselves to students they already know they aren’t going to accept, but whose applications bring in more money and increase the schools’ selectivity rate, leading to higher rankings.

And those pennies are only a fraction of the total amount the board makes selling student data. Upwards of $100 million in some years comes from selling data to tech companies. When students create profiles on the College Board’s website in order to view their test scores, their information is sold to companies like Facebook (now Meta), Google, Microsoft, Snapchat and Yahoo for advertising purposes — a practice that in 2019 led one Illinois family to sue the College Board over charges that they illegally sold minors’ data.

One of the College Board’s biggest revenue generators is Advanced Placement (AP) exams and instruction, which together bring in about $490 million each year, with the cost increasing often.

The College Board is also woven into our public school system through the circular and mutually beneficial relationship it has with Common Core nationwide educational standards, which were created in part by the Board’s CEO, David Coleman. There have been many instances of the College Board changing tests to be more aligned with the Common Core, as they can get more market share than the ACT by aligning the tests with state standards.

The College Board and systemic racism in education

The College Board’s apparent failure to stand up to the DeSantis administration in Florida has led to widespread concerns that Black students won’t be allowed to learn their own history. But there’s a deeper connection to racial capitalism here as well.

Schools that are majority Black are less likely to have AP classes. As a 2019 study found, white teachers often discourage Black students from taking AP classes. Taking AP courses as Black student within segregated schools often means you are one of the few Black students in the class. Although AP classes have long been touted as a means of making college more affordable — by allowing students to start earning college credits while still in high school — Black students face systemic barriers to taking AP classes, on top of the fact that Black people have more student loan debt and are more likely to struggle paying for college than white students.

Furthermore, the SAT was designed to weed out Black students and others seen as “inferior.” And while in past years, the College Board has published demographic data about participation and performance in its AP tests and courses by race, in 2022, they stopped, sparking criticism about the board’s lack of transparency regarding underrepresentation of Black and Latino students in AP courses. (The College Board claimed they were streamlining the data to make it more user friendly and did not stop publishing demographic data on its SAT tests.)

Then there’s the overall segregation, exclusivity and discrimination of the public school system, where majority white schools are better resourced and have more AP classes. All of these facts compound how ridiculous it is that white politicians control how Black history is taught.

What happened in Florida is getting a lot of attention, but it isn’t unprecedented. The AP World History course has been widely criticized as Eurocentric for focusing primarily on the Western World and at times implying the history of people of color started with our colonization. In 2015, the College Board changed its U.S. History course after right-wing politicians and organizations complained that it was not patriotic enough because it omitted “American exceptionalism” and focused too much on the impact of colonization on Indigenous people in North America.

When a large state like Florida changes curriculum, it influences what districts across the country purchase, so that reactionary and racist approaches like DeSantis’ influence schools nationwide. But it’s not only a Republican governor’s actions that lead the College Board to side with white supremacy. For years a College Board executive was the Speaker of the Indiana House of Representatives, where he worked to prohibit discussions of racism in public school classrooms.

The image of the Yale-educated DeSantis limiting today’s students’ access to education may seem ironic, but it all makes sense when you consider that both facism and neoliberalism enable profiteering in our nation’s schools, working to destroy education in different ways. The intertwining of state and federal government with this business masquerading as a charity illustrates how white supremacy operates within the school system.

Across the educational landscape, Black people are hyper-exploited: Black students are being undereducated in under-resourced schools to eventually be underpaid; Black students who attend “good” (read: majority white and well-resourced) schools and take AP classes are isolated and can’t learn accurate information about their own history. The College Board’s profiteering within this setting is a microcosm of broader racial capitalism, where white supremacy and capitalism are inherently linked and inseparable.

A market-based approach to what should be a public good hurts all students, but also deliberately fails to understand how both race and class impact the experiences of students of color, or to recognize that what hurts Black students hurts other students as well.

States With Free College Programs

What it is: This scholarship functions as a “last dollar” program, covering the cost of tuition, fees, books, and other required materials after all other aid is applied. It can only go toward specified programs. Additionally, students who receive the scholarship must live and work in Kansas for at least two consecutive years after graduating.

Who qualifies: You need to be a Kansas resident to qualify, and either have graduated from a secondary school in the prior year, or be 21 years old or older and been a Kansas resident for the last three years. You can also qualify if you are a dependent of a military servicemember as long as you have graduated from a secondary school in the last year. You must also complete the FAFSA.

Caveats: • Must maintain satisfactory academic progress. • Must enroll and complete your degree or credential within 30 months of receiving the scholarship. • Must live and work in Kansas for two consecutive years after graduating. • Must study one of the programs eligible for the scholarship, including information technology and security, mental and physical healthcare, advanced manufacturing and building trades, and early childhood education and development.

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