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Test Information
Guide:
CollegeLevel
Examination
Program®
201516
Principles of
Microeconomics
© 2015 The College Board. All rights reserved. College Board, College-Level Examination
Program, CLEP, and the acorn logo are registered trademarks of the College Board.
CLEP TIG - Principles of Microeconomics • XPP • 89771-007758 Dr01 8/10/11 ta • Revs 8/23/11 ta • Revs 8/26/11 ta • Preflight 9/13/11 ta • 90322-007758 Dr01 9/16/11 ta • Preflight 9/27/11 ta •New
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CLEP TEST INFORMATION worldwide through computerbased testing programs.
GUIDE FOR PRINCIPLES OF Approximately onethird of all CLEP candidates are
MICROECONOMICS military service members.
History of CLEP 2014-15 National CLEP Candidates by Age*
Since 1967, the CollegeLevel Examination Program Under 18
11%
(CLEP®) has provided over six million people with
the opportunity to reach their educational goals. 30 years and older 18-22 years
CLEP participants have received college credit for 24% 43%
knowledge and expertise they have gained through
prior course work, independent study or work and
life experience. 23-29 years
22%
Over the years, the CLEP examinations have evolved
to keep pace with changing curricula and pedagogy. * These data are based on 100% of CLEP test-takers who responded to this
Typically, the examinations represent material taught survey question during their examinations.
in introductory collegelevel courses from all areas
of the college curriculum. Students may choose from 2014-15 National CLEP Candidates by Gender
33 different subject areas in which to demonstrate
their mastery of collegelevel material.
Today, more than 2,900 colleges and universities 41%
recognize and grant credit for CLEP.
Philosophy of CLEP
Promoting access to higher education is CLEP’s 59%
foundation. CLEP offers students an opportunity to
demonstrate and receive validation of their
collegelevel skills and knowledge. Students who Computer-Based CLEP Testing
achieve an appropriate score on a CLEP exam can
enrich their college experience with higherlevel The computerbased format of CLEP exams allows
courses in their major field of study, expand their for a number of key features. These include:
horizons by taking a wider array of electives and • a variety of question formats that ensure effective
avoid repetition of material that they already know. assessment
CLEP Participants • realtime score reporting that gives students and
CLEP’s testtaking population includes people of all colleges the ability to make immediate credit
ages and walks of life. Traditional 18 to 22yearold granting decisions (except College Composition,
students, adults just entering or returning to school, which requires faculty scoring of essays twice
highschool students, homeschoolers and a month)
international students who need to quantify their • a uniform recommended creditgranting score of
knowledge have all been assisted by CLEP in 50 for all exams
earning their college degrees. Currently, 59 percent • “rightsonly” scoring, which awards one point per
of CLEP’s National (civilian) testtakers are women correct answer
and 46 percent are 23 years of age or older. • pretest questions that are not scored but provide
For over 30 years, the College Board has worked to current candidate population data and allow for
provide governmentfunded creditbyexam rapid expansion of question pools
opportunities to the military through CLEP. Military
service members are fully funded for their CLEP exam
fees. Exams are administered at military installations
2
CLEP TIG - Principles of Microeconomics • XPP • 89771-007758 Dr01 8/10/11 ta • Revs 8/23/11 ta • Revs 8/26/11 ta • Preflight 9/13/11 ta • 90322-007758 Dr01 9/16/11 ta • Preflight 9/27/11 ta •New
Job 95732-007758 • Dr01 9/12/12 ta • edit/pdf 9/19/12 iy • Preflight 10/1/012 ta • 106732 DR01 120114 ljg, wp • 120414 dr01 ljg • PDF Drft01 12/5/14 jdb • New job 109764-007758 • Dr01 8/31/15 ta
CLEP Exam Development The Committee
Content development for each of the CLEP exams The College Board appoints standing committees of
is directed by a test development committee. Each college faculty for each test title in the CLEP battery.
committee is composed of faculty from a wide Committee members usually serve a term of up to
variety of institutions who are currently teaching four years. Each committee works with content
the relevant college undergraduate courses. The specialists at Educational Testing Service to establish
committee members establish the test specifications test specifications and develop the tests. Listed
based on feedback from a national curriculum below are the current committee members and their
survey; recommend credit-granting scores and institutional affiliations.
standards; develop and select test questions; review
statistical data and prepare descriptive material for Kathryn S. Wilson, Kent State University
use by faculty (Test Information Guides) and students Chair
planning to take the tests (CLEP Official Study Guide). Samuel Andoh Southern Connecticut State
College faculty also participate in CLEP in other University
ways: they convene periodically as part of Irene Foster The George Washington
standard-setting panels to determine the University
recommended level of student competency for the
granting of college credit; they are called upon to Denise Robson University of Wisconsin —
write exam questions and to review exam forms; and Oshkosh
they help to ensure the continuing relevance of the The primary objective of the committee is to produce
CLEP examinations through the curriculum surveys. tests with good content validity. CLEP tests must be
The Curriculum Survey rigorous and relevant to the discipline and the
The first step in the construction of a CLEP exam is appropriate courses. While the consensus of the
a curriculum survey. Its main purpose is to obtain committee members is that this test has high content
information needed to develop test-content validity for a typical introductory Principles of
specifications that reflect the current college Microeconomics course or curriculum, the validity
curriculum and to recognize anticipated changes in of the content for a specific course or curriculum is
the field. The surveys of college faculty are best determined locally through careful review and
conducted in each subject every few years depending comparison of test content, with instructional content
on the discipline. Specifically, the survey gathers covered in a particular course or curriculum.
information on: The Committee Meeting
• the major content and skill areas covered in the The exam is developed from a pool of questions
equivalent course and the proportion of the course written by committee members and outside question
devoted to each area writers. All questions that will be scored on a CLEP
• specific topics taught and the emphasis given to exam have been pretested; those that pass a rigorous
each topic statistical analysis for content relevance, difficulty,
• specific skills students are expected to acquire and fairness and correlation with assessment criteria are
the relative emphasis given to them added to the pool. These questions are compiled by
• recent and anticipated changes in course content, test development specialists according to the test
skills and topics specifications, and are presented to all the committee
• the primary textbooks and supplementary learning members for a final review. Before convening at a
resources used two- or three-day committee meeting, the members
• titles and lengths of college courses that have a chance to review the test specifications and
correspond to the CLEP exam the pool of questions available for possible inclusion
in the exam.
3
CLEP TIG - Principles of Microeconomics • XPP • 89771-007758 Dr01 8/10/11 ta • Revs 8/23/11 ta • Revs 8/26/11 ta • Preflight 9/13/11 ta • 90322-007758 Dr01 9/16/11 ta • Preflight 9/27/11 ta •New
Job 95732-007758 • Dr01 9/12/12 ta • edit/pdf 9/19/12 iy • Preflight 10/1/012 ta • 106732 DR01 120114 ljg, wp • 120414 dr01 ljg • PDF Drft01 12/5/14 jdb • New job 109764-007758 • Dr01 8/31/15 ta
At the meeting, the committee determines whether Recommendation of the American
the questions are appropriate for the test and, if not, Council on Education (ACE)
whether they need to be reworked and pretested
again to ensure that they are accurate and The American Council on Education’s College
unambiguous. Finally, draft forms of the exam are Credit Recommendation Service (ACE CREDIT)
reviewed to ensure comparable levels of difficulty and has evaluated CLEP processes and procedures for
content specifications on the various test forms. The developing, administering and scoring the exams.
committee is also responsible for writing and Effective July 2001, ACE recommended a uniform
developing pretest questions. These questions are credit-granting score of 50 across all subjects (with
administered to candidates who take the examination additional Level-2 recommendations for the world
and provide valuable statistical feedback on student language examinations), representing the
performance under operational conditions. performance of students who earn a grade of C in
Once the questions are developed and pretested, the corresponding course. Every test title has a
tests are assembled in one of two ways. In some minimum score of 20, a maximum score of 80 and a
cases, test forms are assembled in their entirety. cut score of 50. However, these score values cannot
These forms are of comparable difficulty and are be compared across exams. The score scale is set so
therefore interchangeable. More commonly, that a score of 50 represents the performance
questions are assembled into smaller, expected of a typical C student, which may differ
content-specific units called testlets, which can then from one subject to another. The score scale is not
be combined in different ways to create multiple test based on actual performance of test-takers. It is
forms. This method allows many different forms to derived from the judgment of a panel of experts
be assembled from a pool of questions. (college faculty who teach an equivalent course) who
provide information on the level of student
Test Specifications performance that would be necessary to receive
college credit in the course.
Test content specifications are determined primarily Over the years, the CLEP examinations have been
through the curriculum survey, the expertise of the adapted to adjust to changes in curricula and
committee and test development specialists, the pedagogy. As academic disciplines evolve, college
recommendations of appropriate councils and faculty incorporate new methods and theory into
conferences, textbook reviews and other appropriate their courses. CLEP examinations are revised to
sources of information. Content specifications take reflect those changes so the examinations continue to
into account: meet the needs of colleges and students. The CLEP
• the purpose of the test program’s most recent ACE CREDIT review was
• the intended test-taker population held in June 2015.
• the titles and descriptions of courses the test is The American Council on Education, the major
designed to reflect coordinating body for all the nation’s higher education
• the specific subject matter and abilities to be tested institutions, seeks to provide leadership and a unifying
• the length of the test, types of questions and voice on key higher education issues and to influence
instructions to be used public policy through advocacy, research and program
initiatives. For more information, visit the ACE
CREDIT website at www.acenet.edu/acecredit.
4
CLEP TIG - Principles of Microeconomics • XPP • 89771-007758 Dr01 8/10/11 ta • Revs 8/23/11 ta • Revs 8/26/11 ta • Preflight 9/13/11 ta • 90322-007758 Dr01 9/16/11 ta • Preflight 9/27/11 ta •New
Job 95732-007758 • Dr01 9/12/12 ta • edit/pdf 9/19/12 iy • Preflight 10/1/012 ta • 106732 DR01 120114 ljg, wp • 120414 dr01 ljg • PDF Drft01 12/5/14 jdb • New job 109764-007758 • Dr01 8/31/15 ta
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