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COMPASS-Reading Scores as a predictor for success in the general education course, Written Communication

by Henschler, M. Jane

Abstract (Summary)
This study was done to determine if any significant correlation existed between students' entrance exam scores on the COMPASS-Reading test and their ensuing success in the general education English course, Written Communication, at Chippewa Valley Technical College (CVTC). Students were identified fiom the Written Communication course enrollment at CVTC, fall of 2003 through spring of 2006. To ensure the student data for correlation was relatively equal the selection of students was limited to a student's first time enrollment, and those enrolled in traditional delivery, semester long sections of Written Communication.The students also had to have an academic outcome in Written Communication and a COMPASS-Reading entrance exam predictor score. CVTC's IT Department identified 2,695 students during this timefiame that met the criteria for correlation. The data was provided to UW-Stout's Budget, Planning and Analysis office for correlation. Ultimately, of the 2,695 students 1,941 were identified for correlation as being enrolled in the course for the fist time, having a COMPASS-Reading Score, and having an academic outcome in Written Communication. The Pearson's-r two-tailed correlation outcome found a coefficient of.137, or a finding of no linear relationship between the COMPASS-Reading score and the academic success of a student in Written Communication. The finding proved the null hypothesis of no relationship of statistical significance, meaning the COMPASS-Reading score is not a good indicator for predicting student success in Written Communication. The Graduate School University of Wisconsin Stout Menomonie, WI
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School:University of Wisconsin-Eau Claire

School Location:USA - Wisconsin

Source Type:Master's Thesis

Keywords:achievement tests academic prediction of scholastic success

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