proficiency testing

The literature accompanying ACT’s proficiency exam, the CAAP, makes it quite clear that although the exam is designed to be used as one tool in either assessing students’ apprehension of particular skills or planning curricula, it is not designed to stand-alone. ACT recommends using the CAAP “in conjunction with other types of data such as retention and graduation rates, course grades, and opinion survey results. [. . .] By themselves [low test scores] are not indisputable evidence of a problem with a certain curriculum or program, nor do they constitute a complete or effective outcomes assessment.” ¹ The exam’s designers quite plainly state that the singular emphasis institutions oftentimes put on these exams is inappropriate.