western civ i clep pdf

X

Test InformationGuide:College-LevelExaminationProgram®

2011-12

Western Civilization I

© 2011 The College Board. All rights reserved. College Board, College-Level ExaminationProgram, CLEP, and the acorn logo are registered trademarks of the College Board.

2

CLEP TEST INFORMATION GUIDEFOR WESTERN CIVILIZATION I

History of CLEP

Since 1967, the College-Level Examination Program(CLEP®) has provided over six million people withthe opportunity to reach their educational goals.CLEP participants have received college credit forknowledge and expertise they have gained throughprior course work, independent study or work andlife experience.

Over the years, the CLEP examinations have evolvedto keep pace with changing curricula and pedagogy.Typically, the examinations represent material taughtin introductory college-level courses from all areasof the college curriculum. Students may choose from33 different subject areas in which to demonstratetheir mastery of college-level material.

Today, more than 2,900 colleges and universitiesrecognize and grant credit for CLEP.

Philosophy of CLEP

Promoting access to higher education is CLEP’sfoundation. CLEP offers students an opportunity todemonstrate and receive validation of theircollege-level skills and knowledge. Students whoachieve an appropriate score on a CLEP exam canenrich their college experience with higher-levelcourses in their major field of study, expand theirhorizons by taking a wider array of electives andavoid repetition of material that they already know.

CLEP Participants

CLEP’s test-taking population includes people of allages and walks of life. Traditional 18- to 22-year-oldstudents, adults just entering or returning to school,homeschoolers and international students who needto quantify their knowledge have all been assisted byCLEP in earning their college degrees. Currently,58 percent of CLEP’s test-takers are women and52 percent are 23 years of age or older.

For over 30 years, the College Board has worked toprovide government-funded credit-by-examopportunities to the military through CLEP. Militaryservice members are fully funded for their CLEP examfees. Exams are administered at military installations

worldwide through computer-based testing programsand also — in forward-deployed areas — throughpaper-based testing. Approximately one-third of allCLEP candidates are military service members.

2010-11 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 189%

18-22 years39%

23-29 years22%

30 years and older30%

2010-11 National CLEP Candidates by Gender

41%

58%

Computer-Based CLEP Testing

The computer-based format of CLEP exams allowsfor a number of key features. These include:

• a variety of question formats that ensure effectiveassessment

• real-time score reporting that gives students andcolleges the ability to make immediate credit-granting decisions (except College Composition,which requires faculty scoring of essays twice amonth)

• a uniform recommended credit-granting score of50 for all exams

• “rights-only” scoring, which awards one point percorrect answer

• pretest questions that are not scored but providecurrent candidate population data and allow forrapid expansion of question pools

3

CLEP Exam Development

Content development for each of the CLEP examsis directed by a test development committee. Eachcommittee is composed of faculty from a widevariety of institutions who are currently teachingthe relevant college undergraduate courses. Thecommittee members establish the test specificationsbased on feedback from a national curriculumsurvey; recommend credit-granting scores andstandards; develop and select test questions; reviewstatistical data and prepare descriptive material foruse by faculty (Test Information Guides) and studentsplanning to take the tests (CLEP Official Study Guide).

College faculty also participate in CLEP in otherways: they convene periodically as part ofstandard-setting panels to determine therecommended level of student competency for thegranting of college credit; they are called upon towrite exam questions and to review forms and theyhelp to ensure the continuing relevance of the CLEPexaminations through the curriculum surveys.

The Curriculum Survey

The first step in the construction of a CLEP exam isa curriculum survey. Its main purpose is to obtaininformation needed to develop test-contentspecifications that reflect the current collegecurriculum and to recognize anticipated changes inthe field. The surveys of college faculty areconducted in each subject every three to five yearsdepending on the discipline. Specifically, the surveygathers information on:

• the major content and skill areas covered in theequivalent course and the proportion of the coursedevoted to each area

• specific topics taught and the emphasis given toeach topic

• specific skills students are expected to acquire andthe relative emphasis given to them

• recent and anticipated changes in course content,skills and topics

• the primary textbooks and supplementary learningresources used

• titles and lengths of college courses thatcorrespond to the CLEP exam

The Committee

The College Board appoints standing committees ofcollege faculty for each test title in the CLEP battery.Committee members usually serve a term of up tofour years. Each committee works with contentspecialists at Educational Testing Service to establishtest specifications and develop the tests. Listedbelow are the current committee members and theirinstitutional affiliations.

David Longfellow,Chair

Baylor University

William H. Alexander Norfolk State University

Sally West Truman State University

Margaretta S. Handke Minnesota State University,Mankato

The primary objective of the committee is to producetests with good content validity. CLEP tests must berigorous and relevant to the discipline and theappropriate courses. While the consensus of thecommittee members is that this test has high contentvalidity for a typical introductory WesternCivilization I course or curriculum, the validity ofthe content for a specific course or curriculum is bestdetermined locally through careful review andcomparison of test content, with instructional contentcovered in a particular course or curriculum.

The Committee Meeting

The exam is developed from a pool of questionswritten by committee members and outside questionwriters. All questions that will be scored on a CLEPexam have been pretested; those that pass a rigorousstatistical analysis for content relevance, difficulty,fairness and correlation with assessment criteria areadded to the pool. These questions are compiled bytest development specialists according to the testspecifications, and are presented to all the committeemembers for a final review. Before convening at atwo- or three-day committee meeting, the membershave a chance to review the test specifications andthe pool of questions available for possible inclusionin the exam.

4

At the meeting, the committee determines whetherthe questions are appropriate for the test and, if not,whether they need to be reworked and pretestedagain to ensure that they are accurate andunambiguous. Finally, draft forms of the exam arereviewed to ensure comparable levels of difficulty andcontent specifications on the various test forms. Thecommittee is also responsible for writing anddeveloping pretest questions. These questions areadministered to candidates who take the examinationand provide valuable statistical feedback on studentperformance under operational conditions.

Once the questions are developed and pretested,tests are assembled in one of two ways. In somecases, test forms are assembled in their entirety.These forms are of comparable difficulty and aretherefore interchangeable. More commonly,questions are assembled into smaller,content-specific units called testlets, which can thenbe combined in different ways to create multiple testforms. This method allows many different forms tobe assembled from a pool of questions.

Test Specifications

Test content specifications are determined primarilythrough the curriculum survey, the expertise of thecommittee and test development specialists, therecommendations of appropriate councils andconferences, textbook reviews and other appropriatesources of information. Content specifications takeinto account:

• the purpose of the test

• the intended test-taker population

• the titles and descriptions of courses the test isdesigned to reflect

• the specific subject matter and abilities to be tested

• the length of the test, types of questions andinstructions to be used

Recommendation of the AmericanCouncil on Education (ACE)

The American Council on Education’s CollegeCredit Recommendation Service (ACE CREDIT)has evaluated CLEP processes and procedures for

developing, administering and scoring the exams.Effective July 2001, ACE recommended a uniformcredit-granting score of 50 across all subjects, withthe exception of four-semester language exams,which represents the performance of students whoearn a grade of C in the corresponding collegecourse.

The American Council on Education, the majorcoordinating body for all the nation’s higher educationinstitutions, seeks to provide leadership and a unifyingvoice on key higher education issues and to influencepublic policy through advocacy, research and programinitiatives. For more information, visit the ACECREDIT website at www.acenet.edu/acecredit.

CLEP Credit Granting

CLEP uses a common recommended credit-grantingscore of 50 for all CLEP exams.

This common credit-granting score does not mean,however, that the standards for all CLEP exams arethe same. When a new or revised version of a test isintroduced, the program conducts a standard settingto determine the recommended credit-granting score(“cut score”).

A standard-setting panel, consisting of 15–20 facultymembers from colleges and universities across thecountry who are currently teaching the course, isappointed to give its expert judgment on the level ofstudent performance that would be necessary toreceive college credit in the course. The panelreviews the test and test specifications and definesthe capabilities of the typical A student, as well asthose of the typical B, C and D students.* Expectedindividual student performance is rated by eachpanelist on each question. The combined average ofthe ratings is used to determine a recommendednumber of examination questions that must beanswered correctly to mirror classroom performanceof typical B and C students in the related course. Thepanel’s findings are given to members of the testdevelopment committee who, with the help ofEducational Testing Service and College Boardpsychometric specialists, make a final determinationon which raw scores are equivalent to B and C levelsof performance.

*Student performance for the language exams (French, German and Spanish)is defined only at the B and C levels.

5

Western Civilization I

Description of the Examination

The Western Civilization I: Ancient Near East to1648 examination covers material that is usuallytaught in the first semester of a two-semester coursein Western Civilization. Questions deal with thecivilizations of Ancient Greece, Rome and theNear East; the Middle Ages; the Renaissance andReformation; and early modern Europe. Candidatesmay be asked to choose the correct definition of ahistorical term, select the historical figure whoseviewpoint is described, identify the correctrelationship between two historical factors, ordetect the inaccurate pairing of an individual witha historical event. Groups of questions may requirecandidates to interpret, evaluate or relate thecontents of a passage, a map or a picture to otherinformation, or to analyze and utilize the datacontained in a graph or table.

The examination contains approximately120 questions to be answered in 90 minutes.Some of these are pretest questions that will notbe scored. Any time candidates spend on tutorialsand providing personal information is in additionto the actual testing time. This examination usesthe chronological designations B.C.E. (before thecommon era) and C.E. (common era). These labelscorrespond to B.C. (before Christ) and A.D. (annoDomini), which are used in some textbooks.

Knowledge and Skills Required

Questions on the Western Civilization I examinationrequire candidates to demonstrate one or more ofthe following abilities.

• Ability to understand important factual knowl-edge of developments in Western Civilization

• Ability to identify the causes and effects ofmajor historical events

• Ability to analyze, interpret, and evaluatetextual and graphic historical materials

• Ability to distinguish the relevant fromthe irrelevant

• Ability to reach conclusions on the basis of facts

The subject matter of the Western Civilization Iexamination is drawn from the following topics.The percentages next to the main topics indicate theapproximate percentage of exam questions on thattopic.

8%–10% Ancient Near EastPolitical evolutionReligion, culture and technical

developments in and near the FertileCrescent

15%–17% Ancient Greece and HellenisticCivilizationPolitical evolution to Periclean AthensPericlean Athens through the

Peloponnesian WarsCulture, religion and thought of

Ancient GreeceThe Hellenistic political structureThe culture, religion and thought of

Hellenistic Greece

15%–17% Ancient RomePolitical evolution of the Republic

and of the Empire (economic andgeographical context)

Roman thought and cultureEarly ChristianityThe Germanic invasionsThe late empire

23%–27% Medieval HistoryByzantium and IslamEarly medieval politics and culture

through CharlemagneFeudal and manorial institutionsThe medieval ChurchMedieval thought and cultureRise of the towns and changing

economic formsFeudal monarchiesThe late medieval church

13%–17% Renaissance and ReformationThe Renaissance in ItalyThe Renaissance outside ItalyThe New MonarchiesProtestantism and Catholicism reformed

and reorganized

10%–15% Early Modern Europe, 1560–1648The opening of the AtlanticThe Commercial RevolutionDynastic and religious conflictsThought and culture

6

W E S T E R N C I V I L I Z A T I O N I

Sample Test Questions

The following sample questions do not appear onan actual CLEP examination. They are intendedto give potential test-takers an indication of theformat and difficulty level of the examination andto provide content for practice and review. Knowingthe correct answers to all of the sample questions isnot a guarantee of satisfactory performance on theexam.

Directions: Each of the questions or incompletestatements below is followed by five suggestedanswers or completions. Select the one that is bestin each case.

1. The earliest urban settlements usually arose inwhich of the following types of areas?

(A) Coastal plains(B) Inland deforested plains(C) Desert oases(D) Fertile river valleys(E) Narrow valleys well protected by mountains

© Bettman/CORBIS

2. The panel above from ancient Ur supportswhich of the following conclusions aboutMesopotamian society?

(A) It was primarily composed ofhunter-gatherers.

(B) It had distinct class divisions.(C) Religion pervaded daily life.(D) Soldiers were drawn primarily from

the nobility.(E) Most commoners were slaves.

3. The great wealth of the palaces and thewidespread prosperity of the land were due tothe profits of trade, protected or exploited bynaval vessels equipped with rams. The palacesand towns were unfortified, and peaceful scenespredominated in the frescoes, which revealed alove of dancing, boxing, and a sport in whichboys and girls somersaulted over the backs ofcharging bulls.

The culture described above was that ofthe ancient

(A) Minoans(B) Hittites(C) Macedonians(D) Assyrians(E) Persians

4. These people maintained their skill as seafarers,traders, and artists. They planted Carthage andother colonies in the western Mediterranean.They developed a new script in which a separatesign stood not for a syllable, but for a consonantor vowel sound.

The people described above were the

(A) Phoenicians(B) Hittites(C) Assyrians(D) Mycenaeans(E) Philistines

5. Pharaoh Akhenaton of Egypt (c. 1353–1336B.C.E.) is best known today for

(A) building the largest pyramid in the Valleyof the Kings

(B) conquering large expanses of territoryoutside of the Nile Valley

(C) developing a monotheistic religion(D) uniting upper and lower Egypt under a

single administrative system(E) writing down the first code of Egyptian law

7


6. Among the ancient Hebrews, a prophet was

(A) a teacher who expounded the Scriptures(B) a king with hereditary but limited powers(C) a judge who administered traditional law(D) a priest with exclusive rights to perform

functions at the temple(E) an individual who was inspired by God to

speak to the people

7. The outstanding achievement of KingHammurabi of Mesopotamia was that he

(A) issued a more comprehensive law code thanhad any known predecessor

(B) conquered and established dominion overall of Egypt

(C) built the Hanging Gardens of Babylon(D) established the first democratic government(E) successfully defended his kingdom against

the Assyrians

8. Of the following, which helps explain why theRoman Republic gave way to dictatorshipduring the first century B.C.E.?

(A) The government that was suitable fora small city-state failed to meet the needsof an empire.

(B) A strong leader was needed because theupper classes feared a rebellion on the partof the slave population.

(C) Outside pressures on boundaries could notbe resisted by republican armies.

(D) Rome’s period of expansion was over.(E) The Roman senatorial class was declining

in number.

9. All of the following were emphasized by theearly Christian church EXCEPT a

(A) ritual fellowship meal in memory of Christ(B) toleration of other religious sects(C) belief in the value of the souls of women

and slaves as well as those of free men(D) belief in life after death for all believers

in Christ(E) belief in the value of martyrdom, defined

as dying for the faith

10. The Roman emperor whose policies rescuedRome from its crisis in the third century C.E. was

(A) Augustus(B) Marcus Aurelius(C) Constantine(D) Diocletian(E) Theodosius

11. Which of the following established Christianityas a legal religion in the Roman Empire?

(A) The defeat of the Huns, 451 C.E.

(B) The accession of Justinian I(C) The Council of Nicaea(D) The accession of Diocletian(E) The Edict of Milan

12. All of the following invaded the Roman EmpireEXCEPT the

(A) Vikings(B) Ostrogoths(C) Visigoths(D) Vandals(E) Huns

8


13. The craft guilds of the Middle Ages had as theirprimary purpose the

(A) promotion of trade and the protectionof merchants

(B) control of town government(C) regulation of production and quality(D) guardianship of the social and financial

affairs of their members(E) accumulation of capital and the lending

of money

14. Between the ninth and the thirteenth centuries,all of the following technological elementscontributed to improved agricultural productionin Europe EXCEPT the

(A) heavy plow(B) horse collar(C) horseshoe(D) water mill(E) seed drill

15. The orders of Franciscan and Dominican friarsfounded in the thirteenth century differed fromearlier monastic orders principally in that thefriars

(A) took vows of poverty, chastity, andobedience

(B) broke away from the control of the pope(C) introduced the ideas of Plato and other early

Greek philosophers into their teaching(D) devoted themselves mainly to copying

ancient manuscripts(E) traveled among the people instead of living

in monasteries

16. All of the following factors played a part inbringing about the Hundred Years’ War EXCEPT

(A) The English king had lands in Gascony.(B) A French princess was the mother of an

English king.(C) Flemish towns were dependent on England

for raw wool.(D) The Holy Roman Emperor wanted to bring

pressure on the Swiss cantons.(E) The Capetian dynasty had come to an end.

17. Civil peace and personal security were enjoyedto a greater degree in Norman England than incontinental Europe principally because theNorman kings

(A) maintained a large standing army(B) claimed the direct allegiance of the mass

of the peasantry(C) avoided conflicts with the Church(D) kept their vassals occupied with

continental conflicts(E) developed a centralized and efficient type

of feudalism

18. Which of the following could have been madeimmediately available to the reading public inlarge quantities as soon as it was written?

(A) On Christian Liberty, Martin Luther(B) Travels, Marco Polo(C) The Divine Comedy, Dante Alighieri(D) Canterbury Tales, Geoffrey Chaucer(E) English translation of the Bible,

John Wycliffe

19. A central feature of the Catholic Reformationwas the

(A) Roman Catholic church’s inability tocorrect abuses

(B) establishment of new religious orders suchas the Jesuits

(C) transfer of authority from Rome tothe bishoprics

(D) rejection of Baroque art(E) toleration of Protestants in Roman

Catholic countries

9


© Bettman/CORBIS

20. The building in Córdoba, Spain, shown above,illustrates the influence of

(A) Islam(B) Buddhism(C) Hinduism(D) Shinto(E) Animism

21. The major consequence of the rise of towns inthe eleventh and twelfth centuries was

(A) a lessening of the distinction amongsocial classes

(B) the practice of caring for the indigent(C) the decline of royal authority(D) the decline in the social status of the

lesser clergy(E) a new social class enriched by

manufacturing and trade

22. In The Prince, Machiavelli asserted that

(A) historical examples are useless forunderstanding political behavior

(B) the intelligent prince should keep his stateneutral in the event of war

(C) people are not trustworthy and cannot berelied on in time of need

(D) the prince should be guided by the ethicalprinciples of Christianity

(E) luck is of no consequence in the success orfailure of princes

23. On which of the following issues did Luther andCalvin DISAGREE?

(A) The toleration for minority viewpoints(B) The relationship of the church to civil

authority(C) The authority of the Scriptures(D) The existence of the Trinity(E) The retention of the sacrament of baptism

24. The principle that the religion of the ruler of astate determines the established church in thatstate was first adopted at the

(A) Peace of Augsburg(B) Peace of the Pyrenees(C) Congress of Vienna(D) Edict of Restitution(E) Peace of Westphalia

25. Between 1629 and 1639, Charles I of Englandtried to obtain revenues by all of the followingmeans EXCEPT

(A) the levying of ship money(B) income from crown lands(C) forced loans(D) the sale of monopolies(E) grants from Parliament

26. All of the following are associated with thecommercial revolution in early modern EuropeEXCEPT

(A) an increase in the number of entrepreneurialcapitalists

(B) the appearance of state-run tradingcompanies

(C) a large influx of precious metals into Europe(D) an expansion of the guild system(E) a ‘‘golden age” for the Netherlands

10


27. Castiglione’s Book of the Courtier (1528) wasintended as

(A) a collection of entertaining travel stories(B) a guide to the military affairs of the Italian

peninsula(C) a collection of meditations and spiritual

reflections(D) a guide to refined behavior and etiquette(E) an allegory of courtly love

28. Which of the following resulted from the defeatof the Spanish Armada in 1588?

(A) Spanish domination of the Mediterraneanwas ended.

(B) The invasion of England was prevented.(C) Dutch sympathies for the Spanish cause

increased.(D) War broke out between England and France.(E) There was a series of uprisings in the

Spanish colonies of Central and SouthAmerica.

29. In the mid-seventeenth century, the area shadedblack on the map above belonged to

(A) Russia(B) Poland(C) Sweden(D) Austria(E) Brandenburg-Prussia

30. The theory concerning the solar system that waspublished by Copernicus in 1543 REJECTEDthe popular belief that

(A) Earth revolves around the Sun(B) Earth revolves around the Moon(C) Earth is the center of the universe(D) the Sun is the center of the universe(E) the stars revolve around the Sun

31. During their next war with the Persians followingthe battle of Marathon, the Athenians won adecisive victory through their use of

(A) horse-drawn chariots(B) new kinds of iron weapons(C) mounted archers(D) incendiary weapons(E) sea power

32. Almost every kind of human activity wasaccepted as worthy of offering to the gods—athletic contests, poetry reading, song, dance,drama, prayer, giftbearing . . . There were noelaborate priesthoods; fathers conducted ritualsin the household and elected officials served aspriests in the civic ceremonies.

The religion described above is probably thatof the ancient

(A) Egyptians(B) Sumerians(C) Greeks(D) Hebrews(E) Persians

33. All of the following peoples settled Romanlands bordering on the MediterraneanEXCEPT the

(A) Lombards(B) Visigoths(C) Jutes(D) Ostrogoths(E) Vandals

11


34. “I found Rome a city of brick and left it a cityof marble.”

The claim above was made by

(A) Pompey(B) Julius Caesar(C) Augustus(D) Tiberius(E) Hadrian

35. Which of the following did St. Francis of Assisiand Dante Alighieri have in common?

(A) They were heretics.(B) They were university teachers.(C) They were religious mystics.(D) They were products of commercial towns.(E) They favored the supremacy of the state

over the Church.

36. Henry II (1133–1189) increased royal authorityin England chiefly by

(A) confiscating Church lands(B) usurping the legislative authority

of Parliament(C) proclaiming the divine right of kings(D) forming an alliance with the papacy(E) enlarging the jurisdiction and powers

of royal courts

37. Which of the following was a primary goal ofCardinal Richelieu’s foreign policy?

(A) The weakening of the Hapsburgsdiplomatically and militarily

(B) The reestablishment of religious unityin Europe

(C) The consolidation of French holdings inNorth America

(D) The strengthening of papal influence withinthe French government

(E) The founding of commercial companies onthe Anglo-Dutch model

38. Which of the following was the most effectiveleader of the Protestant forces in the ThirtyYears’ War?

(A) Albrecht von Wallenstein(B) Emperor Ferdinand II(C) The Elector Palatine Frederick V(D) Gustavus Adolphus of Sweden(E) Christian IV of Denmark

39. The reluctance of Elizabeth I of England toopen “windows into men’s souls” was anindication of her

(A) atheism(B) withdrawal from public pageantry(C) reluctance to inquire closely into personal

religious views(D) reluctance to prosecute political opponents(E) insistence on personal rule

12


The Metropolitan Museum of Art, Rogers Fund, 1930 (30.4.44)Image © The Metropolitan Museum of Art

40. The wall painting shown above depicts whichof the following?

(A) The division of labor by gender in ruralEtruscan society

(B) The poor treatment of slaves in ancientGreece

(C) Activities of children in Sumerian society(D) Men and women working in the fields in

ancient Egypt(E) Roman soldiers celebrating a victory

41. Which of the following was a major innovationof the Renaissance period?

(A) The use of linear perspective in painting(B) The use of marble as a medium for statuary(C) The dome(D) The portico(E) Fresco painting

13


42. The Normans gained control of England at thebattle of

(A) Naseby(B) Agincourt(C) Stamford Bridge(D) Bayeux(E) Hastings

43. Which of the following describes Luther’sreaction to the Peasants’ Revolt of 1525?

(A) He first sought what he considered abalanced solution and then stronglysupported the lords.

(B) He abandoned his initial support of the lordsin favor of the peasants.

(C) He sought throughout to act as a mediatorbetween the lords and peasants.

(D) He declined to act on the grounds that hisministry did not concern itself with politics.

(E) He called on the Holy Roman Emperorto intervene.

44. The height of the medieval papacy came withhis pontificate . . . In the year before his deathhe called the greatest church council sinceantiquity, attended by five hundred bishops andeven by the patriarchs of Constantinople andJerusalem.

The pope referred to in the passage above is

(A) Julius II(B) Urban II(C) Innocent III(D) Nicholas V(E) Pius II

45. Which of the following was true of medievaluniversities?

(A) They taught only philosophy.(B) They were open only to men of noble birth.(C) They were considered subversive of the

feudal system by many kings.(D) They were corporations of teachers and

students.(E) They emphasized instruction in the

vernacular.

46. Which of the following was the site of atenth-century monastery that became the centerof an important monastic reform movement?

(A) Aachen(B) Avignon(C) Canossa(D) Chartres(E) Cluny

47. Which of the following contributed to Portugal’slead in overseas expansion in the fifteenthcentury?

I. The creation of accurate mapsII. The development of better navigational

instrumentsIII. Improvement in the design of shipsIV. Availability of large numbers of galley

slaves

(A) I only(B) II and III only(C) I, II, and III only(D) I, II, and IV only(E) II, III, and IV only

48. Which of the following best characterizesmedieval town charters?

(A) They provided townspeople with legal andpolitical freedoms that were not available topeasants and serfs.

(B) They were always granted by the reigningsecular ruler.

(C) They permitted townspeople to spend all taxrevenue they collected on the needs of theirtown.

(D) They let peasants migrate freely to thetowns.

(E) They always provided for popularly electedassemblies that made the towns’ laws.

14


The Metropolitan Museum of Art, Bequest of Walter C. Baker, 1971(1972.118.95)Image © The Metropolitan Museum of Art.

49. The picture above shows a bronze statue createdin which of the following cultures?

(A) Mycenaean(B) Etruscan(C) Hellenistic(D) Egyptian(E) Byzantine

50. In the fifteenth and sixteenth centuries, recruitsfor the elite Janissary corps of the OttomanEmpire were drawn primarily from which ofthe following groups?

(A) Well-to-do Christian merchants(B) Sufi religious preachers(C) Noble Muslim landowners(D) Children of Christian peasants(E) Muslim prisoners of war

51. You must realize this: that a prince, andespecially a new prince, cannot observe allthose things which give men a reputation forvirtue, because in order to maintain his state heis often forced to act in defiance of good faith,of charity, of kindness, of religion.

The quote above addresses which of thefollowing in Renaissance Italy?

(A) The transitory nature of political power(B) The threat of papal power(C) The dangers of political liberty(D) The threat of French Invasion(E) The bad reputation of certain Renaissance

artists

52. The Treaty of Westphalia, which ended theThirty Years’ War in 1648, resulted in

(A) a defeat for Swedish imperialism in northernEurope

(B) the consolidation of Bourbon control overGermany

(C) ratification of the territorial fragmentationof Germany

(D) a step toward restoring religious unity inEurope

(E) the restoration of an independent kingdomof Bohemia

53. Which of the following did ancient GreekHomeric society value most?

(A) Education for all children(B) An aristocratic warrior class(C) A patron-client relationship(D) Peace and pacifism(E) Women as entrepreneurs

15


54. Which of the following statements bestillustrates the status of women in the HighMiddle Ages?

(A) Courtly literature portrayed women asobjects of devotion.

(B) Formal education was available tomiddle-class women.

(C) Religious orders offered a protective havenfor abused women.

(D) Only propertied widows were allowed toremarry.

(E) Women artisans often joined guilds.

55. Which of the following was a major feature ofthe Hebrew religion?

(A) It promoted the feeling that the Hebrewswere God’s chosen people.

(B) It allowed the worship of different gods andgoddesses.

(C) It owed much of its theology to ancientMesopotamian religious cults.

(D) It did not apply to the social, political, oreconomic areas of life.

(E) It made its greatest impact in the arts andarchitecture.

56. A major effect of the flying buttress used in theconstruction of Gothic buildings was to

(A) eliminate the use of mortar(B) reduce the size of the clerestory(C) allow more light into the buildings(D) reduce the construction costs of religious

buildings(E) create the optical illusion that cathedrals

were wider at their bases

57. Which of the following is the most importantfactor that enabled the First Crusade to succeed?

(A) Participation of women(B) Superior firepower of the papal armies(C) Neutrality maintained by the papacy(D) Disunity of the Muslim world(E) Desire for a Jewish state

58. Which of the following rightfully could becalled the Empire of the Steppe?

(A) The Ottoman Empire(B) The Mongol Empire(C) The Parthian Empire(D) The Byzantine Empire(E) The T’ang Empire

59. Russia’s Time of Troubles (1598–1613) endedwith which of the following?

(A) Expulsion of a Polish occupying army andelection of a new ruling family

(B) Ejection of the Mongol/Tatar occupiers fromRussia

(C) A successful war against the Turks(D) Annexation of Ukraine(E) Massive serf revolts

60. Which of the following individuals did the mostto spread Greek culture?

(A) Aristotle(B) Xerxes(C) Ptolemy(D) Euclid(E) Alexander the Great

16


61. The Reformation in Germany and theReformation in England had which of thefollowing in common?

(A) The King of England and the Holy RomanEmperor led the Reformation.

(B) Both permitted believers to freely chooseamong doctrines.

(C) Both preserved monastic orders.(D) They modified Roman Catholic teaching

on divorce.(E) They spread their doctrines by military

conquest.

62. Which of the following most accurately definesfeudalism?

(A) A system of strong central government(B) A system of centralized economic

distribution(C) An agreement to substitute money payments

for military service(D) A system based on land grants given in

exchange for military service(E) A religious movement

63. The bubonic plague led to improvements inwhich of the following?

(A) Workers’ wages(B) Church administration(C) Prison conditions(D) Transportation(E) Bookbinding

64. Augustine (354–430) asserted in his City of God,written between 413 and 426, that

(A) laws and government are unnecessary ina Christian society

(B) humans must strive for spiritual purity,not earthly pleasures

(C) sexual abstinence is unnatural(D) God rarely intervenes in the events of

human history(E) Jesus Christ is not divine

65. The Age of Pericles was characterized by allof the following EXCEPT

(A) the political domination of Greece byMacedon

(B) the historical writings of Herodotus(C) an ambitious building program(D) the expansion of the Delian League(E) reforms of Athenian democracy

66. Which ancient culture produced the “Epic ofGilgamesh”?

(A) Egyptian(B) Hittite(C) Assyrian(D) Hebrew(E) Sumerian

67. An important contribution of Thomas Aquinaswas his effort to

(A) reconcile reason and the teachings ofAristotle with Christian faith

(B) reestablish the supremacy of the Pope(C) defeat the Franks(D) win northern Africa back from Islam(E) halt the progress of the Reformation

in Spain

17


68. Which of the following is a true statementregarding John Calvin?

(A) He agreed with both Luther and Zwinglion the Eucharist.

(B) He opposed the doctrine of predestination.(C) He emphasized the omnipotence and

omnipresence of God.(D) He believed in the separation of church

and state.(E) He practiced religious tolerance when he

governed Geneva.

69. The Investiture Controversy pitted PopeGregory VII against which of the following?

(A) Henry III(B) Henry IV(C) Frederick Barbarossa(D) Maximilian(E) Charles V

70. The constitution of the Roman Republic wascomparable to the constitution of England inthat it was

(A) appended with a bill of rights(B) written in Latin(C) never a written document(D) intended to provide limits on the ruler and

the nobility(E) designed primarily to protect the rights of

the lower classes

71. The controversies that occurred within theChristian church between the third and fifthcenturies C.E. were principally concernedwith the

(A) divinity of Jesus’ mother(B) Eucharist (communion) as a central

component of Christian religious ritual(C) nature of Jesus Christ and the doctrine of

the Trinity(D) proper role of missionaries in spreading

Christianity throughout the Roman Empire(E) role of monastic orders in governing the

Christian church

72. Which of the following was a unifying factor inOld Kingdom Egypt?

(A) Monotheism(B) The Nile River(C) The enslavement of the Numidians in the

Nile Delta(D) The discovery of iron(E) Protection afforded by the Mesopotamians

73. The Greek city-state of Sparta is best definedas a

(A) tribal state based upon kinship(B) participatory democracy(C) conservative military oligarchy(D) highly artistic and cultural state(E) state in which women had no role in

public society

74. Which of the following is a characteristic ofMinoan civilization on the island of Crete?

(A) Massive palace complexes(B) Use of a written language related to

Egyptian hieroglyphics(C) A relatively egalitarian social structure(D) Monotheism(E) Elites who lacked interest in luxury goods

75. Magna Carta, signed by King John of Englandin 1215, did which of the following?

(A) It established a written constitution forEngland.

(B) It determined that education should becontrolled by monastic houses.

(C) It ensured that all landowners possessedthe right to vote.

(D) It regulated social and legal relationsbetween the king and the great lordsof England.

(E) It established the supremacy of theEnglish Parliament.

18


76. Which of the following best summarizes thelasting impact of the reign of Henry VII (HenryTudor) on England?

(A) It produced the first major confrontationbetween king and Parliament over budgetaryissues.

(B) It led to the establishment of a national legalsystem based on trial by jury.

(C) It resulted in the return to England of allterritories lost in the Hundred Years’ War.

(D) It marked the beginnings of Englishcolonization of North America.

(E) It ended the Wars of the Roses and led togreater political centralization.

77. The execution of Mary Queen of Scots was thecatalyst for which of the following?

(A) The Dutch revolt against Spain(B) The political union of Scotland and England(C) Puritan opposition to Elizabeth I(D) The sailing of the Spanish Armada(E) An alliance between Scotland and France

78. Male Spartans were able to dedicate their lives tofull-time military training and service because

(A) Sparta supported itself with treasure andtribute from foreign conquests

(B) Sparta’s foreign colonies provided financialsupport for the army

(C) Sparta had extensive silver mines(D) non-Spartan slaves (helots) provided the

labor for the Spartan economy(E) non-Spartan merchants paid taxes based on

foreign trade

79. The dominance of Mediterranean trade by Italiancity-states can be traced to the

(A) Crusades(B) Ciompi Revolt(C) plague(D) rise of the Médicis(E) defeat of France

80. The schism in Islam between Shi’ites and Sunnisoccurred primarily over which of the following?

(A) The marriage of Muhammad(B) Regional rivalries(C) Tribal disputes over territory(D) Disputes between Umayyad caliphs over

political authority(E) The question of succession to the caliphate

19


Study Resources

Most textbooks used in college-level Westerncivilization courses cover the topics in the outlinegiven earlier, but the approaches to certain topicsand the emphases given to them may differ. Toprepare for the Western Civilization I exam, it isadvisable to study one or more college textbooks,which can be found in most college bookstores.When selecting a textbook, check the table ofcontents against the knowledge and skills requiredfor this test.

You may also find it helpful to supplement yourreading with books listed in the bibliographiesfound in most history textbooks. In addition,contemporary historical novels, plays and filmsprovide rich sources of information. Actual worksof art in museums can bring to life not only thereproductions found in books but history itself.

Visit www.collegeboard.org/clepprep for additionalWestern civilization resources. You can also findsuggestions for exam preparation in Chapter IV ofthe Official Study Guide. In addition, many collegefaculty post their course materials on their schools’websites.

Answer Key

1. D 2. B 3. A 4. A 5. C 6. E 7. A 8. A 9. B 10. D 11. E 12. A 13. C 14. E 15. E 16. D 17. E 18. A 19. B 20. A 21. E 22. C 23. B 24. A 25. E 26. D 27. D 28. B 29. E 30. C 31. E 32. C 33. C 34. C 35. D 36. E 37. A 38. D 39. C 40. D

41. A 42. E 43. A 44. C 45. D 46. E 47. C 48. A 49. C 50. D 51. A 52. C 53. B 54. A 55. A 56. C 57. D 58. B 59. A 60. E 61. D 62. D 63. A 64. B 65. A 66. E 67. A 68. C 69. B 70. C 71. C 72. B 73. C 74. A 75. D 76. E 77. D 78. D 79. A 80. E

20


Test Measurement Overview

Format

There are multiple forms of the computer-based test,each containing a predetermined set of scoredquestions. The examinations are not adaptive. Theremay be some overlap between different forms of atest: any of the forms may have a few questions,many questions, or no questions in common. Someoverlap may be necessary for statistical reasons.

In the computer-based test, not all questionscontribute to the candidate’s score. Some of thequestions presented to the candidate are beingpretested for use in future editions of the tests andwill not count toward his or her score.

Scoring Information

CLEP examinations are scored without a penalty forincorrect guessing. The candidate’s raw score issimply the number of questions answered correctly.However, this raw score is not reported; the rawscores are translated into a scaled score by a processthat adjusts for differences in the difficulty of thequestions on the various forms of the test.

Scaled Scores

The scaled scores are reported on a scale of 20–80.Because the different forms of the tests are notalways exactly equal in difficulty, raw-to-scaleconversions may in some cases differ from form toform. The easier a form is judged to be, the higherthe raw score required to attain a given scaled score.Table 1 indicates the relationship between numbercorrect (raw score) and scaled score across all forms.

The Recommended Credit-GrantingScore

Table 1 also indicates the recommendedcredit-granting score, which represents theperformance of students earning a grade of C in thecorresponding course. The recommended B-levelscore represents B-level performance in equivalentcourse work. These scores were established as theresult of a Standard Setting Study, the most recenthaving been conducted in 2010. The recommended

credit-granting scores are based upon the judgmentsof a panel of experts currently teaching equivalentcourses at various colleges and universities. Theseexperts evaluate each question in order to determinethe raw scores that would correspond to B and Clevels of performance. Their judgments are thenreviewed by a test development committee, which, inconsultation with test content and psychometricspecialists, makes a final determination. Thestandard-setting study is described more fully in theearlier section entitled “CLEP Credit Granting” onpage 4.

Panel members participating in the most recent studywere:

Andrew Barnes Arizona State UniversityLolene Blake Salt Lake Community CollegeApril Brooks South Dakota State UniversityPaul Buckingham Morrisville State CollegeElizabeth Clark West Texas A&M UniversityMarcia Frey Kansas State UniversityDavid Frye Eastern Connecticut State

UniversityKim Klimek Metropolitan State College

of DenverOscar Lansen University of North Carolina

at CharlotteWenxi Liu Miami UniversityDeena McKinney East Georgia CollegeJennifer McNabb Western Illinois UniversityMartin Menke Rivier CollegeMichael Nagle West Shore Community CollegeAaron Palmer Wisconsin Lutheran CollegeJotham Parsons Duquesne UniversityMichael Polley Columbia CollegeTravis Ricketts Bryan College

To establish the exact correspondences between rawand scaled scores, a scaled score of 50 is assigned tothe raw score that corresponds to the recommendedcredit-granting score for C-level performance. Thena high (but in some cases, possibly less than perfect)raw score will be selected and assigned a scaledscore of 80. These two points — 50 and 80 —determine a function that generates a raw-to-scaleconversion for the test.

21

Table 1: Western Civilization IInterpretive Score Data

American Council on Education (ACE) Recommended Number of Semester Hours of Credit: 3

Course Grade Scaled Score Number Correct80 88-9079 -78 -77 8776 -75 8674 8673 8572 8571 8470 8369 82-8368 81-8267 80-8166 79-8065 78-7964 77-7863 75-7662 73-7561 72-7360 70-7159 68-7058 66-6857 63-6656 61-63

B 55 59-6154 56-5953 53-5652 51-5351 48-51

C 50* 45-4849 42-4548 40-4247 37-4046 34-3745 32-3444 29-3243 27-2942 25-2741 23-2540 21-2239 19-2038 17-1837 15-1736 14-1535 1334 11-1233 10-1132 9-1031 830 7-829 728 627 526 525 424 -23 -22 321 -20 0-2

*Credit-granting score recommended by ACE.Note: The number-correct scores for each scaled score on different forms may vary depending on form diffi culty.

22


Validity

Validity is a characteristic of a particular use of thetest scores of a group of examinees. If the scores areused to make inferences about the examinees’knowledge of a particular subject, the validity of thescores for that purpose is the extent to which thoseinferences can be trusted to be accurate.

One type of evidence for the validity of test scores iscalled content-related evidence of validity. It isusually based upon the judgments of a set of expertswho evaluate the extent to which the content of thetest is appropriate for the inferences to be madeabout the examinees’ knowledge. The committeethat developed the CLEP Western Civilization Iexamination selected the content of the test to reflectthe content of Western Civilization I courses at mostcolleges, as determined by a curriculum survey.Since colleges differ somewhat in the content of thecourses they offer, faculty members should, and areurged to, review the content outline and the samplequestions to ensure that the test covers core contentappropriate to the courses at their college.

Another type of evidence for test-score validity iscalled criterion-related evidence of validity. Itconsists of statistical evidence that examinees whoscore high on the test also do well on other measuresof the knowledge or skills the test is being used tomeasure. Criterion-related evidence for the validityof CLEP scores can be obtained by studiescomparing students’ CLEP scores with the gradesthey received in corresponding classes, or othermeasures of achievement or ability. CLEP and theCollege Board conduct these studies, calledAdmitted Class Evaluation Service or ACES, forindividual colleges that meet certain criteria at thecollege’s request. Please contact CLEP for moreinformation.

Reliability

The reliability of the test scores of a group ofexaminees is commonly described by two statistics:the reliability coefficient and the standard error ofmeasurement (SEM). The reliability coefficient isthe correlation between the scores those examineesget (or would get) on two independent replicationsof the measurement process. The reliabilitycoefficient is intended to indicate thestability/consistency of the candidates’ test scores,and is often expressed as a number ranging from.00 to 1.00. A value of .00 indicates total lack ofstability, while a value of 1.00 indicates perfectstability. The reliability coefficient can be interpretedas the correlation between the scores examineeswould earn on two forms of the test that had noquestions in common.

Statisticians use an internal-consistency measure tocalculate the reliability coefficients for the CLEPexam. This involves looking at the statisticalrelationships among responses to individualmultiple-choice questions to estimate the reliabilityof the total test score. The formula used is known asKuder-Richardson 20, or KR-20, which is equivalentto a more general formula called coefficient alpha.The SEM is an index of the extent to which students’obtained scores tend to vary from their true scores.1

It is expressed in score units of the test. Intervalsextending one standard error above and below thetrue score (see below) for a test-taker will include68 percent of that test-taker’s obtained scores.Similarly, intervals extending two standard errorsabove and below the true score will include95 percent of the test-taker’s obtained scores.The standard error of measurement is inverselyrelated to the reliability coefficient. If the reliabilityof the test were 1.00 (if it perfectly measured thecandidate’s knowledge), the standard error ofmeasurement would be zero.

Scores on the CLEP examination in WesternCivilization I are estimated to have a reliabilitycoefficient of 0.92. The standard error ofmeasurement is 2.80 scaled-score points.1 True score is a hypothetical concept indicating what an individual’s score on a

test would be if there were no errors introduced by the measuring process. It isthought of as the hypothetical average of an infinite number of obtained scoresfor a test-taker with the effect of practice removed.

89777-007746 • PDF911

western civ i clep pdf

Documents

college board

clep examinations

college experience

clep examfees

college composition

college curriculum

college degrees

clep testtakers