CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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X
Test Information
Guide:
College-Level
Examination
Program
®
2015-16
Principles of
Marketing
© 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 Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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CLEP TEST INFORMATION GUIDE
FOR PRINCIPLES OF MARKETING
History of CLEP
Since 1967, the College-Level Examination Program
(CLEP
®
) has provided over six million people with
the opportunity to reach their educational goals.
CLEP participants have received college credit for
knowledge and expertise they have gained through
prior course work, independent study or work and
life experience.
Over
the years, the CLEP examinations have evolved
to keep pace with changing curricula and pedagogy.
Typically, the examinations represent material taught
in introductory college-level courses from all areas
of the college curriculum. Students may choose from
33 different subject areas in which to demonstrate
their mastery of college-level material.
Today, more than 2,900 colleges and universities
recognize and grant credit for CLEP.
Philosophy of CLEP
Promoting access to higher education is CLEP’s
foundation. CLEP offers students an opportunity to
demonstrate and receive validation of their
college-level skills and knowledge. Students who
achieve an appropriate score on a CLEP exam can
enrich their college experience with higher-level
courses in their major field of study, expand their
horizons by taking a wider array of electives and
avoid repetition of material that they already know.
CLEP Participants
CLEP’s test-taking population includes people of all
ages and walks of life. Traditional 18- to 22-year-old
students, adults just entering or returning to school,
high-school students, home-schoolers and
international students who need to quantify their
knowledge have all been assisted by CLEP in
earning their college degrees. Currently, 59 percent
of CLEP’s National (civilian) test-takers are women
and 46 percent are 23 years of age or older.
For over 30 years, the College Board has worked to
provide government-funded credit-by-exam
opportunities to the military through CLEP. Military
service members are fully funded for their CLEP exam
fees. Exams are administered at military installations
worldwide through computer-based testing programs.
Approximately one-third of all CLEP candidates are
military service members.
2014-15 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 18
11%
18-22 years
43%
23-29 years
22%
30 years and older
24%
2014-15 National CLEP Candidates by Gender
41%
59%
Computer-Based CLEP Testing
The computer-based format of CLEP exams allows
for a number of key features. These include:
• a variety of question formats that ensure effective
assessment
• real-time score reporting that gives students and
colleges the ability to make immediate credit-
granting decisions (except College Composition,
which requires faculty scoring of essays twice a
month)
• a uniform recommended credit-granting score of
50 for all exams
• “rights-only” scoring, which awards one point per
correct answer
• pretest questions that are not scored but provide
current candidate population data and allow for
rapid expansion of question pools
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CLEP Exam Development
Content development for each of the CLEP exams
is directed by a test development committee. Each
committee is composed of faculty from a wide
variety of institutions who are currently teaching
the relevant college undergraduate courses. The
committee members establish the test specifications
based on feedback from a national curriculum
survey; recommend credit-granting scores and
standards; develop and select test questions; review
statistical data and prepare descriptive material for
use by faculty (Test Information Guides) and students
planning to take the tests (CLEP Official Study Guide).
College faculty also participate in CLEP in other
ways: they convene periodically as part of
standard-setting panels to determine the
recommended level of student competency for the
granting of college credit; they are called upon to
write exam questions and to review exam forms; and
they help to ensure the continuing relevance of the
CLEP examinations through the curriculum surveys.
The Curriculum Survey
The first step in the construction of a CLEP exam is
a curriculum survey. Its main purpose is to obtain
information needed to develop test-content
specifications that reflect the current college
curriculum and to recognize anticipated changes in
the field. The surveys of college faculty are
conducted in each subject every few years depending
on the discipline. Specifically, the survey gathers
information on:
• the major content and skill areas covered in the
equivalent course and the proportion of the course
devoted to each area
• specific topics taught and the emphasis given to
each topic
• specific skills students are expected to acquire and
the relative emphasis given to them
• recent and anticipated changes in course content,
skills and topics
• the primary textbooks and supplementary learning
resources used
• titles and lengths of college courses that
correspond to the CLEP exam
The Committee
The College Board appoints standing committees of
college faculty for each test title in the CLEP battery.
Committee members usually serve a term of up to
four years. Each committee works with content
specialists at Educational Testing Service to establish
test specifications and develop the tests. Listed
below are the current committee members and their
institutional affiliations.
Fred L. Miller, Murray State University
Chair
Janice M. Karlen City University of New York
La Guardia
DeAnna Kemp Middle Tennessee State
University
The primary objective of the committee is to produce
tests with good content validity. CLEP tests must be
rigorous and relevant to the discipline and the
appropriate courses. While the consensus of the
committee members is that this test has high content
validity for a typical introductory Principles of
Marketing course or curriculum, the validity of the
content for a specific course or curriculum is best
determined locally through careful review and
comparison of test content, with instructional content
covered in a particular course or curriculum.
The Committee Meeting
The exam is developed from a pool of questions
written by committee members and outside question
writers. All questions that will be scored on a CLEP
exam have been pretested; those that pass a rigorous
statistical analysis for content relevance, difficulty,
fairness and correlation with assessment criteria are
added to the pool. These questions are compiled by
test development specialists according to the test
specifications, and are presented to all the committee
members for a final review. Before convening at a
two- or three-day committee meeting, the members
have a chance to review the test specifications and
the pool of questions available for possible inclusion
in the exam.
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CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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At the meeting, the committee determines whether
the questions are appropriate for the test and, if not,
whether they need to be reworked and pretested
again to ensure that they are accurate and
unambiguous. Finally, draft forms of the exam are
reviewed to ensure comparable levels of difficulty and
content specifications on the various test forms. The
committee is also responsible for writing and
developing pretest questions. These questions are
administered to candidates who take the examination
and provide valuable statistical feedback on student
performance under operational conditions.
Once the questions are developed and pretested,
tests are assembled in one of two ways. In some
cases, test forms are assembled in their entirety.
These forms are of comparable difficulty and are
therefore interchangeable. More commonly,
questions are assembled into smaller,
content-specific units called testlets, which can then
be combined in different ways to create multiple test
forms. This method allows many different forms to
be assembled from a pool of questions.
Test Specifications
Test content specifications are determined primarily
through the curriculum survey, the expertise of the
committee and test development specialists, the
recommendations of appropriate councils and
conferences, textbook reviews and other appropriate
sources of information. Content specifications take
into account:
• the purpose of the test
• the intended test-taker population
• the titles and descriptions of courses the test is
designed to reflect
• the specific subject matter and abilities to be tested
• the length of the test, types of questions and
instructions to be used
Recommendation of the American
Council on Education (ACE)
The American Council on Education’s College
Credit Recommendation Service (ACE CREDIT)
has evaluated CLEP processes and procedures for
developing, administering and scoring the exams.
Effective July 2001, ACE recommended a uniform
credit-granting score of 50 across all subjects (with
additional Level-2 recommendations for the world
language examinations), representing the
performance of students who earn a grade of C in
the corresponding course. Every test title has a
minimum score of 20, a maximum score of 80 and a
cut score of 50. However, these score values cannot
be compared across exams. The score scale is set so
that a score of 50 represents the performance
expected of a typical C student, which may differ
from one subject to another. The score scale is not
based on actual performance of test-takers. It is
derived from the judgment of a panel of experts
(college faculty who teach the course) who provide
information on the level of student performance that
would be necessary to receive college credit in the
course.
Over
the years, the CLEP examinations have been
adapted to adjust to changes in curricula and
pedagogy. As academic disciplines evolve, college
faculty incorporate new methods and theory into
their courses. CLEP examinations are revised to
reflect those changes so the examinations continue to
meet the needs of colleges and students. The CLEP
program’s most recent ACE CREDIT review was
held in June 2015.
The American
Council on Education, the major
coordinating body for all the nation’s higher education
institutions, seeks to provide leadership and a unifying
voice on key higher education issues and to influence
public policy through advocacy, research and program
initiatives. For more information, visit the ACE
CREDIT website at www.acenet.edu/acecredit
.
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CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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CLEP Credit Granting
CLEP uses a common recommended credit-granting
score of 50 for all CLEP exams.
This common credit-granting score does not mean,
however, that the standards for all CLEP exams are
the same. When a new or revised version of a test is
introduced, the program conducts a standard setting
to determine the recommended credit-granting score
(“cut score”).
A standard-setting panel, consisting of 15–20 faculty
members from colleges and universities across the
country who are currently teaching the course, is
appointed to give its expert judgment on the level
of student performance that would be necessary to
receive college credit in the course. The panel
reviews the test and test specifications and defines
the capabilities of the typical A
student, as well as
those of the typical B, C and D students.
* Expected
individual student performance is rated by each
panelist on each question. The combined average of
the ratings is used to determine a recommended
number of examination questions that must be
answered correctly to mirror classroom performance
of typical B and C students in the related course.
The panel’s findings are given to members of the test
development committee who, with the help of
Educational Testing Service and College Board
psychometric specialists, make a final determination
on which raw scores are equivalent to B and C levels
of performance.
*Student performance for the language exams (French, German and Spanish)
is defined only at the B and C levels.
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CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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613
Principles of Marketing
Description of the Examination
The Principles of Marketing examination covers
material that is usually taught in one-semester
introductory courses in marketing. Candidates are
expected to have a basic knowledge of trends that
are important to marketing. Such a course is usually
known as Basic Marketing, Introduction to
Marketing, Fundamentals of Marketing, Marketing
or Marketing Principles. The exam is concerned
with the role of marketing in society and within a
firm, understanding consumer and organizational
markets, marketing strategy planning, the marketing
mix, marketing institutions, and other selected
topics, such as international marketing, ethics,
marketing research, services and not-for-profit
marketing. The candidate is also expected to have a
basic knowledge of the economic/demographic,
social/cultural, political/legal and technological
trends that are important to marketing.
The examination contains approximately
100 questions to be answered in 90 minutes.
Some of these are pretest questions that will not
be scored. Any time candidates spend on tutorials
and providing personal information is in addition
to the actual testing time.
Knowledge and Skills Required
The subject matter of the Principles of Marketing
examination is drawn from the following topics
in the approximate proportions indicated. The
percentages next to the main topics indicate the
approximate percentage of exam questions on
that topic.
8%–13% Role of Marketing in Society
Ethics
Nonprofit marketing
International marketing
17%–24% Role of Marketing in a Firm
Marketing concept
Marketing strategy
Marketing environment
Marketing decision system
• Marketing research
• Marketing information system
22%–27% Targ et Marketing
Consumer behavior
Segmentation
Positioning
Business-to-business markets
40%–50% Marketing Mix
Product and service management
Branding
Pricing policies
Distribution channels and logistics
Integrated marketing
communications/Promotion
Marketing application in e-commerce
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Sample Test Questions
The following sample questions do not appear on
an actual CLEP examination. They are intended to
give potential test-takers an indication of the format
and difficulty level of the examination and to
provide content for practice and review. Knowing
the correct answers to all of the sample questions
is not a guarantee of satisfactory performance on
the exam.
Directions: Each of the questions or incomplete
statements below is followed by five suggested
answers or completions. Select the one that is best
in each case.
1. A manufacturer of car batteries, who has been
selling through an automotive parts wholesaler
to garages and service stations, decides to sell
directly to retailers. Which of the following will
necessarily occur?
(A) Elimination of the wholesaler’s profit will
result in a lower price to the ultimate
consumer.
(B) Elimination of the wholesaler’s marketing
functions will increase efficiency.
(C) The total cost of distribution will be reduced
because of the elimination of the wholesaler.
(D) The marketing functions performed by the
wholesaler will be eliminated.
(E) The wholesaler’s marketing functions will
be shifted to or shared by the manufacturer
and the retailer.
2. Which of the following strategies for entering
the international market would involve the
highest risk?
(A) Joint ventures
(B) Exporting
(C) Licensing
(D) Direct investment
(E) Franchising
3. For a United States manufacturer of major
consumer appliances, the most important
leading indicator for forecasting sales is
(A) automobile sales
(B) computer sales
(C) educational level of consumers
(D) housing starts
(E) number of business failures
4. Which of the following statements about the
European Union is true?
(A) The EU creates a single Pan-European
government.
(B) The
EU eliminates trade barriers among
member countries.
(C) The
EU is considered the United States of
Europe, with its capital in Brussels.
(D) The
EU removes all internal and external
trade barriers to global trade.
(E) The
EU minimizes inflation through price
controls.
5.
In contrast to a selling orientation, a marketing
orientation seeks to
(A) increase market share by emphasizing
promotion
(B) increase sales volume by lowering price
(C) lower the cost of distribution by direct
marketing
(D) satisfy the needs of targeted consumers
at a profit
(E) market products that make efficient use
of the firm’s resources
6. All of the following are characteristics of
services EXCEPT
(A) intangibility
(B) heterogeneity
(C) inseparability
(D) perishability
(E) inflexibility
CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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7. A fertilizer manufacturer who traditionally
markets to farmers through farm supply dealers
and cooperatives decides to sell current products
to home gardeners through lawn and garden
shops. This decision is an example of
(A) market penetration
(B) market development
(C) product development
(D) diversification
(E) vertical integration
8. A manufacturer who refuses to sell to dealers its
popular line of office copiers unless the dealers
also agree to stock the manufacturer’s line of
paper products would most likely be guilty of
which of the following?
(A) Deceptive advertising
(B) Price discrimination
(C) Price fixing
(D) Reciprocity
(E) Tying contracts
9. Which of the following is an intermediary in the
distribution channel that moves goods without
taking title to them?
(A) Agent
(B) Wholesaler
(C) Merchant
(D) Retailer
(E) Dispenser
10. In which of the following situations is the
number of buying influences most likely to be
greatest?
(A) A university buys large quantities of paper
for computer printers on a regular basis.
(B) A computer manufacturer is building a new
headquarters and is trying to choose a line
of office furniture.
(C) A consumer decides to buy a different brand
of potato chips because they are on sale.
(D) A retail chain is searching for a vendor of
lower-priced cleaning supplies.
(E) A purchasing manager has been asked to
locate a second source of supply for
corrugated shipping cartons.
11. Which of the following best describes the
process of selecting target markets in order
to formulate a marketing mix?
(A) Strategic planning
(B) Product differentiation
(C) Market segmentation
(D) Marketing audit
(E)
SWOT analysis
12.
Cooperative advertising is usually undertaken by
manufacturers in order to
(A) secure the help of the retailer in promoting a
given product
(B) divide responsibilities between the retailers
and wholesalers within a channel of
distribution
(C) satisfy legal requirements
(D) create a favorable image of a particular
industry in the minds of consumers
(E) provide a subsidy for smaller retailers that
enables them to match the prices set by
chain stores
CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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13. A marketer usually offers a noncumulative
quantity discount in order to
(A) reward customers for repeat purchases
(B) reduce advertising expenses
(C) encourage users to purchase in large
quantities
(D) encourage buyers to submit payment
promptly
(E) ensure the prompt movement of goods
through the channel of distribution
14. Which of the following statements about
secondary data is correct?
(A) Secondary data are usually more expensive
to obtain than primary data.
(B) Secondary data are usually available in a
shorter period of time than primary data.
(C) Secondary data are usually more relevant to
a research objective than are primary data.
(D) Secondary data must be collected outside
the firm to maintain objectivity.
(E) Previously collected data are not secondary
data.
15. Missionary salespersons are most likely to do
which of the following?
(A) Sell cosmetics directly to consumers in their
own homes
(B) Take orders for air conditioners to be used
in a large institution
(C) Describe drugs and other medical supplies
to physicians
(D) Secure government approval to sell heavy
machinery to a foreign government
(E) Take orders for custom-tailored garments or
other specially produced items
16. The demand for industrial goods is sometimes
called “derived” because it depends on
(A) economic conditions
(B) demand for consumer goods
(C) governmental activity
(D) availability of labor and materials
(E) the desire to make a profit
17. Behavioral research generally indicates that
consumers’ attitudes
(A) do not change very easily or quickly
(B) are very easy to change through promotion
(C) cannot ever be changed
(D) can only be developed through actual
experience with products
(E) are very accurate predictors of actual
purchasing behavior
18. A channel of distribution refers to the
(A) routing of goods through distribution
centers
(B) sequence of marketing intermediaries from
producer to consumer
(C) methods of transporting goods from
producer to consumer
(D) suppliers who perform a variety of functions
(E) traditional handlers of a product line
19. A major advantage of distributing products by
truck is
(A) low cost relative to rail or water
(B) low probability of loss or damage to cargo
(C) accessibility to pick-up and delivery
locations
(D) speed relative to rail or air
(E) ability to handle a wider variety of products
than other means
CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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617
20. If a firm is using penetration pricing, the firm is
most likely trying to achieve which of the
following pricing objectives?
(A) Product quality leadership
(B) Market-share maximization
(C) High gross margin
(D) Status quo
(E) Geographic flexibility
21. If a company decides to allocate more resources
to personal selling and sales promotion by its
resellers, which of the following strategies is it
using?
(A) Pull strategy
(B) Push strategy
(C) Direct selling strategy
(D) Indirect selling strategy
(E) Integrated marketing communication
22. Marketing strategy planning includes
(A) supervising the activities of the firm’s
sales force
(B) determining the most efficient way to
manufacture products
(C) selecting a target market and developing the
marketing mix
(D) determining the reach and frequency of
advertising
(E) monitoring sales in response to a price
change
23. A brand that has achieved brand insistence and
is considered a specialty good by the target
market suggests which of the following
distribution objectives?
(A) Widespread distribution near probable
points of use
(B) Exclusive distribution
(C) Intensive distribution
(D) Enough exposure to facilitate price
comparison
(E) Widespread distribution at low cost
24. Market segmentation that is concerned with
people over 65 years of age is called
(A) geographic
(B) socioeconomic
(C) demographic
(D) psychographic
(E) behavioral
25. The XYZ Corporation has two chains of
restaurants. One restaurant specializes in family
dining with affordable meals. The second
restaurant targets young, single individuals, and
offers a full bar and small servings. The XYZ
Corporation uses which form of targeted
marketing strategy?
(A) Mass
marketing
(B) Differentiated marketing
(C) Undifferentiated marketing
(D) Customized marketing
(E) Concentrated marketing
26. The marketing director of a manufacturing
company says, “If my wholesaler exceeds the
sales record from last month, I agree to give him
a paid trip to the Bahamas.” This technique is a
form of
(A) sales promotion
(B) advertising
(C) personal selling
(D) direct marketing
(E) public relations
27. Using a combination of different modes of
transportation to move freight in order to exploit
the best features of each mode is called
(A) conventional distribution
(B) developing dual distribution
(C) selective distribution
(D) intermodal transportation
(E) freight forwarding
CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
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PRINCIPLES OF MARKETING
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618
28. Which of the following is a major disadvantage
associated with the use of dual distribution?
(A) It is usually very expensive.
(B) It can cause channel conflict.
(C) It provides limited market coverage.
(D) It is only appropriate for corporate channels.
(E) Some distribution channel functions are not
completed.
29. The estimated market value of a brand is best
described as brand
(A) equity
(B) benefit
(C) worth
(D) merit
(E) return on investment
30. Which of the following would be considered a
nonprofit organization?
(A) A homeless shelter that charges a fee for its
services and uses the proceeds for the
upkeep of the shelter
(B) A drug rehabilitation center in which
revenues in excess of cost go to the owners
(C) A vaccination clinic owned by an individual
entrepreneur
(D) A bookstore open to the public for business
(E) A hospital that has a publicly traded
common stock
31. Which of the following approaches for entering
international markets involves granting the rights
to a patent, trademark, or manufacturing process
to a foreign company?
(A) Exporting
(B) Franchising
(C) Licensing
(D) Joint venturing
(E) Contract manufacturing
32. Reference groups are more likely to influence a
consumer’s purchase when the product being
purchased is
(A) important
(B) inexpensive
(C) familiar
(D) intangible
(E) socially visible
33. Which of the following is true of the product
life cycle?
(A) It can accurately forecast the growth of new
products.
(B) It reveals that branded products have the
longest growth phase.
(C) It cannot be applied to computer products
that quickly become obsolete.
(D) It is based on the assumption that products
go through distinct stages in sales and profit
performance.
(E) It proves that profitability is highest in the
mature phase.
34. The primary purpose of market segmentation
is to
(A) combine different groups to meet their needs
(B) create sales territories of similar size and
market potential to determine sales quotas
(C) reduce market demand to a manageable size
(D) profile the market as a whole to optimize
marketing efforts
(E) allocate marketing resources to meet the
needs of specific segments
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35. A marketing expert said that he could have
advertised a brand of soap as a detergent bar
for men with dirty hands, but instead chose to
advertise it as a moisturizing bar for women with
dry skin. This illustrates the marketing principle
known as
(A) product positioning
(B) sales promotion
(C) cannibalization
(D) deceptive advertising
(E) undifferentiated marketing
36. The process of identifying people or companies
who may have a need for a salesperson’s product
is known as
(A) cold calling
(B) presenting
(C) approaching
(D) prospecting
(E) targeting
37. Which of the following is a primary
disadvantage of direct marketing?
(A) It is difficult to measure response.
(B) It is not personal.
(C) It is poorly targeted.
(D) It tends to have high costs per contact.
(E) It has a fragmented audience.
38. A formal statement of standards that governs
professional conduct is called a
(A) customer bill of rights
(B) business mission statement
(C) corporate culture
(D) code of ethics
(E) caveat emptor
39. Maxine suddenly realizes that she is out of paper
towels. She remembers that she last bought
Max Dri Towels, so she stops at the store and
picks up another roll of Max Dri on her way
home from work. In this example, Maxine uses
what form of information search in her decision
process?
(A) Limited problem solving
(B) Extended problem solving
(C) Internal information search
(D) Compensatory information search
(E) Information search by personal sources
40. The ability to tailor marketing processes to fit
the specific needs of an individual customer is
called
(A) customization
(B) community building
(C) standardization
(D) mediation
(E) product differentiation
41. Which of the following is true of price
skimming?
(A) It requires intermediaries to provide
kickback payments.
(B) It calls for relatively high prices to start,
reducing over time.
(C) It is reserved for products in the late stages
of the product life cycle.
(D) It works best in situations with highly elastic
demand.
(E) It is illegal in most jurisdictions in the
United States.
42.
ABC Company agrees to pay a certain amount
of a retailer’s promotional costs for advertising
ABC’s products. This is an example of
(A) cooperati
ve advertising
(B) reminder advertising
(C) comparison advertising
(D) slotting allowance
(E) a premium
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43. To save time and money, a marketing research
team uses data that have already been gathered
for some other purpose. Which type of data is
the team using?
(A) Sample
(B) Primary
(C) Secondary
(D) Survey
(E) Experiment
44. Positioning refers to
(A) the perception of a product in customers’
minds
(B) the store location in which a marketing
manager suggests a product be displayed
(C) where the product is placed on the shelf
(D) which stores will distribute a company’s
product
(E) where the new product is first advertised
45. Which of the following best describes members
of a buying center?
(A) Everyone involved in making the purchase
decision
(B) Everyone involved in signing contracts
(C) Everyone employed in the purchasing
department
(D) Direct reports of the vice president of
purchasing
(E) Technical experts who advise on product
specifications
46. Which of the following most accurately
describes agent wholesalers?
(A) They take title to goods that they sell to
other intermediaries.
(B) They do not take title to goods that they sell
to other intermediaries.
(C) They take title to goods that they sell to final
consumers.
(D) They do not take title to the goods that they
sell on commission to final consumers.
(E) They manufacture the goods that they sell to
final consumers.
47. Which of the following are key characteristics of
services?
(A) Cost, time, quality, and value
(B) Uncertainty, variability, and standardization
(C) Intangibility, durability, and standardization
(D) Intangibility, perishability, and variability
(E) Tangibility, variability, and uncertainty
48. The growth of service industries is primarily the
result of
(A) increasingly complex and specialized
customer needs
(B) a rise in income and the degree of customer
input
(C) rapid growth of population and government
tracking systems
(D) increased use of labor-intensive technology
(E) decreasing demand for equipment-based
services
49. Which of the following is the fastest growing
nonstore retail segment in the United States?
(A) Television home shopping
(B) Automatic vending
(C) Online retailing
(D) Catalog marketing
(E) Direct-response marketing
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50. While writing a marketing plan, Melanie
decides that the marketing objective should
be “to increase market share by 5 percent.”
A weakness in this objective is that
(A) it is not measurable
(B) it should be related to brand image rather
than market share
(C) it does not specify a time period
(D) if the product is an industrial product, the
objective should specify product quality
(E) it does not address all elements of the
business plan
51. Which of the following is the first step in the
sales process?
(A) Prospecting
(B) Sales presentation
(C) Gaining commitment
(D) Approach
(E) Precall planning
52. Which of the following is an example of
business-to-business buying?
(A) John buys a new home stereo.
(B) Hannah pays for a new television by
monthly installment.
(C) Daniel decides on which college to attend.
(D) Avery purchases a new office desk for
his company.
(E) Corey buys a soft drink from a vending
machine.
53. President John F. Kennedy’s assertion that
consumers have certain rights led to legislation
that guaranteed all of the following EXCEPT
the right to
(A) be informed
(B) be heard
(C) choose
(D) bargain
(E) safety
54. Harmony Households is the largest home
improvement retailer in China. Because of its
size and market power, the firm can insist upon
desired product features, delivery schedules, and
price points from its suppliers. Harmony
Households is
(A) a primary intermediary
(B) an agent retailer
(C) a multilevel distributor
(D) a channel captain
(E) a dominant distributor
55. Which of the following is NOT a segmentation
criterion or consideration used for choosing a
target market?
(A) Market accountability
(B) Market identifiability and measurability
(C) Market substantiality
(D) Market accessibility
(E) Market responsiveness
56. Rachel Terry, regional manager at Wilcon
Solvents, Inc., compares last quarter’s sales with
the levels projected in the firm’s marketing plan.
She identifies three solvent brands whose sales
are below projections and initiates a series of
inquiries to discover the reasons for the shortfall.
Ms. Terry is engaged in which stage of the
strategic marketing process?
(A) Environmental scanning
(B) Opportunity analysis
(C) Planning
(D) Implementation
(E) Control
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57. Richard Weiss, SA, is a Swiss watch
manufacturer. One of its two major brands
offers ruggedness, reliability and durability
to active sports enthusiasts. The other offers
elegance and stylishness to fashion conscious
consumers. Which of the following segmentation
approaches is this firm using?
(A) Demographic
(B) Geographic
(C) Usage
(D) Benefits sought
(E) Socioeconomic
58. Compared with agent intermediaries, merchant
intermediaries
(A) sell only to organizational customers
(B) sell only in export markets
(C) are employees of the manufacturer
(D) are compensated by a commission on sales
(E) take title to the goods they sell
59. Gabriella’s is an Italian producer of fashion
jeans. In this highly competitive market, the
firm wishes to match the advertising efforts of
its competitors by achieving a share of voice
(promotion) which is roughly equal to its share
of market (sales). This approach to promotional
budgeting is called
(A) all you can afford
(B) percent of sales
(C) allocation per unit
(D) competitive parity
(E) objective and task
60.
On
its e-commerce Web site,
XYZMusic.com
sells
songs from new artists who produce their
own music. The site also hosts ads from other
e-businesses. The ads presented to a user depend
on the type of music the user is reviewing.
XYZMusic.com collects
ad revenue when users
follow links in the ads to the advertisers’ Web
sites. XYZMusic.com’s advertising revenue is
based on
(A) cost-per
-thousand exposures
(B) click-through rates
(C) ad presentation rates
(D) unique site-visitor data
(E) site-traffic data
61. Which of the following organizations
administers the GATT (General Agreement
on Tariffs and Trade) ?
(A) The
United Nations
(B) The European Union
(C) The World Trade Organization
(D) The North American Free Trade Agreement
(E) The Securities and Exchange Commission
62. At the most basic level, products and services
should be viewed as a collection of
(A) attributes
(B) expectations
(C) benefits
(D) features
(E) promises
63. The primary function of promotion is to
(A) sell products and services
(B) create awareness
(C) inform, persuade, and remind
(D) make a demand more elastic
(E) eliminate competition
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64. A marketing strategy is composed of both
(A) a target market and market opportunities
(B) a target market and related marketing mix
(C) a target market and
SW
OT analysis
(D) a
marketing mix and required resources
(E) a marketing mix and competition
65. Which of the following is NOT an advantage of
Internet advertising as compared with traditional
advertising?
(A) Target-market selectivity
(B) Tracking ability
(C) Exclusivity
(D) Deliverability
(E) Interactivity
66. Which of the following statements most
accurately describes antidumping laws?
(A) They set the price that foreign producers
must charge.
(B) They control the maximum price of
imported products.
(C) They prevent foreign producers from
competing on the basis of price.
(D) They prevent foreign-manufactured goods
from selling at below cost.
(E) They protect consumers from cheaply
manufactured foreign products.
67. In selling a new global logistics information
system to a large client, the national account
manager of a leading supply chain management
vendor learns that client executives from
marketing, production, human resources,
finance, and business strategy will participate in
the decision-making process. Which of the
following terms best describes the scope of the
buying initiative?
(A) Universal
(B) Specialized
(C) Standardized
(D) Cross-functional
(E) Decentralized
68. Which of the following lists the correct sequence
of steps in the consumer decision-making
process?
(A) Need recognition, evaluation, purchase
decision, invoked set, postpurchase behavior
(B) Felt need, response to stimulus, evaluation
of alternatives, postpurchase decision,
purchase behavior
(C) Alternative invoked set, need recognition,
purchase decision, postpurchase evaluation
(D) Information search, need positioning,
evaluation of alternatives, product purchase
decision, postpurchase satisfaction
(E) Need recognition, information search,
evaluation of alternatives, purchase,
postpurchase behavior
69. Consumers tend to be more satisfied with their
purchase of a product when
(A) cognitive dissonance develops after the
purchase
(B) the price of the product falls after the
purchase
(C) they research the product before the
purchase
(D) their opinions are inconsistent with their
values
(E) there is no further contact with the seller
70. Which of the following is true of global
marketing standardization?
(A) It occurs more frequently with consumer
products than with industrial goods.
(B) It encourages individualized variation in the
product, packaging, and pricing for each
nation or local market.
(C) It addresses legal and cultural differences.
(D) It assumes that global consumers
increasingly have similar needs.
(E) It reduces profit margins.
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71. The three types of marketing research are
(A) explanatory, normative, and descriptive
(B) predictive, normative, and innovative
(C) interactive, diagnostic, and predictive
(D) proactive, interactive, and reactive
(E) exploratory, descriptive, and causal
72. A product is classified as a business product
rather than a consumer product based on its
(A) tangible and intangible attributes
(B) life-cycle position
(C) promotion type
(D) pricing strategy
(E) intended use
73. Which one of the following changes would most
likely motivate a firm to reposition a brand?
(A) Shifting demographics
(B) Stock market fluctuations
(C) An economic downturn
(D) Changes in available financial resources
(E) Rising sales
74. An advertisement for prospective applicants to a
college shows individual students along with the
slogan “I am getting ready to seize my destiny.”
The ad appeals to which need in Maslow’s
hierarchy?
(A) Physiological
(B) Esteem
(C) Social affiliation
(D) Self-actualization
(E) Safety
75. If two brands move closer to each other on a
perceptual (positioning) map, it means that they
have become
(A) less perceptually alike
(B) closer in price
(C) more objectively alike
(D) less likely to be direct competitors
(E) more similarly perceived by consumers
76. Lutèce Brands, Inc., acknowledges that its
French pastries may contribute to health
problems in some of its customers, but the
company claims that the benefits (such as
personal pleasure and taste) outweigh the risks.
The company’s approach to moral reasoning is
best described as
(A) moral idealism
(B) utilitarianism
(C) categorical imperative
(D) enlightened self-interest
(E) situational ethics
77. Which of the following lists the correct order of
the steps of the target marketing process?
(A) Segmentation, positioning, and targeting
(B) Targeting, segmentation, and positioning
(C) Positioning, targeting, and segmentation
(D) Segmentation, targeting, and positioning
(E) Positioning, segmentation, and targeting
78. Which of the following types of marketing
communications tends to have the shortest-term
focus and objectives?
(A) Brand advertising
(B) Public relations
(C) Sales promotion
(D) Event sponsorship
(E) Corporate advertising
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Directions: Select a choice and click on the blank in
which you want the choice to appear. Repeat until all
of the blanks have been filled. A correct answer must
have a different choice in each blank.
79. Place the four steps in the marketing research
process in the correct order.
Determine the research design.
Define the problem.
Collect data.
Choose the data collection method.
Directions: Choose among the corresponding
environments in the columns for each entry by
clicking on your choice. When you click on a blank
cell a check mark will appear. No credit is given
unless the correct cell is marked for each entry.
80. For each of the following events, indicate which
kind of environment it belongs to.
Sociocultural
Environment
Economic
Environment
Technological
Environment
The development
of new production
techniques
The growing
Latino population
Rising mortgage
rates
PRINCIPLES OF MARKETING
626
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PRINCIPLES OF MARKETING
Study Resources
Most textbooks used in college-level principles of
marketing courses cover the topics in the outline
given earlier, but the approaches to certain topics
and the emphases given to them may differ. To
prepare for the Principles of Marketing exam, it is
advisable to study one or more college textbooks,
which can be found in most college bookstores.
When selecting a textbook, check the table of
contents against the knowledge and skills required
for this test. Please note that textbooks are updated
frequently; it is important to use the latest editions
of the textbooks you choose. Most textbooks now
have study guides, computer applications and
case studies to accompany them. These learning
aids could prove useful in the understanding and
application of marketing concepts and principles.
You can broaden your understanding of marketing
principles and their applications by keeping abreast
of current developments in the field from articles
in newspapers and news magazines as well as in
business publications such as The Wall Street
Journal, Business Week, Harvard Business Review,
Fortune, Ad Week and Advertising Age. Journals
found in most college libraries that will help you
expand your knowledge of marketing principles
include Journal of Marketing, Marketing Today,
Journal of the Academy of Marketing Sciences,
American Demographics and Marketing Week.
Books of readings, such as Annual Editions
— Marketing, also are sources of current thinking.
Visit clep.collegeboard.org/test-preparation for
additional marketing resources. You can also find
suggestions for exam preparation in Chapter IV of
the Official
Study Guide. In addition, many college
faculty post their course materials on their schools’
websites.
Answer Key
1. E
D
D
B
D
E
B
E
A
B
C
A
C
B
C
B
A
B
C
B
B
C
B
C
B
A
D
28.
2. 29.
3. 30.
4. 31.
5. 32.
6. 33.
7. 34.
8. 35.
9. 36.
10. 37.
11. 38.
12. 39.
13. 40.
14. 41.
15. 42.
16. 43.
17. 44.
18. 45.
19. 46.
20. 47.
21. 48.
22. 49.
23. 50.
24. 51.
25. 52.
26. 53.
27. 54.
79. Define the problem.
B
A
A
C
E
D
E
A
D
D
D
C
A
B
A
C
A
A
B
D
A
C
C
A
D
D
D
55. A
56. E
57. D
58. E
59. D
60. B
61. C
62. C
63. C
64. B
65. C
66. D
67. D
68. E
69. C
70. D
71. E
72. E
73. A
74. D
75. E
76. B
77. D
78. C
79. See below
80. See below
Determine the research design.
Choose the data collection method.
Collect data.
80.
Sociocultural
Environment
Economic
Environment
Technological
Environment
The development
of new production
techniques
The growing
Latino population
Rising mortgage
rates
19
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PRINCIPLES OF MARKETING
Test Measurement Overview
Format
There are multiple forms of the computer-based test,
each containing a predetermined set of scored
questions. The examinations are not adaptive. There
may be some overlap between different forms of a
test: any of the forms may have a few questions,
many questions, or no questions in common. Some
overlap may be necessary for statistical reasons.
In the computer-based test, not all questions
contribute to the candidate’s score. Some of the
questions presented to the candidate are being
pretested for use in future editions of the tests and
will not count toward his or her score.
Scoring Information
CLEP examinations are scored without a penalty for
incorrect guessing. The candidate’s raw score is
simply the number of questions answered correctly.
However, this raw score is not reported; the raw
scores are translated into a scaled score by a process
that adjusts for differences in the difficulty of the
questions 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 not
always exactly equal in difficulty, raw-to-scale
conversions may in some cases differ from form to
form. The easier a form is judged to be, the higher
the raw score required to attain a given scaled score.
Table 1 indicates the relationship between number
correct (raw score) and scaled score across all forms.
The Recommended Credit-Granting
Score
Table 1 also indicates the recommended
credit-granting score, which represents the
performance of students earning a grade of C in the
corresponding course. The recommended B-level
score represents B-level performance in equivalent
course work. These scores were established as the
result of a Standard Setting Study, the most recent
having been conducted in 2007. The recommended
credit-granting scores are based upon the judgments
of a panel of experts currently teaching equivalent
courses at various colleges and universities. These
experts evaluate each question in order to determine
the raw scores that would correspond to B and C levels
of performance. Their judgments are then reviewed by
a test development committee, which, in consultation
with test content and psychometric specialists, makes a
final determination. The standard-setting study is
described more fully in the earlier section entitled
“CLEP Credit Granting” on page 5.
Panel members participating in the most recent study
were:
Richard Dailey University of Texas at Arlington
Laura Earner Saint Xavier University
Nathan Himelstein Essex County College
DeAnna Kempf Middle Tennessee State
University
Michael Levas Carroll College
Erika Matulich University of Tampa
Brenda McAleer University of Maine at Augusta
Sunder Narayanan New York University —
Stern School of Business
Pookie Sautter New Mexico State University
Melinda Schmitz Pamlico Community College
Susan Sieloff Northeastern University
Ian Sinapuelas Washington State University
Carl Sonntag Pikes Peak Community College
Gary White Bucks County Community
College
Mark Young Winona State University
Martha Zenns Jamestown Community College
After the recommended credit-granting scores are
determined, a statistical procedure called scaling is
applied to establish the exact correspondences
between raw and scaled scores. Note that a scaled
score of 50 is assigned to the raw score that
corresponds to the recommended credit-granting
score for C-level performance, and a high but usually
less-than-perfect raw score is selected and assigned a
scaled score of 80.
CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
007740 Dr01 11/13/12 ta • Prelight 11/26/12 ta • NEW 100395 dr01 080613 iy • dr02 090413 iy • prf 091313 iy • NEW 105042-007740 Dr01 8/13/14 ta • Dr02 8/9/14 ta • preight 091214 ljg • New job
109579-007740 • Dr01 8/25/15 ta
Table 1: Principles of Marketing
Interpretive Score Data
American Council on Education (ACE) Recommended Number of Semester Hours of Credit: 3
Course Grade Scaled Score Number Correct
80 80
79 79
78 77-78
77 76-77
76 75-76
75 74
74 73
73 71-72
72 70-71
71 69-70
70 68-69
69 67-68
68 66-67
67 65-66
66 63-64
B 65 62-63
64 61-62
63 60-61
62 59-60
61 58-59
60 57-58
59 56-57
58 55-56
57 54-55
56 53
55 52
54 50-51
53 49-50
52 48-49
51 47-48
C 50* 46-47
49 45-46
48 44-45
47 43-44
46 42-43
45 41
44 40
43 39
42 38
41 37
40 36
39 34-35
38 33-34
37 32-33
36 31-32
35 30-31
34 29-30
33 28-29
32 27
31 26
30 25
29 23-24
28 22-23
27 21-22
26 20-21
25 19-20
24 18-19
23 17-18
22 16-17
21 15-16
20 0-15
*Credit-granting score recommended by ACE.
Note: The number-correct scores for each scaled score on different forms may vary depending on form difculty.
21
CLEP TIG - Principles of Marketing • XPP • 79995-007740 • Dr01 8/12/09 ta • Dr02 9/3/09 ta • Preight 9/18/09 • New Job 90336-007740 Dr01 9/19/11 ta • Preight 10/11/11 ta • New Job 96636-
007740 Dr01 11/13/12 ta • Prelight 11/26/12 ta • NEW 100395 dr01 080613 iy • dr02 090413 iy • prf 091313 iy • NEW 105042-007740 Dr01 8/13/14 ta • Dr02 8/9/14 ta • preight 091214 ljg • New job
109579-007740 • Dr01 8/25/15 ta
22
PRINCIPLES OF MARKETING
Validity
Validity is a characteristic of a particular use of the
test scores of a group of examinees. If the scores are
used to make inferences about the examinees’
knowledge of a particular subject, the validity of the
scores for that purpose is the extent to which those
inferences can be trusted to be accurate.
One type of evidence for the validity of test scores is
called content-related evidence of validity. It is
usually based upon the judgments of a set of experts
who evaluate the extent to which the content of the
test is appropriate for the inferences to be made
about the examinees’ knowledge. The committee
that developed the CLEP Principles of Marketing
examination selected the content of the test to reflect
the content of Principles of Marketing courses at
most colleges, as determined by a curriculum survey.
Since colleges differ somewhat in the content of the
courses they offer, faculty members should, and are
urged to, review the content outline and the sample
questions to ensure that the test covers core content
appropriate to the courses at their college.
Another type of evidence for test-score validity is
called
criterion-related evidence of validity. It
consists of statistical evidence that examinees who
score high on the test also do well on other measures
of the knowledge or skills the test is being used to
measure. Criterion-related evidence for the validity
of CLEP scores can be obtained by studies
comparing students’ CLEP scores with the grades
they received in corresponding classes, or other
measures of achievement or ability. CLEP and the
College Board conduct these studies, called
Admitted Class Evaluation Service or ACES, for
individual colleges that meet certain criteria at the
college’s request. Please contact CLEP for more
information.
Reliability
The reliability of the test scores of a group of
examinees is commonly described by two statistics:
the reliability coefficient and the standard error of
measurement (SEM). The reliability coefficient is
the correlation between the scores those examinees
get (or would get) on two independent replications
of the measurement process. The reliability
coefficient is intended to indicate the
stability/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 of
stability, while a value of 1.00 indicates perfect
stability. The reliability coefficient can be interpreted
as the correlation between the scores examinees
would earn on two forms of the test that had no
questions in common.
Statisticians use an internal-consistency measure to
calculate
the reliability coefficients for the CLEP
exam.
1
This involves looking at the statistical
relationships among responses to individual
multiple-choice questions to estimate the reliability
of the total test score. The SEM is an estimate of the
amount by which a typical test-taker’s score differs
from the average of the scores that a test-taker would
have gotten on all possible editions of the test. It is
expressed in score units of the test. Intervals
extending one standard error above and below the
true score for a test-taker will include 68 percent of
that test-taker’s obtained scores. Similarly, intervals
extending two standard errors above and below the
true score will include 95 percent of the test-taker’s
obtained scores. The standard error of measurement
is inversely related to the reliability coefficient. If the
reliability of the test were 1.00 (if it perfectly
measured the candidate’s knowledge), the standard
error of measurement would be zero.
An additional index of reliability is the conditional
standard of error of measurement (CSEM). Since
different editions of this exam contain different
questions, a test-taker’s score would not be exactly
the same on all possible editions of the exam. The
CSEM indicates how much those scores would vary.
It is the typical distance of those scores (all for the
same test-taker) from their average. A test-taker’s
CSEM on a test cannot be computed, but by using
the data from many test-takers, it can be estimated.
The CSEM estimate reported here is for a test-taker
whose average score, over all possible forms of the
exam, would be equal to the recommended C-level
credit-granting score.
Scores on the CLEP examination in Principles of
Marketing are estimated to have a reliability
coefficient of 0.89. The standard error of measurement
is 3.38 scaled-score points. The conditional standard
error of measurement at the recommended C-level
credit-granting score is 3.74 scaled-score points.
1
The formula used is known as Kuder-Richardson 20, or KR-20, which is equivalent
to a more general formula called coefficient alpha.
109579 - 007740 • UNLWEB915
