List of tests approved for reimbursement, 1962

LIST OF
r TESTS APPROVED
FO R
REIMBURSEMENT

CLAUDE PURCELL STATE SUPERINTENDENT OF SCHOOLS
ATLANTA, GEORGIA

STATE DEPARTMENT OF EDUCATION

.

DIVISION OF INSTRUCTION

,.GUIDANCE, COUNSELING AND TESTING

LIST OF

:'A. 30305

TESTS APPROVED

FOR

REIMBURSEMENT



CLAUDE PURCELL STATE SUPERINTENDENT OF SCHOOLS
ATLANTA, GEORGIA

S, TATE DEPARTMENT OF EDUCATION DIVISION OF INSTRUCTION
GUIDANCE, COUNSELING AND TESTING
i

\

GEORGIA STATE BOARD OF EDUCATION
JAMES S. PETERS, Chairman HENRY A. STEWART, Vice-Chairman CLAUDE PURCELL, Executive Secretary

MEMBERS

FIRST CONGRESSIONAL DISTRICT

PAUL S. STONE

SECOND CONGRESSIONAL DISTRICT - - ROBERT BYRD WRIGHT, JR.

THIRD CONGRESSIONAL DISTRICT

THOMAS NESBITT, JR.

FOURTH CONGRESSIONAL DISTRICT

JAMES S. PETERS

FIFTH CONGRESSIONAL DISTRICT

DAVID F. RICE

SIXTH CONGRESSIONAL DISTRICT - - - - - - FRANCISSHURLING

SEVENTH CONGRESSIONAL DISTRICT

HENRY A. STEWART

EIGHTH CONGRESSIONAL DISTRICT

LONNIE D. SWEAT

NINTH CONGRESSIONAL DISTRICT

MRS. BRUCE SCHAFFER

TENTH CONGRESSIONAL DISTRICT

. ZACK DANIEL

ii

FOREWORD

This is the current revision of IT-l which was previously entitled Approved Multiple List of Tests. The members of the Advisory Committee for Guidance, Counseling, and Testing have contributed immeasurably to this revision. Not only has their assistance taken the form of professional advice, but also the actual labor of creative writing. The entire Committee, the sub-committee on testing, the Office of Guidance, Counseling, and Testing, and the Division of Instruction wish to express their combined appreciation to Mr. Harry Downs, Associate Director of Testing and Guidance, Board of Regents for his dogged devotion to this project.
The introductory remarks which are presented along with the List of Tests Approved for Reimbursement have been carefUlly designed to stimulate your thoughts and your research in the area of test usage. The test reviews will serve as time .savers during the initial selection of tests.

May 1, 1962

H. S. Shearouse, Director Division of Instruction

iii

TABLE OF CONTENTS

FLYLEAF ~

.

~

.

STATE BOARD OF EDUCATION

FOREWORD

CONTENTS

~

~

_

ii

iii

iv, v

Recommendations for Selection of Tests for Georgia Schools

Introduction

_

1

Amending the List of Tests Approved for Reimbursement

1

Definitions of Types of Tests on the Test List______________________________________________________________________________________ 1

Purposes, Uses, and Misuses of Standardized Tests Limitations and Cautions in Test Usage Planning the Testing Program Exhibit 1: Justification Form, IT-57

2 ,_____________ 3
3 7

Exhibit 2: Results and Recommendation Report Form, IT-58

8

Bibliography

__ _

__

_

9

Test Publisher's Directory

_

_ 10

Test Reviews

ACHIEVEMENT BATTERIES AND SERIES

'-'CALIFORNIA ACHIEVEMENT TESTS, 1957 EDITION

___

__ _

11

*ESSENTIAL HIGH SCHOOL CONTENT BATTERY _

12

*EVALUATION AND ADJUSTMENT SERIES --- --________

13

*IOWA EVERY-PUPIL TESTS OF BASIC S K I L L S _ _

_

15

*IOWA TESTS OF BASIC SKILLS -- ------------- --------- ---

__ _ _ 16

*IOWA TESTS OF EDUCATIONAL DEVELOPMENT (ITED) __

17

"METROPOLITAN ACHIEVEMENT TESTS, 1959 EDITION or 1960 EDITION

18

':'SRA ACHIEVEMENT SERIES ---------------------- - - - ----------- - - _ _ _ _ _ _ _ _ _ _ _ 19

*SEQUENTIAL TESTS OF EDUCATIONAL PROGRESS (STEP)

20

*STANFORD ACHIEVEMENT TEST, 1953 REVISION

21

ENGLISH ACHIEVEMENT

*Cooperative English Tests -- --------------------------------_______________

22

(Comprised of 5 separate tests - See Classified Index)

FOREIGN LANGUAGES ACHIEVEMENT
*Cooperative Foreign Languages Tests (Comprised of 4 separate tests - See Classified Index)

_ _ 23

iv

Contents

INTELLIGENCE GROUP (APTITUDE)

':'CALIFORNIA SHORT-FORM TEST OF MENTAL MATURITY, 1957 S-FORM "COLLEGE QUALIFICATION TESTS (CQT)

24 . . ._ 25

':'COOPERATIVE SCHOOL AND COLLEGE ABILITY TESTS (SCAT)

.---.--.-----.----------- 26

"'HENMON-NELSON TESTS OF MENTAL ABILITY,REVISED EDITION---.-------.. ------------.- _ 27

"'KUHLMANN-ANDERSON INTELLIGENCE TESTS; SIXTH EDITION or

SEVENTH EDITION __. .

,

.. ,

. ,..

.__.

,.

28

"OTIS QUICK-SCORING MENTAL ABILITY TESTS, NEW EDITION .. ~ ._____ 29

INDIVIDUAL

PEABODY PICTURE VOCABULARY TEST _ ___. . . .

.

REVISED STANFORD-BINET INTELLIGENCE SCALE, THIRD REVISION _.

.

30

._, ._. . 31

WECHSLER INTELLIGENCE SCALE FOR CHlLDREN(WISC) . . ,_. .._.__. . . __. 33

MATHEMATICS ACHIEVEMENT

':'Cooperative Mathematics Tests _. ._. .

. . ... ...__.. ...__. ._..

(Comprised of 7 separate tests - See Classified Index)

.. .__.

.__..._ 34

MULTI-APTITUDE BATTERIES

*DIFFERENTIAL APTITUDE TESTS (DAT) _..

._.__ _ __ _._._ _._._._..__._,.. ._. .

35

*FLANAGAN APTITUDE CLASSIFICATION TESTS (FACT) _.__.._.__. .__ __._..__._. ..__..

..36

"'GENERAL APTITUDE TEST BATTERY ,_"._____ _ .. , _ __.._ ,.. ._, . ,__ 37

"'MULTIPLE APTITUDE TESTS, 1959 EDITION. __,_,. ,_,,_,.~_,._ _.__ .__.....__..._,__. .. __._ 38

':'SRA PRIMARY MENTAL ABILITIES, REVISED (PMA)

. .. __._. . ..____.

39

READINESS

GATES READING READINESS TESTS

. ._. . .__... .._..... .. . .__________ 40

HARRISON-STROUD READING READINESS PROFILES . . ..__....__. __. ..__. .. .

41

LEE-CLARK READING READINESS TEST; 1962 EDITION .__.:.. ...__ .

. 42

METROPOLITAN READINESS TESTS

. .__ ._ __ _ __._.._

_ __. ._. . . 43

MURPHY-DURRELL DIAGNOSTIC READING READINESS TEST .. ._._. .

.

44

(Monroe) READING APTITUDE TESTS

___ .

. .._. .__.._...._ __.. . .

45-

SCIENCE ACHIEVEMENT

*Cooperative Science Tests

... _. . .... .. ... ... . ..__... . .__.

46

(Comprised of 5 separate tests - See Classified Index)

SOCIAL STUDIES ACHIEVEMENT

*Cooperative Social Studies Tests .. . ._.. . . ._. . ..._._ ..__. .__.. .

.

47

(Comprised of 6 separate tests - See Classified Index)

Classified Index of Tests - .. ..

... . .__. .... . .._. .._.._... . .. ... .__....__.. . ..

.

48

* Note: Each of these tests is approved for purchase with State Allotted Testing Funds. Those tests
marked with an asterisk (*) are approved for purchase under the National Defense Educa
tion Act - levels for grades 8-12 only.

v

RECOMMENDATIONS FOR SELECTION OF TESTS FOR GEORGIA SCHOOLS
INTRODUCTION
This guide has been prepared by the Advisory Committee.for Guidance, Counseling, and Testing for the purpose of assisting school systems in developing effective testing programs on the local level. The Committee is comprised of educators throughout Georgia, including representatives of system superintendents, curriculum directors, visiting teachers, principals, counselors, directors of guidance, Board of Regents, and State Department consultants. For the 1957-58 school year, the State Board of Education budgeted money to enable local systems to set up testing programs. Since that time, testing. programs have grown through the use of State and local funds for elementary school testing, and through the use of local funds and NDEA-V (matching State and Federal) funds for secondary school testing. As local school systems continue to develop their testing programs, it becomes necessary to revise and bring up to date the list of tests which may be purchased with State and Federal funds. To assist you in developing your program,the Advisory Committee submits this list as a flexible guide. From time to time the list will be evaluated for subsequent changes.
Amending the Test List
The List of Tests Approved for Reimbursement may be amended in the following manner: 1. Decision by a school to use a test not included on the State Approved List. 2. Request to use the desired test, submitted on Justification Form IT-57 (see Exhibit 1), to area guidance consultant through system superintendent. 3. Use of the test and collection of significant data regarding the test by the school requesting its use. 4. Report of test results, submitted on form IT-58 (see Exhibit 2), to State Office of Guidance, Counseling, and Testing. 5. Recommendation to Committee that test be considered for admission to List.
Any recommendations for deleting tests from the State Approved List should be made to a member of the Advisory Committee for consideration by the Committee.
Definitions of Types of Tests on the Test List
As used in this publication: 1. STANDARDIZED TESTS are tests which
(a) Contain carefully constructed and selected questions or problems which gather useful information about pupils.
(b) Can be objectively scored. (c) Have been administered to representative samples of pupils for purposes of establishing
norms. (d) Provide scores which enable the comparison of one pupil or group to a meaningful group
of similar pupils. (e) Must be administered according to the prescribed directions and time limitations.
1

2. READINESS TESTS are standardized tests which contain questions or problems designed to gather information about the pupil's mental readiness for formal instruction in grade one or grade two. The items are designed to help the teacher or counselor estimate how well the child follows directions and understands pictures, words, numbers, and relationships.
3. APTITUDE TESTS are standardized tests designed to help estimate how well a pupil thinks, reasons, sees relationships, and finds solutions to problems. Aptitude test scores are primarily useful in estimating the probable success of a pupil in future academic endeavors or in other types of activities. Aptitude tests may be designed to estimate academic aptitude, mechanical aptitude, clerical aptitude, etc.
4. ACHIEVEMENT TESTS are tests designed to measure how much a pupil has learned in a speCific subject or area of learning. Questions and problems on achievement tests usually demand that the pupil display his knowledge, his memory of facts, and his ability to use what he has learned. Some achievement tests concentrate on specific knowledge,skill, and understanding, while others emphasize general learnings or the application of what has been learned.
5. INTEREST INVENTORIES consist of a series of statements or descriptions of activities among
which the pupil chooses those he likes and/ or dislikes. From an analysis of a pupil's responses to the statements or descriptions, a teacher or counselor can gain some insight into the likes and dislikes of the pupil.
Purposes, Uses, and Misuses of Standardized Tests
Purpose of Tests The purpose of a standardized test is to obtain a SAMPLE of pupil behavior or performance from which inferences can be made. Depending on the type of test used, the information obtained can be helpful in evaluating skill mastery, readiness for learning, knowledge, ability, aptitude, probability of success in future academic or learning situations, or vocational interests.
Uses of Standardized Test Results When test results are interpreted along with other information about pupils, the composite information can be useful in:
(a) Helping pupils to understand their own strengths and weaknesses in achievement and aptitudes, thereby aiding them in the selection of appropriate academic courses, careers, colleges, and training opportunities.
(b) Leading parents to understand a pupil's academic potentialities and limitations, and to recognize his achievement strengths and weaknesses; and helping parents to evaluate the student's academic progress and his educational and vocational possibilities.
(c) Assisting school personnel in estimating individual pupil readiness for formal instruction, aptitudes for academic learning, needs for special instruction, and achievement levels.
(d) Serving as guides for planning a realistic curriculum by determining over-all strengths and weaknesses in pupil skill areas, selecting the indicated instructional materials, and by placing pupils into special classes or groups.
Avoiding Misuses of Test Results To avoid misuses, users of standardized tests should bear in mind that: (a) Test results should not be used for ANY purpose in the absence of other information about pupils. (b) Test results should not be used to evaluate teachers nor to determine the educational goals of a school program.
2

(c) Standardized test results should not be used as the basis for assigning grades.
(d) Test results should be interpreted to parents and pupils in terms or concepts which have meaning to both parents and students and NOT in terms of scores.
See Hitchcock (2) and Thompson (3, 4).
Limitations and Cautions in Test Usage
The most common errors associated with testing stem from misconceptions about the meaning and accuracy of standardized test scores and from misunderstandings about the purposes and uses of standardized tests. Other sections of this publication include statements about uses and misuses of tests. Excellent presentations on uses and misuses of tests and test results have been prepared by Thompson (3) and Womer (5). Diederich (1) discusses the fallibility of measurement by means of test scores, a factor which must be considered in interpreting all scores. Techniques and procedures for determining significant differences between test scores, an essential element in test interpretation, are discussed in many test manuals and elementary statistics textbooks.
Users of standardized tests are urged to study the publications cited above and other publications on test interpretation and use, and to study thoroughly the manuals of all tests being used. The five guides listed below summarize some of the more frequently violated principles of test use and interpretation:
1. Recognize that test scores are estimates, not exact measures. All test scores represent a range of performance, not a specific level of performance. Scores of young pupils, particularly in grades one through three, should be used only as ROUGH guides or estimates.
2. Determine the difference between two test scores to be significant (real) only when warranted by the magnitude of the difference. An understanding of "standard error of measurement" is essential to making these decisions. Differences in test scores are important: (a) When comparing the scores of two or more pupils. (b) When interpreting two or more scores of the same pupil.
3. Never judge the performance of a teacher or the school staff by the performance of pupils on an achievement test. Low achievement test scores are sometimes achieved in spite of excellent instruction. Conversely, high achievement test scores can sometimes be attributed to home and other community influences. The level of achievement of a pupil or a group of pupils should always be appraised in the light of the academic ability of the pupil or the group of pupils.
4. Accept the fact that scores obtained from one test are not directly comparable to scores obtained from another test of the same type. An IQ from one intelligence test is not the same as an IQ obtained from another intelligence test. The same is true for reading achievement test scores and other test scores. Different tests, even of the same title, have different content and their distributions of scores have different statistical charcteristics.
5. Interpret information from one test, or even from several tests, only in the context of other information about the examinee - his school academic, disciplinary, attendance, and other records, as \vell as observations by teachers, parents, and others.
Planning the Testing Program
Organization in setting up and/or evaluating a program of testing in the public schools is prerequisite to an effective program. Such an approach will reduce the possibility of encountering many pitfalls and will place the program on a firm footing.
3

The following steps are suggested as guides for the school in carrying out this important endeavor. (For a detailed discussion of these steps, see Hitchcock's SELECTION AND USE OF STANDARDIZED TESTS, Chapters IT and III.)
1. Formulating the objectives of the testing program. If the testing program is to be effective, practical and clearly defined goals must be set up before any other action is taken.
2. long range planning. Initial results are of primary importance but the long range values should be given careful consideration.
3. Providing for leadership responsibilities. A professionally trained person should work cooperatively with the testing committee and the faculty in all phases of the program.
4. Selecting appropriate tests. Tests should be studied and selected to achieve the specific objectives set fourth in Step 1 above. Chapter II of Hitchcock's SELECTION AND USE OF STANDARDIZED TESTS discusses guides for selecting tests.
5. Determining the scope of the program. The objectives set forth in Step 1 above, the time and money available for testing, and the availability of professionally trained personnel are primary considerations in determining the scope of the program.
6. Administering the tests. Preparation of examiners as well as examinees is one of many factors which should receive ample attention (4).
7. Scoring the tests. Early in planning, the decisions should be made as to how tests will be scored and who will do it. The various merits of local handscoring and professional scoring services should be carefully considered.
8. Recording test results. Schools should prepare, for ready use, a form on which the test results will be recorded.
9. Interpreting test results. Ample time should be devoted to this step. All school personnel using test results should be competent in understanding what the results indicate and should be able to communicate this knowledge to others.
10. Using test results. The value of the total process of testing lies in the use of the results. Carefully planned objectives will place the school in a position of being ready to make appropriate and adequate use of the results.
A.ll of the steps in planning a program of testing should be thoroughly designed BEFORE launching the program. The chances of a successful program are greatly enhanced when school faculties bUild from a firm foundation through cooperative planning.
4

1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1 1 1 1
1

.
"

IT-57

Submit two copies to: Guidance, Counseling, and Testing Service Georgia state Department of Education 115 State Office Building Atlanta 3, Georgia

JUSTIFICATION

For use of tests which do not appear on the List of Tests Approved for Reimbursement

System: ....

.

.

School(s) for which test will be used:

. ._

Name of test:.

a. Form:

b. Level:

Group(s) or grade(s) to be tested: _

Special group:

Date(s) of testing:

What educational processes, outcomes, or decisions are wholly or partly dependent upon the results of this test? Consider the following factors in your description below:
a. Development of pupil self-knowledge b. Diagnosis of pupil strengths and weaknesses c. Evaluation of curriculum d. Development of students' educational and vocational goals e. Analysis of class achievement f. Special class development and placement g. Evaluation of educational research

-

-~--

.

Signature of coordi.ator of test use

--
Signature of Superintendent

Official Title
7

Date t>ate

IT-58

Submit two copies to: Guidance, Counseling, and Testing Service Georgia State Department of Education 115 State Office Building Atlanta 3. Georgia
RESULTS AND RECOMMENDATION REPORT
(Attach one copy of statistical report of test results)

5ystem:

----------------- -------

School(s) in which test was used: _

Name of test: --- ---- ------a. Date of testing: __ ___.
c. Level:

.______

b. Form:

d. Grade or group tested:

_

Person(s) responsible for administering and scoring this test and for recording of test results -

Full Name
-- - --------------- _.. _.. .. . - -- _... _.-
Full Name
Person(s) responsible for interpreting results of this test-

Title Title

Full Name

Title

Full Name

Title

Method(s) used in interpreting test results (check all items which are applicable):

a. Written reports or profiles to: pupils__________ parents

b. Individual conferences: pupils

.__ parents

.

c. Group analysis: pupils

parents

community groups

.

d. Facility meetings: case studies

test analyses

consultant help

e. Report of summary statistics to: teachers

administrators

community groups __. .

f. Other ... ._.

How does this test compare with similar tests now contained on the List of Tests Approved for

Reimbursement? Explain fully.

We do.___ do noL recommend consideration of this test by the Advisorv Committee for 'addition

to the List of Tests Approved for Reimbursement.

.



is: ------------------.----------------------.-------
19nature of Superintendent

-._---_.""
Official Title

Date Date

8

BIBLIOGRAPHY
1. Diederich, Paul. ShortCut Statistics for Teacher-Made Tests, 1960. Available at no charge from Educational Testing Service.
2. Hitchcock, William L. Selection and Use of Standardized Tests, 1962. Available at no charge from Georgia State Department of Education.
3. Thompson, Anton. Tentative Guidelines for Proper and Improper Practices with Standardized Achievement Tests. Available at no charge from California Test Bureau.
4. Thompson, Anton. Test Giver's Self.lnventory, 1956. Available at no charge from California Test Bureau.
5. Womer, Frank. Testing Programs - Misconceptions, Misuses, Overuse, Michigan Journal of Secondary Education, Spring 1961. Available from Dr. Womer, School of Education, University of Michigan.
ADDITIONAL TESTING REFERENCES
THE THIRD MENTAL MEASUREMENTS YEARBOOK - Edited by Oscar Krisen Buros, 1949, Rutgers University Press, New BrunswiCk, New Jersey. THE FOURTH MENTAL MEASUREMENTS YEARBOOK - Edited by Oscar Krisen Buros, 1953, The Gryphon Press, 220 Montgomery Street, Highland Park, New Jersey. THE FIFTH MENTAL MEASUREMENTS YEARBOOK - Edited by Oscar !(risen Buros, 1959, The Gryphon Press, 220 Montgomery Street, Highland Park, New Jersey. TESTS IN PRINT - Edited by Oscar Krisen Buros, 1961, The Gryphon Press, 220 Montgomery Street, Highland Park, New Jersey.
9

TEST PUBLISHERS DIRECTORY

Test catalogs are available without charge from publishers. Below are listed the names and addresses of all test publishers represented in this test listing:

American Guidance Service, Inc. 2106 Pierce Avenue Nashville 12, Tennessee
Bureau of Publications Teachers College Columbia University New York 27, New York
California Test Bureau Home office: Del Monte Research Park Monterey, California Eastern office: 206 Bridge Street New Cumberland, Pennsylvania
Cooperative Test Division Educational Testing Service 20 Nassau Street Princeton, New Jersey
Harcourt, Brace & World, Inc. Home office: Tarrytown-on-Hudson New York Southeastern office: 441 West Peachtree Street, N. E. Atlanta 8, Georgia

Houghton Mifflin Company Home office: 2 Park Street Boston 7, Massachusetts Southeastern office: 3130 Piedmont Road, N. E. Atlanta 5, Georgia
Personnel Press, Inc. 188 Nassau Street Princeton, New Jersey
The Psychological Corporation 304 East 45th Street New York 17, New York
Science Research Associates, Inc. 259 East Erie Street Chicago 11, lllinois
Specialty Case Manufacturing Co. 977 Vernon Road Philadelphia 50, Pennsylvania
United States Employment Service Washington 25, D. C.
Warwick Products Company 7909 Rockside Road Cleveland 31, Ohio

10

Type of Test: Achievement Battery
CALIFORNIA ACHIEVEMENT TESTS, 1957 EDITION *
California Test Bureau
Special Information Costs: Specimen Set - $.50 per level.

Buros - Section Z

Editio:l ;)

Revised 1959

Scoring Options: Hand scoring for all levels; machine scoring for grades 4-14; Scoreze for Elem., Jr. High, and Adv. levels; publisher's scoring and interpretation available.

Grade Levels

I Forms

Available Available I

Sub-Tests

1-2 Lower Primary
3-4.5 Upper Primary

W,X W,X

Arithmetic Reasoning Fundamentals Total Arithmetic
Language Mechanics of English Snelling Total Language

4-6 W,X, Y, Z Elementary

Readim: Vocabulary COillnrehension Total Reading

I

Total Battery

7-9 W,X, Y, Z Handwriting Jr. High

I

9-14 Advanced

W, X, Y II
il
I' I
i

II

Number of
\ Items
! 4060
I 45-150 I
I 60-140
i 20-30
,I
I 45-75
i 15-87
! I
:

Types of

jAdmiIl:istratiOn! Derived

TIme

Scores

I 110 min.

!
I

total Lower Primary battery

i

I 145 min.

I
!,

total Upper Primary

I battery
I'

I! 170 min. total Elem'

II battery

'I

II

!I

Ii
i

185 mm. .

total Jr.

,I High hattery

I

I
I

185 min.

i
I

'total Adv. battery

Grade placement
and percentile
ranks

II

I
I

I

I

I

11

Type of Test: Achievement Battery
ESSENTIAL HIGH SCHOOL CONTENT BATTERY I, Harcourt, Brace & World, Inc.
Special Information Costs: Specimen Set - $.50.

Buros - Section 9

Edition 4

Revised 1951

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade

Levels

Forms

Available Available

Sub -Tests

9.5-13

AM, BM Mathematics

Science

I

Social Studies

I
I

English

I

Total

I

I

I

I I
I
I

Number of
Items

Administration Time

Types of Derived Scores

66

45 min.

Standard

scores and

70

40 min

percentile

ranks for

90

40 min.

all tests

and total

249

80 min.

,

I

I

I

I

!

I
I

I

I

I

I
12

Type of Test: Achievement Series
EVALUATION AND ADJUSTMENT SERIES '" Harcourt, Brace & World, Inc.

Buros - TESTS IN PRINT, Section 1350 Revised - See right of table below

Special Information Costs: Specimen Set .- BROWNCARLSEN LISTENING COMPREHENSION TEST, $.50; all others, $.35.
Scoring Options: Hand or machine scoring.

Buras'

I LGervaedles Forms

References Available Available

Sub -Tests

----I

4:613

I1
i 11-13 AM, BMI ANDERSON CHEMISTRY TES'l.'

5:443 5:577 5:210 5:816

l Eyrn.daolgfe2bnrad,lAM, BM BLYTH SECONDYEAR ALGEBRA TEST

913 I!AM, BMI,',' BROWNCARLSEN LISTENING

I

COMPREHENSION TEST

I

I 11-13 I AlII CENTER-DUROST LITERATURE i ACQUAINTANCE TfEST

I
9-13 AI'.1. EMI CRARY AMERICAN HISTORY TEST

5:817 5:422 5:753 5:233 5:582
5:636

AJvl, EM! CUMMINGS WOHLD HISTORY TEST

9-12

BMII

AM,

DAVIS TEST OF FUNCTIONAL

COMPETENCE IN MATHEMATICS

End of

democr11cy AM, BIVIi DUNNING PHYSICS TEST

course

i

912

i
hi. school lAM,
I
9-18 iAM,
i
i
!
9-13

5:562

i
hi. school lAM,
i

Number

Types of Dates

of Administration Derived of

Items

Time I_S_c_or_e",s_I..:R:.:.e:...v..::.is=it

80
55
76
65
I
90
I 30
I 80
I
75
I
I 200
80
I
, 218
i
I
I 104
I
i
75 j

50 min. 55 min. 45-50 min. 50 min 50 min

All tests 1954

present

Istandard scores

1954

and
percentile I 1955 I ranks. I

I

!

I 1953

I

I

I

I'

'[I

i 1954

I 50 min

I 1954

i 90 min.

1952

I

I 55 min.

1954

!

I 80 min.

1952

50 min.

i
i

1954

I

95 min.

1954

75 min.

1955

50 min.

1951

13

EVALUATION AND ADJUSTMENT SERIES * (Cont'd.)

Grade Buros' Levels Forms References Available Available

Sub - Tests

Number

Types of Dates

of Administration Derived

of

Items

Time

Scores Revision

5:451 End of 1st AM, BM LANKTON FIRST YEAR ALGEBRA TEST

55

50 min. All tests 1954

yr. algebra

present

standard

5:478 7 & over AM, BM MADDEN-PEAK ARITHMETIC COMPUTATION TEST (6 scores)

73

60 min scores and 1957

percentile

ranks.

5:728

9-13 AM, BM NELSON BIOLOGY TEST

75

50 min.

1954

5:840
5:715 5:452 5:497 5:498
5:439 5:697
-

End of AM, BM PELTIER-DUROST CIVICS AND

109

civics

CITIZENSHIP TEST (12 scores)

course I

9-13 lAM, BM READ GENERAL SCIENCE TEST

75

End of Istl semester I AM, BM SEATTLE ALGEBRA TEST

47

alp-ebra o

I

,

i End of 1st
I semc';ter AM, BM SEATTLE PLANE GEOMETRY TEST
geometry

45

End of 181

I

I year AM, Bl\: SHAYCOFT PLAN"B GEOMETRY TEST
geometry

60

I
9-13 lAM, :EM SNADER GENERAL MATHEMATICS TEST

65

9-12 lAM, BM
I
I
I.
'07

SPITZER STUDY SKILLS TEST (6 scores)

.

l&ni&ii&i!i!LQ!

112
......

65 min.

I 50 min. I
I 50 min.

50 min.

I

50 min. I

I

I 50 min.

I

I

I

I Tests 1-4

I I 90 min. Test 5

(optional)

I I 45 min.

1958
1954 1951: 1954 1954
I 19511-
I1955
Ii
ilIII1~~

14

Type of Test: Achievement Battery
IOWA EVERY-PUPIL TESTS OF BASIC SKILLS ~ Houghton Mifflin Company

Buros - Section 15 Edition 4 Revised 1947

Special Information Costs: Specimen Set - $.45.
Scoring Options: Hand or machine scoring.

I Grade
Levels

Forms

Available Available

Sub - Tests

'I
3-5 L, M,N, 0 Silent Reading Comprehension Elementary

5-9 Advanced

I
Work-Study Skills

Ii

Basi<: Language Skills

II II

I

I

Basic _Ilo..nthmetic SkHl,';

! I
I

I
I

I III

II

i

!I

II

II

II

15

Number

I

of Items

Types of

Administrationl Derived

Time

Scores

Elem. 99
Adv. 127
Elem. 99
i Adv. 135
Elem. 225 Adv. 295
Elem. 90
Adv. 104
I
I
I
I
i
!
I
I
I
1

Elementary Grade norms,

50 min.

percentile

Advanced

ranks

85 min. \vithin grade

levels,

Elementary age-at-grade

55 min.

norms,

Advanced chronological

90 min

age norms

and

Elementary

school

60 min.

averages

Advanced

70 min. I

I Elementary 65 min.

I Advanced 80 min.

I
!

il

II

I

I

I

I

I

Type of Test: Achievement Battery

Buros - Section 16 Edition 5

IOWA TESTS OF BASIC SKILLS '" Houghton Mifflin Company

Revised 1956

Special Information Costs: Specimen Set - $2.25.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

,

Grade

I Levels

Forms "

I Available ,, Available ~ :

,

Sub - Tests

3-9

!
i

1,2

Ii
'I Vocabulan'

l

\1
,[

I

II

I

"
:[ Reading Comprehension

I

~i

i!

I

Ii
"'I

I

I
,

II
II:I
II
,I

Language Skills Spelling Capitalization

I

Ii Punctuation

I
!
I
,I

I:II

Usage Total

!:
'I

II

Ii Work-Study Skills

I

Ii Map Reading

I I I

1'1 Reading Graphs and Tables

\\
ii

Knowledge and Use of

I

II

Reference M:aterials

I

Ii Total

I

I

Arithmetic Skills

I
!

Arithmetic Concepts Arithmetic Problem-Solving

Total

Total Battery

, I Number
I of Items Minimum 31
60
31 38 38 32

I

' Types of

!Admin.istratiOn! Derived

TIme

Scores

II!

17-80 min. each

II il

Gradeequivalent

II

norms, individual

Ii Total time
325 min.

percentile ranks,

il in four

and

sessions

II

school averages

'I

i
I
!I

I,
,I
Ii

II

27

II

20

II

42

I,I

II
I,

II
I 30

25

II

I
I I !

Ii
II

16

Type of Test: Achievement Battery

Buros - Section 17

Edition ';)

IOWA TESTS OF EDUCATIONAL DEVELOPMENT (ITED)* Science Research Associates, Inc.

Revised 1962

Special Information Costs: Specimen Set - $.50 each; complete review set (all 9 tests), $3.00.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Class length version and full length version a vailable in both forms.1'

Grade

Levels

Forms 1

Available Available

Sub Tests

1

9-12

II

X-3S Y-3S

I, Understanding of Basic Social
Concepts

I
II
!

1II\
II General Background in the Natural Sciences

I

II

Ii

II
I,Ii

Correctness & of Expression

Appropriateness

II

Ii Ability to do Quantitative
Thinking
Ii
i!
Ii
Ability to Interpret Reading

I! Materials in Social Studies

I:

Ii

!I
I"i

Ability to Interpret Reading Materials in Natural Sciences

"
ii Ability to Interpret Literary 1, Materials

II
I' General Vocabulary
Ii
Ii
Ii Use of Sources of Information
Ii
II I
i:
i:
Ii I
[

\

I

I

II

Number of
I Items
90 90 103 53 80 80 80 75 60

(

,

jAdmin.istrationj TIme ,

It

Types of
Derived Scores

1'50 or 65

,

min

I

I 1'50 or 70
min

1'50 or 70 min

1'50 or 75 min

1'50 or 70 min

Ii Standard
I. scores and
percentile \I1! ranks
I
Ii ,Ii
I
I"I
I'
Ii
I"i
I' i
,,i:
il

1'50 or 70 I,
min
!i

t50 or 60

, I

min

I

I

I

30 min. I

I:
35 min. I I

I'

I

I:
II
II
II

17

Type of Test: Achievement Battery

Not reviewed by Buros; data obtained from test administrator's manual and publisher's catalog.

METROPOLITAN ACHIEVEMENT TESTS, 1959 EDITION or 1960 EDITION *
Harcourt, Brace & World, Inc.

Revised 1962

Special Information Costs: Specimen Set - Prim. I, II, & Elem., $.75; Intermed. & Adv., $1.00.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available. Partial batteries offered at Intermediate and Advanced levels.

Grade Levels Available

Forms Available

Sub ,Tests

i

II

I

I 1.5
Primary

i,i A , E, C, D Iii: (E to be

I

Word Knowledge Word Discrimination Reading

I II released Arithmetic Concepts and Skills

,I in 1963)

II

I

,II

,I

2"

I Same as Primary I, plus:

Primary II I(

I

Spelling

11
:1
II
I,I!
~4 II
El,m'nt"y II

Ii Arithmetic (omit Skills) Concepts & Problem-Solving Computation
I Total Arithmetic
Same as Primary II, plus:
II Language Usage

Punctuation & Capitalization

Total Language

Inter~:diate

II
II

III:
Ij

II

II il
Ad:~~ced III
I,

II

i"
Same as Elementary, omitting I Word Discrimination, plus:

I I

Language Parts of Speech
Language Study Skills

I

Social Social

Studies Studies

Information Study Skills

Science
I

I

I Same as Intermediate, plus:
! Language
Kinds of Sentences

i

I

: Number
I of Items
\

jAdmiTniimsteration

I

II

Types of Derived Scores

I 178 I 105 min.

Standard

II,'

, Primary I I Primary I

scores,

!

II

i grade

I

'1'1'

. equivalents,

I I
i

II

I,
I I Ij

225 Primary

'I
I
II

About 2 hr. Primary IT

percentile ranks, and stanl'ne scores

i

'I

I

I

I

I I

312

165 min

l Elementary I Elementary

I' i

\

I

I

i

i

503

I 4 hr.

!Intermediatel Intermediate

i

II

II

I I

I

I

I

'

I 512 ,II 4 hr. 15 min. ' Advanced I Advanced

:

II

:,

IIII

:

!I

18

Type of Test: Achievement Battery
SRA ACHIEVEMENT SERIES or. Science Research Associates, Inc.

Buros - Section 21

Edition :)

Revised 1960

Special Information Costs: Specimen Set - All 4 levels, $6.00; battery per level, $1.50.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade

Levels

Forms

Available Available

Sub Tests

1-2

A

Reading

Comprehension

Vocabulary

Verbal-Pictorial Association

Language Perception

Arithmetic

Reasoning

Concepts and Usage

Computation

2-4

A, B

Reading

Comprehension

I

Vocabulary Arithmetic

I (same as 1-2)

Language Arts

Capitalization-Punctuation

Grammatical Usage

Spelling

4-6

A, B

Same as 2-4, plus;

Work-Study Skills

References

(composite score)

Charts

(achievement score)

6-9

A, B

Same as 4-6

Number of
Items
398

Types of

IlAdministration! Derived

Time

Scores

:

I
I

About

I I

6 hr.

I

i
i
I

Grade equivalents

I

also

I
!
I

percentile ranks for

i each

subtest

and the

composite

289

About

8 hr.

425

About

8 hr.

464

About

6 hr.

i
I
19

Type of 'Fest: Achievement Battery

Buros - Section 24

Edition 5

SEQUENTIAL TESTS OF EDUCATIONAL PROGRESS (STEP) 0/< Cooperative Test Division, Educational Testing Service

R.evised 1959

Special Information Costs: Specimen Set - $3.50 complete.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade

Levels

Forms

Available Available

I'" 4-6
Level 4

B, C,D Essay

I
i
7-9
Level 3

A,B

Listening

Sub - Tests

I I 10-12

A,B

Mathematics

Level 2

13-14 Levell

A, B

Reading

A.B

Science

A. B Social Studies
I
A.B Writing

Number of
Items

Administration Time

Types of Derived Scores

7

40 min. Percentile

bands

72-80

90-100 min

I 50
I
70
60
i 70
60

90-100 min 90-100 min 90-100 min 90-100 min 90-100 min

20

Type of Test: Achievement Battery
STANFORD ACHIEVEMENT TEST (1953 REVISION)" Harcourt, Brace & World, Inc.

Buras - Section 25

Edition .;)

Revised 1960

Special Information Costs: Specimen Set - Separate tests, $.35; partial or complete battery, $.50.

Scoring Options: Hand or machine scoring.

Grade Levels Available
1.9-3.5 Primary

I

Forms

Available

\
I

I

I
I

Sub -Tests

J,K,L,M,N! Reading

i
I

Paragraph Meaning Word Meaning

I Spelling

I

Arithmetic Arithmetic

Reasoning

I Arithmetic Computation

Total

3-4 Elementary

Same as Primary, plus: Language

5-6 Intermediate

Same as Elementary, plns: Social Studies
Science Study Skills

7-9
Advanced Complete

Same as Intermediate. plus:
Social Studies Citizenship

5-fj Intermediate
Partial
7-9 Advanced
Partial

Same as Elementary (Complete) Same as Intermediate (Partial)

Number

Types of ,

of Items

[Administrationl Derived

i

Time

i Scores

I

I

"

Primary i 110 min. ii Model-age

187

I

II grade norms

Elem. 299

I
: 175 min.

i Total group:
i Grade equivalents, percentile
ranks, and age
eqnivalents

Inter 496

260 min.

Adv. 438
Inter. 328
I
Adv. 328

260 min. 170 min 170 min

i

1\

21

Type of Test: English Achievement
Cooperative English Tests *
Cooperative Test Division, Educational Testing Service

Buros - See left of table below Revised - See right of table below

Special Information Costs: Specimen Set -- 1960 English, $1.25: others, $U}O,

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available, Publisher implies that English tests published prior to 1960 wHl be discontinued gradually.

i Grade :,

Buras' 'I Levels :Availa ble

Refer~n~e~t_v_-a~lablf''-I_FO_rm_s

~

Sub-Tests .

1960 :i 9-12

I revision , Lower

not

Level

reviewed (See I ]3-14

5:179 'I Higher for I Level review I

of

earlier

i
:

edition.) i

I

I

iI2A , 2B, 2C
i'
lilA, 1B, lC i
I
.

1$160 COOPERATIVE ENGLISH TESTS
Reading Comprehension Vocabulary Speed of Comprehension Level of Comprehension
Total English Expression
~G~,ni" Effectiveness

4:213 I 7-16
j
I
40:1271 i 716

Q, Z COOPERATIVE VOCABULARY TEST
OM, Pl\1 COOPERATIVE ENGLISH TEST: USAGE, SPELLING. VOCABULARY

5:690

7-12

A only COOPERATIVE DICTIONARY TEST

4:184

10-16

R.T

COOPERATIVE LITERARY COMPREHl<;NSION AND APPRECIA nON TEST

i T.Jumber ii'

I Types of Dates

--I I of Administrationj Derived

of

j_uem_,s_f __:!,ime

8::o1'es _ ReviSIOn

I

I

.
II

~g

i
II

50 min.

.

. i

I

Ii
I 50 min.
64
! I 150

I Ipercentile I, bands '

1960

I i \
I
I

, 150 ,I
i
! 325 Ii
ij
I"
I
I ! 50 I
I
I 65
I
,I I,,
i
I
I
i,
!
i
I,

35 min. 75 min.
35 min. 45 min

"percentile ranks
1
IPercentile
I ranks

1953 1951

I
I
iPe;~~~;ile 1952

I
!iperracneknstile 1951
i
I
I
I
I
I
;i
I
I

22

Type of Test: Foreign Languages Achievement
Cooperative Foreign Languages Tests" Cooperative Test Division, Educational Testing Service

Buros - See left of table below Revised - See right of table below

Special Information Costs: Specimen Set - Representing all foreign language tests, $2.00.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade I
Buros' Levels Forms

Sub - Tests

R-e-fer-en-ce-s -Av-ai-la-ble- -Av-ai-la-bl-e - - - - - - - - - - - - - - - - - - - - - - - - - -

INumber

J 'I Types of Dates

I of Administration Derived l'?f.

Items

Time

Scores I Rev!~

3:181 5:265
40:1374 3:204

Elem.t Adv.tt

Q, R (at both levels)

2nd year
hi. school thru 5th semester college French

A, B

Elem.t Adv.H

0, P (at both levels)

Elem.t Adv.tt

Q, R (at both levels)

COOPERATIVE FRENCH TEST COOPERATIVE ji'RENCH LISTENING COMPREHENSION TEST
COOPERATIVE SPANISH TEST COOPERATIVE LATIN TEST

125 42
125 1110.135
I

45 min. 35 min.

I 11percentile 1941

ranks

!

i

i

!percentilell 1955 : ranks ,

:

!

45 min. 45 min.

i
I
!Percentile I i ranks I
I

1940

IPercentile 1941 I ranks !

:1

I

I

I
i

I

I I I

!

j' Elementary:

First year and second year high school French, Spanish, or Latin (whichever is applicable), or first year college French, Spanish, or Latin (whichever is applicable).

j-t Advanced

Beyond 2 years high school French, Spanish, or Latin (whichever i., applicable), or beyond first year college French, Spanish, or Latin (whichever is applicable).

-
23

Type of Test: Group Intelligence - Aptitude

Bm'os - Section 313 Edition '5

CALIFORNIA SHORT-FORM TEST OF' MENTAL MATURITY, 1957 S-FORM ;, California Test Bureau

Revised 1958

Special Information Costs: Specimen Set -- $.50.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

I Grade i

!

Levels

Forms 'I

Available Available

Sub Tests

II

Kgn, & 1st 1 fOl'm grade
entrants I Pre-primaryl

I 1-3
Primary

I

I 4-8
Elementary I, I,
7-9
Jr. High i

II Spatial Relationships

II
,I

Lvgical

Reasoning

II .\'umerical Reasoning IIIi Verbal Concepts

II Language

il Non-Language
!i
!j
IId',I! Tota!

I,

9-13 !

Ii I!

Secondary \

10-16 & I adults I
Advanced

24

I Number
I of Items
I
2235 24-30 2430 3050 54-80 46-65

Administration Time
II

Types of
Derived Scores

I 2940 min. II Mental ages, Pre-primary I I. Q.'s,

I'I

and percentile

I
I

Ii ranks

42-55 min.
'I Primary I! Ii
il I',

II

60 min. Elementary

'I
i

II,
,j

I,

IIIIii

65 min. Jr. High

i]
Ii

I!
II Ii

65 min. Secondary

II
I:
"ii
,I',

Ii 65 min.

Ii Advanced I,.

I'

I
i!

"

II

I'

'[':

,

\

i

I'

Ii

I
Ii

I',
I:
I'

"I'
I'

II

Ii

,
I'

Ii

Ii
I,

I,Ii

i:
,IIi

I,I:,

II

IiI'

Type of Test: Group Intelligence - Aptitude
COLLEGE QUALIFICATION TESTS (CQT) *
The Psychological Corporation

Buros - Section 320 Edition 5 Revised 1960

Special Information Costs: Specimen Set - $.75 combined booklet; $.90 separate booklets.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade Levels Available 11-13

I Forms
Available
I I

Sub - Tests

A

Verbal

(high school) Synonym-Antonym

Band C (restricted for college
use)

Numerical Arithmetic Algebra Geometry

Information Science Social Studies Total Information

Number

I

of Items

Types of

Administration Derived

Time

Scores

75 50
I

25 min. 45 min.

Percentile ranks
presented separately by sex, institution,
and curriculum

75

40 min.

i
25

Type of Test: Group Intelligence - Aptitude

Buros - Section 322 Edition 5

COOPERATIVE SCHOOL AND COLLEGE ABILITY TEST (SCAT) *
Cooperative Test Division, Educational Testing Service

Revised 1957

Special Information Costs: Specimen Set - $1.25.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

I I Grade

Levels

Forms !

Available Available

Sub Tests

4-6 Level 5
6-8 Level 4
8-10 Level 3

A, B 1 Sentence-Completion

A,B A, B

Vocabulary Numerical Computation Numerical Problem-Solving

10-12 Level 2
12-14 Levell

A, B
Three scores: Verbal Quantitative
A, B, C, Di Total (C & D by
special arrange-
ment)

Number of
Items
30
30
25
25

IAdmin~stration\

Types of Derived

TIme

Scores

95 min total
I
I

II Converted scores (not comparable between test parts)
and percentile
bands

I
1

i

26

Type of Test: Group Intelligence - Aptitude

Buros - Section 342 Edition 5

HENMON-NELSON TESTS OF MENTAL ABILITY, REVISED EDITION *
Houghton Mifflin Company

Revised 1958

Special Information Costs: Specimen Set - $2.25 complete; $.42 per set for anyone level (1 form only).

Scoring Options: Hand or machine scoring.

Grade

Levels

Forms

Available Available

3-6
A,B 6-9
912

Sub - Tests NONE

Number of
Items

Types of

Administration Derived

Time

Scores

Percentile

90

35 min.

ranks by

grade levels,

mental ages,

grade

equivalents,

and

deviation

I. Q.'s

I
I

I

1

I

I

27

Type of Test: Group Intelligence - Aptitude

Buros - Section 348 Edition 5

KUHLMANN-ANDERSON INTELLIGENCE TESTS, SIXTH and SEVENTH EDITION *

Personnel Press, Inc.

Revised 1960

Special Information Costs: Specimen Set - $1.50 for 6th edition; $1.00 for 7th edition (D & EF or G & H).

Scoring Options: Hand scoring for 6th edition; hand or machine scoring for 7th edition. Single dagger(t) indicates Sixth Edition; double daggers (tt) indicate Seventh Edition.

I LGervaedles

Forms

Available I Available

I,

I tKgn.

K

Ages 5-6

I

t1 Ages 5-7

I !
I,

A

I

t2

i

B

Ages 6-9 " I

!

t3

i
I

C

Ages 7-11 I,

I

t4 ! D Ages 8-13 !,

I tt4-5 I

D

I

t5
Ages 9-15

i i
i

E

t6 I F
Ages 10-171
I
H5-6 (7) I EF
I

t7-8 I G Ages 11-23

H7-9

G

I

t,tt9-12

H

Ages 1330

Sub Tests
N 0 NE

Number of
Items 77
71
70 93 139

Administration Time

Types of Derived Scores

"

I"i

Sixth
Ii Edition
il 40-45 min.

Sixth Edition: Mental ages

and 1- Q.'s

i" i

Seventh

II
",

Edition i: Seventh

50-60 min.

Ii
"

Edition: Percentile

II ranking of

Ii"II
II

1. Q.'s based on age groups.

1[,

)"
!i

j,

153

ii
Ii

,

157

""

ii

177

I
I,

I,
i"i

129

I

,I' I

,I

153

'II!

II

,Ii

171

I'
I

I'

6th - 171 7th - 166

IiI:;
I'

j

Ii

28

Type of Test: Group Intelligence - Aptitude

Buros - Section 362 Edition 5

OTIS QUICK-SCORING MENTAL ABILITY TESTS, NEW EDITION *
Harcourt, Brace & World, Inc.

Revised 1954

Special Information Costs: Specimen Set - $.35 each.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade Levels Available
1.5-4
(Alpha short form
4-9 (Beta)

Forms ,
Available
I
AS
I
I
EM,FM

9-16

EM,FM

(Gamma)

Sub- Tests NONE

Number of
Items

I

45

80 80

Types of

Administration Derived

Time

Scores

I 35 min
35 min
I
35 min
1

II
Alpha and Beta:
I Mental age equivalents and deviation I. Q.'s
Gamma:
Deviation I. Q.'s

I
I

29

Type of Test: Intelligence-Individual

Not reviewed by Buros: data obtained from publisher's catalog.

PEABODY PICTURE VOCABULARY TEST American Guidance Service, Inc.

Published 1959

Special Information Costs: Specimen Set - Not available; complete kit, $10.00; 50 answer blanks, $3.00.

Scoring Options: Hand scoring.
Especially appropriate for withdrawn subjects or those with speech difficulties since response is to point, rather than to speak.

Grade

Levels

Forms

Available Available

Ages 2.5-18

A, B

I

I

I

i

I

I
I

I

-I I

i
I
I I

Sub - Tests NONE
30

Number of
Items

Administration Time

Types of Derived Scores

600

Untimed - Mental ages,

10-15 min.

I. Q.'s,

Individual

and

percentile

ranks

,I
i
I
I
I

I
I
I
I
I I
!
i

\

I

I

I

I

I

i
I

I I I

Type of Test: Intelligence-Individual

BUfOS- TESTS IN PRINT, Section 909

REVISED STANFORD-BINET INTELLIGENCE SCALE, TlllRD EDITION (1960) *

Houghton Mifflin Company; The Psychological Corporation

Revised 1960

Special Information
Costs: Specimen Set - Not available; LM set, with manual, $30.00 (Houghton Mifflin Company), $31.00 (Psychological Corporation).

Scoring Options: Hand scoring. MUST BE ADMINISTERED BY A TRAINED EXAMINER.

Grade I

I Levels
Available

I

AvFaoirlmabsle

I

I Ages 2
through

1 form LM

adult I

I

Sub Tests NONE

Number of
Items

Administration Time

Types of Derived Scores

I

Dependent upon
capacity of individual

Untimed (3090 min.)

Mental ages and
deviation 1. Q.'s

I

I

I
I
I

31

Type of Test: Intelligence-Individual
WECHSLER ADULT INTELLIGENCE SCALE (WAIS)" The Psychological Corporation

Buros - Section 414 Edition 5 Revised 1955

Special Information Costs: Specimen Set - Not available; set (manual and 25 record forms), $23.00.

Scoring Options: Hand scoring. MUST BE ADMINISTERED BY A TRAINED EXAMINER.

Grade

Levels

Forms

-Available Available

Sub - Tests _._-

Ages

1 form

16 and over (Revision of Form I

of

Wechsler

Bellevue

Intelligence

Scale;

Form II

of WBIS

can be

used for

I re-test.)

I

Verbal Information Comprehension Arithmetic Similarities Digit Span Vocabulary Total
Performance Digit Symbol Picture Completion Block Design Picture Arrangement Object Assembly
Total

I

Number of
Items

Types of

Administration Derived

Time

Scores

Dependent upon
capacity of individual examinee

40-60 min.

I. Q.'s based on chronological age of examinee

I

i
I
I

32

Type of Test: Intelligence-Individual

Buros - Section 416 Edition 5

WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC)'" The Psychological Corporation

Published 1949

Special Information Costs: Specimen Set - Not available; set (manual, mazes, and 25 record forms), $24.00.

Scoring Options: Hand scoring.
MUST BE ADMINSTERED BY A TRAINED EXAMINER. Spanish-American translation available.

Levels

Grade

Forms

Available Available

Sub -Tests

Ages 5-15

1 form

Verbal
Information Comprehension Arithmetic Similarities Vocabulary Digit Span (optional) Total

Performance
Picture Completion Picture Arrangement Block Design Object Assembly Coding Mazes (optional) Total

Total

Number of
Items

Types of

Administration Scores

Time

Derived

Dependent upon
capacity of individual examinee

40-60 min.

I. Q.'s based on scaled scores for
each chronological age
level

"

I
33

Type of Test: Mathematics Achievement
Cooperative Mathematics Tests"" Cooperative Test Division, Educational Testing Service

Buros - See left of table below Revised - See right of table below

Special Information Costs: Specimen Set - Representing all mathematics tests, $1.00.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Buras'

I LGervaedles Forms

References Available Available

Sub -Tests ..

Number

Types of Dates

of Administration Derived

of

Items

Time

Scores Revision

4:387

I High '1', Y, Z

I

School

I
I

I
I

COOPERATIVE ALGEBRA TEST: ELEMENTARY ALGEBRA THROUGH QUADRATICS

59

45 min. Percentile 1951

ranks

4:388

High School

'1', Y,Z

COOPERATIVE INTERMEDIATE ALGEBRA TEST: QUADRATICS AND BEYOND

65

45 min.

I

Percentile 1951 ranks

4:438 4.423 40:1468 40:1432

I High

U, Y

I School

I

High T, Y,Z School

High School

0, P

High

0

School

COOPERATIVE PLANE TRIGONOMETRY

40

TEST

COOPERATIVE PLANE GEOMETRY TEST

65

I COOPERATIVE SOLID GEOMETRY TEST

50

COOPERATIVE GENERAL MATHEMATICS 60 TEST FOR HIGH SCHOOL CLASSES

45 min.
45 min.
I 45 min. I
I,
I 45 min.

Percentile 1951 ranks
Percentile 1951 ranks
Percentile 1939 ranks
Percentile 1951 ranks

5:421

7-9

X, Y COOPERATIVE MATHEMATICS TEST

FOR GRADES 7, 8, AND I}

130

85 min. Percentile 1950

ranks

!

\

II

I

I

\

I

...

\

I

34

Type of Test: Aptitude Battery

Buros - Section 605 Edition 5

DIFFERENTIAL APTITUDE TESTS (DAT)* The Psychological Corporation
Special Information Costs: Specimen Set - $.50; more complete specimen set, $3.00.

Revised 1959

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade

Levels

Forms

Available Available

Sub - Tests

8-13

A,B

and adult

Verbal Reasoning Numerical Ability

Abstract Reasoning

Space Relations

Mechanical Reasoning

Clerical Speed and Accuracy

Language Usage: Spelling Sentences

Number of
Items

IAdministration Time

Types of Derived Scores

50

40 min

Percentiles

for grades

8-1~

40

35 min.

presented separately

by sex

50

30 min.

Means and

standard

deviations

100

40 min.

for college groups

68

35 min.

200

15 min.

45 min 100 250

I
35

Type of Test: Aptitude Battery

Buros - Section 608 Edition 5

FLANAGAN APTITUDE CLASSIFICATION TESTS (FACT) *
Science Research Associates, Inc.

Revised 1960

Special Information Costs: Specimen Set - $3.00.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade

Levels

Forms

_A.v_ai-la-b-l-e- --A--v-a-i-l-a_b.le

Sub - Tests

9-12 and Separate-

adults

I Booklets
Edition:

1A

Inspection

2A & 2B Coding

3A & 3B Memory

4A

Precision

5A

Assembly

6A

Scales

7A

Coordination

8A

Judgement and Comprehension

9A

Arithmetic

lOA

Patterns

llA

Components

12A

Tables

13A & 13B Mechanics

14A

Expression

I

15A

Reasoning

I 16A

Ingenuity

Two-booklet edition same as separate-booklets edition, plus:
I Vocabulary I Planning
Alertness

I Nuomfber Administration

----------1 Items

Time

Types of
Derived Scores

I I
I

5-40 min. per test

Percentile ranks

!

80

I

120

30 I
196

20

72

48

24

120

30

40

120

30

52

24

24

60 32
I
36 I

36

Type of Test: Aptitude Battery

Buros - Section 609 Edition 5

GENERAL APTITUDE TEST BATTERY *
United State Employment Service (Portions by Specialty Case Manufacturing Company and Warwick Products Company)

Revised 1959

Special Information Costs: Specimen Set - Not available; 500 IBM answer sheets, $9.50.

Scoring Options: Details may be obtained from State and local offices of United States Employment Service.
All orders must be cleared through state and local offices of the State Employment Service. Free testing services available through all State Employment Service offices.

Grade

Levels

Forms

Available Available

Sub - Tests

9-12 and adults

B-1002A and
B-1002B

Book I Name Comparison Computation Three Dimensional Space Vocabulary
Book II Tool Matching Arithmetic Reasoning Form Matching
Part 8 Mark Making
Pegboard Place Apparatus Turn Apparatus
Finger Dexterity Board Assemble Apparatus Disassemble Apparatus

Number of
Items

Administration Time

Information not
available

WORKING TIME 6 min. 6 min. 6 min. 6 min.

Types of Derived Scores
Scaled scores

5 min. 7 min. 6 min.

10 sec.
I
15 sec 30 sec.

90 sec. 60 sec.

I

135 min.

total

I

administration

time

I

I

37

Type of Test: Aptitude Battery
MULTIPLE APTITUDE TESTS, 1959 EDITION California Test Bureau

Buros - Section 613 Sdition 5 Revised 1960

Special Information Costs: Specimen Set - $1.25.
Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

Grade

Levels

Forms

Available Available

Sub - Tests

7-13

1 form Factor 1:

Verbal Comprehension Word Meaning Paragraph Meaning Total

Factor 2: Perceptual Speed
Language Usage Routine Clerical Facility Total

Factor 3:

Numerical Reasoning

I

Arithmetic Reasoning Arithmetic Computation

Total

Factor 4:

i

Spatial Visualization

Applied Science & Mechanics

Spatial Relations-Two Dimensions

Spatial Relations-Three Dimensions

Total

I

Number of
]items

Types of

Administration Derived

Time

Scores

Percentile

ranks and

standard

60

20 min.

scores by

50

35 min. grade levels

Separate sex norms

120

30 min

180

10 min.

35

35 min.

35

35 min.

60

35 min.

25

10 min.

25

15 min.

38

Type of Test: Aptitude Battery
SRA PRIMARY MENTAL ABILITIES, REVISED (PMA) *
Science Research Asscoiates, Inc.

Not reviewed by Buros; data obtained from publisher's catalog.
Revised 1962

Special Information Costs: Specimen Set - Kgn.-2 or 2-4, $.50; others, $1.00 each.

Scoring Options: First two levels hand scoring only; others, hand or machine scoring; publisher's scoring and interpretation available.
NOTE: This test will be available in the fall of 1962.

Grade

Levels

Forms

Available Available

Sub Tests

Kgn-2

1 form for each level

Verbal Meaning Spatial Ability Perception Quantitative Ability
(Reading Readiness) Total

2-4

Same as Kgn.-2

4-6

Verbal Meaning

Quantitative Ability

Spatial Ability

Perceptual Speed

Total

6-9

Verbal Meaning

Number Sense

Reasoning

Space

Total

9-12

Same as 6-9

Number of
Items

Types of

Administration Derived

Time

Scores

115

About

Derived

60 min.

scores

on each

factor

and total

I. Q's

275

About 60 min.

--

About 60 min.

240

45-55 min.

--

45-55 min.

39

Type of Test: Reading Readiness

Buros - Section 516 Edition 3

GATES READING READINESS TESTS Bureau of Publications, Teachers College, Columbia University

Revised 1942

Special Information Costs: Specimen Set - Information not available.
Scoring Options: Hand scoring.

Grade

Levels

Forms

Available Available

Sub - Tests

Grade 1

1 form

Picture Directions Word Matching Word-Card Matching Rhyming Letters and Numbers

Number of
ltems

Types of

Administration Derived

Time

Scores

36

Untimed

Percentile

(about

ranks

18

50 min.)

20

I

I

14

62

40

Type of Test: Reading Readiness
HARRISON-STROUD READING READINESS PROFILES Houghton Mifflin Company

Buros - Section 677 Editon 5 Revised 1956

Special Information Costs: Specimen Set: $.66.

Scoring Options: Hand scoring.

Grade

Levels

Forms

Available Available

Sub-Tests

Kgn.-l

1 form

Using Symbols Making Visual Discriminations Using the Context Making Auditory Discriminations Using Context and Auditory Clues Giving the Names of Letters
(optional)

Number of
litems

Administration Time

Types of Derived Scores

22

80-90 min. Percentile

ranks

30

18

16

18

42

41

Type of Test: Reading Readiness
LEE-CLARK READING READINESS TEST, 1962 EDITION California Test Bureau

Not reviewed by Buros; data obtained from pUblisher's catalog.
Revised 1962

Special Information Costs: Specimen Set - $.25.
Scoring Options: Hand scoring.

Grade

Levels

Forms

Available Available

Sub -Tests
---

Kgn.l

1 form

Matching Cross Out (Letter Symbols) Total Vocabulary and Following Instructions Identification of Letters and Words

Number of
litems

Types of

Administration Derived

Time

Scores

12

About

Information

20 min.

not

12

available

20

20

42

Type of Test: Reading Readiness
METROPOLITAN READINESS TESTS Harcourt, Brace & World, Inc.

Buros - Section 570 Edition 4 Revised 1950

Special Information Costs: Specimen Set - Not available; 35 test booklets, $4.65.
Scoring Options: Hand scoring. Special directions for administering the copying test to left-handed children.

Grade

Levels

Forms

Available Available

Sub-Tests

End of kgnand
first grade entrants

R, S

Reading Readiness Number Readiness Total Readiness Drawing-a-Man (optional)

Number

Types of

of

Administration Derived

lItems

Time

Scores

66

65-75 min. Percentile

ranks

24

I
43

Type of Test: Reading Readiness

Buros - Section 679 Edition 5

MURPHY-DURRELL DIAGNOSTIC READING READINESS TEST Harcourt, Brace & World, Inc.

Revised 1949

Special Information Costs: Specimen Set - $.35.
Scoring Options: Hand scoring.

Grade

Levels

Forms

Available Available

Sub -Tests
-

First grade entrants

1 form

Auditory Discrimination Visual Discrimination

Learning Rate

Number

Types of

of

Administration Derived

I!tems

Time

Scores

84

About

Percentile

60 min.

ranks

52

About

60 min.

10

Group

20 min.,

plus

individual

5-10 min.

I

I

!
I
I
I
44

Type of Test: Reading Readiness
(Monroe) READING APTITUDE TESTS Houghton Mifflin Company

Special Information Costs: Specimen Set - $.36.
Scoring Options: Hand scoring.

Grade

Levels

For~s

Available Available

Sub -Tests _.

Kgn.-l

1 form

I

Visual Auditory Motor Control Oral Speed and Articulation Language

I
I
45

Buros - Section 519 Edition 3 Published 1935

Number of
Items

Administration Time

Types of Derived Scores

12

Group

Percentile

30-40 min.,

ranks

21

plus

individual

9

10-15 min.

Total time

12

40-55 min.

12

I
I
I
1

I

I

I

I I

I
I
-

Type of Test: Science Achievement
Cooperative Science Tests* Cooperative Test Division, Educational Testing Service

Buros - See left of table below Revised - See right of table below

Special Information Costs: Specimen Set - Representing all science tests, $1.00.

Scoring Options: Hand or machine scoring; publisher's scoring and interpretation available.

~~i1~;le Grade
Buros' Levels R-ef-ere-nc-es Available A

1_____________

I

Number

Types of Dates

Sub Tests

of Administration Derived of

. " - - . ..- . -.-~-_.-._._.

--~

Ltems

Time - Scores Revision

4:624 4:623

79
High School

X, Y
I I
I I

I COOPERATIVE SCIENCE TEST FOR GRADES 7, 8, AND 9
I
I
I
I

X, Y,Z COOPERATIVE GENERAL SCIENCE TEST, Grade 9

I

145

85 min.

I Scaled 1951 I scores and

percentile

ranks

90

45 min. Percentile 1951

ranks

I

i

I

4:601

High School

X, Y COOPERATIVE BIOLOGY TEST

85

45 min. \percentile 1951

ranks

5:744

I
I
High X, Y,Z School

COOPERATIVE CHEMISTRY TEST

5:751

High School

Y, Z COOPERATIVE PHYSICS TEST

i

79

45 min. IPercentile 1950

I ranks
I
i

!

i

77

I
45 min. !percentile 1951

I ranks

i
I
I

I
I !
I
I I
f
I
!
I

I

!

.......

I
I

I

46

Type of Test: Social Studies Achivement
Cooperative Social Studies Tests" Cooperative Test Division, Educational Testing Service

Buros - See left of table below Revised - See right of table below

Special Information Costs: Specimen Set - Representing all social studies tests, $1.00.

Scoring Options: Hand or machine scoring; pUblisher's scoring and interpretation available.

Grade Buros' Levels Available References Available Forms

Sub -Tests

Number

Types of Dates

of Administration Derived of

Items

Time

Scores ~

4:633 4:702 4:684 4:685 4:686 5:814

7-9

X,Y COOPERATIVE SOCIAL STUDIES

TEST FOR GRADES 7, 8, AND 9

!

High School
9-16

X,Y

COOPERATIVE AMERICAN GOVERN MENT TEST

I I X, Y, Z

COOPERATIVE AMERICAN HISTORY TEST

150

85 min.

85

45 min.

I

85

45 min.

High

0, P COOPERATIVE ANCIENT HISTORY TEST

100

School

High

X,Y COOPERATIVE MODERN EUROPEAN

85

School &

HISTORY TEST

College

High

Y, Z COOPERATIVE WORLD HISTORY TEST

85

School

45 min. 45 min. 45 min.

Percentile' 1951 ranks I
I
!
I Percentile 1951 ranks
I Percentile 1951 ranks II I Percentile 1951
ranks I
II Percentile 1951 ranks
I Percentile 1951 I ranks
i
I
I
I

I ---
47

CLASSIFIED INDEX OF TESTS

ACHIEVEMENT BATTERIES AND SERIES
*California Achievement Tests, 1957 Edition *Essential High School Content Battery *Evaluation and Adjustment Series *Iowa Every-Pupil Tests of Basic Skills *Iowa Tests of Basic Skills *Iowa Tests of Educational Development (ITED) *Metropolitan Achievement Tests, 1959 Edition or 1960 Edition *SRA Achievement Series *Sequential Tests of Educational Progress (STEP) *Stanford Achievement Test, 1953 Revision

ENGLISH ACHIEVEMENT
*Basic Language Skills: Iowa Every-Pupil Tests of Basic Skills, Test C *California Language Test, 1957 Edition *1960 Cooperative English Test: English Expression *Cooperative English Test: Usage, Spelling, Vocabulary

Composition
*Sequential Tests of Educational Progress: Essay Test *Sequential Tests of Educational Progress: Writing

Literature
*Center-Durost Literature Acquaintance Test *Cooperative Literary Comprehension and Appreciation Test *Iowa Tests of Educational Development: Test 7, Ability to Interpret Literary Materials

Vocabulary
*Cooperative Vocabulary Test *Durost-Center Word Mastery Test *Iowa Tests of Educational Development:

Test 8, General VocabUlary

FOREIGN LANGUAGES ACHIEVEMENT
French
*Cooperative French Listening Comprehension Test *Cooperative French Test
Latin
*Cooperative Latin Test
Spanish
*Cooperative Spanish Test

48

INTELLIGENCE
Group-Aptitude *California Short-Form Test of Mental Maturity, 1957 S-Form *College Qualification Tests (CQT) *Cooperative School and College Ability Tests (SCAT) *Henmon-Nelson Tests of Mental Ability, Revised Edition *Kuhlmann-Anderson Intelligence Tests, Sixth Edition or Seventh Edition *Otis Quick-Scoring Mental Ability Tests, New Edition
Individual Peabody Picture Vocabulary Test *Revised Stanford-Binet Intelligence Scale, Third Revision *Wechsler Adult Intelligence Scale (WAIS) *Wechsler Intelligence Scale for Children (WISC)
MATHEMATICE ACHIEVEMENT *Cooperative General Mathematics Test for High School Classes *Cooperative Mathematics Test for Grades 7, 8, and 9 *Davis Test of Functional Competence in Mathematics *Iowa Tests of Educational Development: Test 4, Ability to Do Quantitative Thinking *Sequential Tests of Educational Progress: Mathematics *Snader General Mathematics Test
Algebra *Blyth Second-Year Algebra Test *Cooperative Algebra Test: Elementary Algebra Through Quadratics *Cooperative Intermediate Algebra Test: Quadratics and Beyond
Arithmetic *Basic Arithmetic Skills: Iowa Every-Pupil Tests of Basic Skills, Test D *California Arithmetic Test, 1957 Edition *Madden-Peak Arithmetic Computation Test *Metropolitan Achievement Tests: Arithmetic, 1960 Edition *SRA Achievement Series: Arithmetic *Stanford Achievement Test: Arithmetic
Geometry *Cooperative Plane Geometry Test *Cooperative Solid Geometry Test *Seattle Plane Geometry Test *Shaycoft Plane Geometry Test
Trigonometry *Cooperative Plane Trigonometry Test
MISCELLANEOUS APTITUDE Health *Kilander Health Knowledge Test
49

Listening Comprehension *Sequential Tests of Educational Progress:
Psychology *Engle Psychology Test

Listening

MUlTIAPTITUDE BATTERIES
*Differential Aptitude Tests (DAT)
*Flanagan Aptitude Classification Tests tFACT)
*General Aptitude Test Battery *Multiple Aptitude Tests, 1959 Edition *SRA Primary Mental Abilities, Revised (PlVIAl

READING ACHIEVEMENT
*California Reading Test, 1957 Edition *1960 Cooperative English Test: Reading Comprehension *Kelley-Greene Reading Comprehension Test *Metropolitan Achievement Tests: Reading, 1960 Edition *Sequential Tests of Educational Progress: Reading *Silent Reading Comprehension: Iowa Every-Pupil Tests of Basic Skills, Test A *SRA Achievement Series: Reading *Stanford Achievement Test: Reading

Readiness
Gates Reading Readiness Tests Harrison-Stroud Reading Readiness Profiles Lee-Clark Reading Readiness Test, 1962 Edition Metropolitan Readiness Tests Murphy-Durrell Diagnostic Reading Readiness Test (Monroe) Reading AptitUde Tests

Special Fields
*Iowa Tests of Educational Development: the Social Studies
*Iowa Tests of Educational Development: the Natural Sciences

Test 5, Ability to Interpret Reading Materials in Test 6, Ability to Interpret Reading Materials in

Study Skills
*Cooperative Dictionary Test *Iowa Tests of Educational Development: Test 9, Use of Sources of Information *Spitzer Study Skills Test *SRA Achievement Series: Work-Study Skills *Stanford Achievement Test: Study Skills

SCIENCE ACHIEVEMENT
*Cooperative General Science Test, Grade 9nd 9 "'Cooperative Science Test for Grades 7, 8, a "'Iowa Tests of Educational Development: Test 2, General Background in the Natural Sciences

50

*Metropolitan Achievement Tests: Science,1960 Edition *Read General Science Test *Sequential Tests of Educational Progress: Science *Stanford Achievement Test: Intermediate and Advanced Science Test *Work-Study Skills: Iowa Every-Pupil Tests of Basic Skills Biology *Cooperative Biology Test *Nelson Biology Test Chemistry *Anderson Chemistry Test *Cooperative Chemistry Test Physics *Cooperative Physics Test *Dunning Physics Test SOCIAL STUDIES ACHIEVEMENT *Cooperative Social Studies Test for Grades 7, 8, and 9 *Iowa Tests of Educational Development: Test 1, Understanding of Basic Social Concepts *Metropolitan Achievement Tests: Social Studies, 1960 Edition *Sequential Tests of Educational Progress: Social Studies *Stanford Achievement Test: Intermediate and Advanced Social Studies Test History *Cooperative American History Test *Cooperative Ancient History Test *Cooperative Modern European History Test *Cooperative World History Test *Crary American History Test *Cummings World History Test Political Science *Cooperative American Government Test *Dimond-Pflieger Problems of Democracy Test *Peltier-Durost Civics and Citizenship Test
51