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