A review of educational and psychological tests and their uses; a survey of test use research in the University System of Georgia from January 1, 1933 to August 31, 1951

A REVIEW OF EDUCATIONAL AND PSYCHOLOGICAL TESTS And THEIR USES
A SURVEY OF TEST USE RESEARCH IN THE UNIVERSITY SYSTEM OF GEORGIA FROM JANUARY 1, 1933, TO AUGUST 31, 1951
Prepared for the Chancellor of the University System of Georgia
under the direction of the Chancellor's Committee on Uniform TelJting Procedures
Edited by R. Travis Osborne University of Georgia Athens, Georgia June, 1952

A REVIEW OF EDUCATIONAL AND P S Y C H 0 LOG I CAL T EST S AND THEIR USES

t------------------,

Ii SUnVEY OF T1.'ST USE RESEARCH

IN THE UNIVERSITY SYSTJil,I OF GEORGIA

FHOM JANUARY 1, 1933, TO AUGUST 31, 1951

l_.

_

Prepared for the Chancellor of the University System of G... oorgia
under the direction of the Chancellor's Committee on Uniform Testing Procedures
Edited by R. Travis Osborne University of Georgia Iithens, Georgia June 1952

ffiEFACE
This report represents a prefatory part of the work completed by an advisory committee appointed by Chancell.r Caldwell for the special purpose of investigating the desirability .f establishing a uniform program O'f educational testing for the various uni ts of the Universiw System of Georgia.
The Committee appointed by the Chancellor late in the summer of 1951 held its first official meeting on September 12, 1951, at which time its members recommended to the Chancellor that he direct a comprehensive study be made of the educational and psychological test us e research completed by faculty and s illdents of the Universi ty B,ystan of Georgia from Januar,v 1, 1933, to August 31, 1951. The immediate purpose of such a study should be to determine what educational testing is new being done in the System and what varied and common uses are being made of the test results. This project has been formulated and carried on with the advice and under the sponsorship of the following members of the Universi ty Systemt Dr. J. E. Moore, Chairman, University System Committee on Uniform Testing; Dr. W. W. E. Blanchett, Fort Valley State College; Mr. C. H. Hudgins, University of Georgia; Dr. R. Travis Osborne, University of Georgia; Dr. T. E. Smith, Georgia State College for Women; and Mr. T. Y. Whitley, South Georgia College.
In addition to appointing the above-named committee members from the System at large, the Chancellor directed the president of

iii each unit of the System "00 name a local connnittee on guidance and testing to work with and advise the Chancellor's committee on matters pertaining to the proposed unifonn testing program. Chairmen of these local commi. ttees are as follows: Mr. L. P. Bradley, Atlanta Division~ Uni versity of Georgia,; Dr. Philip Dow, Medical College of Georgia; Miss Katie Downs, \'Vest Georgia College; Mr. W. B. Evans, Georgia Southwestern College; Miss Lorene Herndon, Valdosta State College for Women; Mr. W. J. Holloway, Savannah State College; Dr. Joseph E. Moore, Georgia
Institute of Technology; Mr. J. T. Mor.is, ~tiddle Georgia College; Mr.
R. J. Pitts, Fort Valley Sta te Collo ge; Mr. Ralph L. Prui t t, Albany State College; Dr. T. E. Smith, Georgia State College for Women; Mr. C. E. Stevenson, North Georgia College; Mr. T. Y. Whitley, South Georgia College; Dr. Florene Young, Uni versi ty of Georgia; and Mr. Vernon Yow, Abraham Bal~~n Agricultural College.
In order to "work as closely as possible wi th a comrni ttee from the State Department of Education in thinking through the aims, needs, and purposes of a uniform testing program at the high school level", Chancellor Caldwell inn ted Dr. M. D. Collins, State Superintendent of S~hools, to appoint a committee from the State Department of Education to work wi. th the Regent's committee. The comrni ttee appointed by Dr.
Collins was composed of: Mr. R. L. Cousins, Miss Elizabeth Donovan,
16.1'. W. E. Pafford, Mr. R. D. Pulliam, Mr. C. M. Richardson, and Mr. H. S. Shearouse.
The specific research work included in this report was conducted by Mrs. Wilma B. Sanders and Miss Sonya Webb under the direction of

iv Dr. R. Travis Osborne. Various aspects of the research have been completed and others are still in process. The completed phases included in this report are: Part I, a survey of research having to do with various uses of educational and psychological tests; Part II, a bibliography of the educational test use research produced by faculty and students of the University System betvleen January 1, 1933, and August 31, 19$1; Part III, a brief sunnnary of tho extent of schedulE::d counseling services now being offered in Georgia high schools and a directory giving the names and locations of schools ,~herc formal counseling programs are in operation.
Acknowledgment is made to the members of the Regent's connni. ttee, local comrnitteo chairmen, and other faculty members for their generous contributions of time and thought. We are especially indebted to Dr. W. P. Kellam, Mr. W. W. DeR(;;:nne, and Miss Elizabeth LaBeon of the University of Georgia library fer their untiring efforts in locating and making available unpublished manuscripts and research from the rare book depository. Particular appreciation is due Mr. YJhitley of South Georgia CollE::ge at Douglas and Dr. VI". W. E. Blanchet of Fort Valley who not only served as members of the Regent's co~mittee but also made special trips to Athens anc~ ether units of the System for the purpose of collecting data for the study. The editor is indebted to the chapter authors for their comprehensive reviews of the research in their respective fields of interest and specialization.
R. Travis Osborne
June, 1952

CONTENTS

PREF'ACE

ii

PART I - REVI:EVIS OF TEST USE RESEARCH

CHAPTER

. . . . . I. INTRODUCTION A.1'<JD OVERVIEW



.....

1

. . . . . . II. INDIVIDUAL INTELLIGENCE TESTING.



8

. . . . . III. TEST USE REPORTED IN S'IUDIES OF READING

17

IV. 'fIrE MEASUREMENT OF OPUnONS AND ATTITUDES

26

V. 'IRE USE OF TESTS IN POST-GRADUATE PROGRAMS

39

VI. THE USE OF TESTS IN PREDICTING SCHOLASTIC PERFORM..J1.NCE

IN PROFESSIONAL SCHOOLS

47

VII. TESTING IN THE JUNIOR COLLEGES OF GEORGIA.

54

VIII. COUNSEUNG AND COUNSELOH IDUCJlTION

61

IX. THE GEORGIA COOPERb.'l'IVE TESTING SERVICE

69

x. REPOHTS OF ACTIVITIES OF 'lliE UNIVbHSITY EXAMINER,

1934-1941

73

PiliT II - BIBLIOGHAPHY OF TEST USE RES&iRCH

SECTION

I. CONSTRUCTION, STliNDAHDIZATION, AND EVALUATION OF

ORIGINi:l.L TESTS

87

A. Educational and Psychological Tests, InclUding

InstnL~ents for the Measurement of Psycho-motor

Reaction Time

87

B. Questionnaires, Rating Scales, and Check Lists

90

II. COHHELATIONAL STUDIES, INCLUDING 'll:lE USE OF TESTS

Fan. FORECASTING ACHIEVEMENT AND ADJUSTIHENT

92

SECTION
. . . . III. US:C; OF nSTS FOR i.1EiiSUREMI.NT IN SPLCIFIC AHEAS

Achievement .. .. .. ..

. . . . . . . . . . B. Intelligence and il.ptitudes

..

c. Interests, Attitudes, and Motivation .. .. .. .. .. ..

D. Personality, Social Acceptance, and Sacio-Economic

Sta tUB

. . . . . . . E. Psycho-motor Reactions and Vision

.

IV. TEST USE IN rn-IE H'PROVU'cEIJT OF INSTRUCTION IN VI.lUOUS
SUBuJEC T I<H.i;l.TTE...l1 Jl.HEAS ... .. .. .. .. .. .. .. .. .. ..
. . . . . . . . . Health and Pr~sical Education .
. . . . . . . . B. Home Eccnor:.:ics and Family Living

. . . . . . . . . . . . . . . . . C.. La.nguage .. .. .. .. .. .. .. .. .. .. .. ..

D.

.

..

E. Reading.......... .. .. .. .. .. .. .. .. .. .. .. .. .. ..

F. Science .. .. .. G. Social Studies, Commercial SUbjects, and Fine
.irts . . . . . . . . . . . . . . . .. .

E. Teacher-Training

I. General .. .. .. ..
. V. TESTING IN COUNSELING AND GUIDANCE . .. .. . . . .. ..

. VI. ORGANIZI1TION AND EVALUATION OF ST"j,TE-WIDE AND LOCAL
TESTING PROGfui.:[S . . . .. .. . .. .. . . .. ..

VII. Nomi~TIV.s D.aTA FROM STiiTE-WIDE liED IDCAL TESTING PROGH.tl.LIS .. .. .. .. .. ..

. . VIII. USE OF TESTS IN SELECTION, i ..Di'"ISSIOlJ, .M';]) i1RTICU-

LIiTION



..

vi PAGE
98 98 102 106
108
110
112 112 114 115 117 119 123
125 127 129 135
144
147
149

PiJtT III - SUM:JA"illY OF HIGH SCHOOL COUNSF:IJNG S:2.RVICJ::5

SECTION

PAGE

I. HIGH SCHOOL COUNSELING SERVICES

.

II. nHlliCTORY OF' GEORGIA SCHOOLS PROVIDING Dri.ILY SCHEDULED

THm FOR COUNSELING

.. .. .. .. ..

152

. i...PPEl'IDIX . . . . . . . . . . . . . . . . . . . . . . . . . . 156

llUTHOR Dm;,;x . . . . . . . . . . . . . . . . . . . . . . . . . 169

. . . . . . . . TEST INDEX

.. .

174

PART I REVIEWS OF TEST USE RESEARCH

CHAPTER I
INTRODUCTION AND OVERVIEW
R. Travis Osborne
In their planning for the educational needs of the bumper crop of babies Georgians produced during the forties, Chancellor Caldwell and the University System Advisory Council have anticipated, among other things, the possible need for an educational testing program. Three types of tests have been critically discussed by members of the Council: first, a test for all high school seniors of the State which of cou.rse would have to be worked out and administered in collaboration with the State Department of Education; second, a test for all college freshmen at the time of their entrance into college; and third, a comprehensive achievement test for all college sophomores. It was the immediate opinion of the Council that such a testing program would not only be extremely helpful to the institutions and students but that it also would be of value to the Advisory Council in formulating long range educational plans for Georgia.
This was not the first time administrators of the University System had recognized the potential usefulness of an educational testing program. In fact, as an integral part of the Reorganization Act of 1931 it YffiS recolnmended that the Chancellor add to his office an assistant, properly trained in psychological and statistical techniques, who would be charged wi. th iihe duty of assembling, analyzing, and inter-

preting regular and special reports of the various branches of the reorganized University System and of making available in proper form for the Board of Regents general and specific information. In accordanee with the recommendation, the Board of Regents of the Universi ty Sys tern in 1934 established an office which was later to become known as the University Examiner's Office. This recommendation also included a basic curricular pattern of ten courses representative of general education which was required in all the colleges, the content of the courses having been determined by the faculties of the colleges in a series of conferences . " To provide for the effective administration of these courses, information for their frequent revision, and a guarantee that equal achievement on the part of students regardless of college should be given equal credit, with right of transfer of credits without let or hindrance, the Regents authorized state-wide examinations on these courses and common interpretation of scores made by students taking them" (1). For several years after it was established in 1934, the Examiner's Office under the direction of Dr. F. S. Beers performed the duties described in the act setting up this office . However, early in World War II.Dr. Beers was called into Government servioe. No successor was appointed immediately and as a result the services in this office were greatly curtailed. Although unfortunate, this si tuation is not unusual as it is frequently found in educational clinics of colleges and universities where the services of such clinics depend too heavily on the interests and abili ties of one person.

3 '!he curriculum changes brought about by the demand for technical training during World War II, greatly reduced college enrollments, and the loss of the Uni versi ty Examiner each contributed its part to the disintegration of the program of uniform system examinations. One by one units of the University System gave up phases of programs established by the University Examiner under the provisions of the Reorganization Act. Today only two units of the System retain even parts of the Southeastern Aptitude Test Battery. To the writer's knowledge uniform examinations are no longer given, nor is a single syllabus followed, by all units for anyone of the survey courses. How well did the Examiner's Office during the decade 1932-1942 satisfy the needs of the University System in terms of the stated and implied purposes of the office? I'vna t experiences and research findings from this office are available to guide the Regents in their present thinking and planning for a uniform program of examinations? It was the feeling of those who worked closest wi th the University Examiner during this period that his office "was often able to provide partial and sometimes rather full answers to such questions as the relative cost to the state of general and special education and the relative effectiveness of each as judged by administrators" (1). Through the office of the University Examiner studies were madE) concerning the optimum size of class enrollments and other problems of special concern to University administrators charged with the responsibility of making long range educational plans for the State. The University Examiner believed that many of the techniques employed by his office

4
not only served their immediate purpose well but also proved useful in helping set administrative policies.
It was the belief of the EJcaminer and many University officials that survey course examinations were the key to the assembling of data on the effectiveness of the total educational program. The Southeastern Aptitude Examinations which were constructed in April of each year yielded valuable information first when administered to sophomores as comprehensive examinations and next when they were given as placement tests the following fall. It was Mr. Beer's belief that the framework of placement and the end-of-the year sophomore testing supplied valuable data for numerous studies of the overall effectiveness of the Educational Program of the University System. Relative gains of the first two years in college for the various fields were thus estimated. The resuJ ts of these studies were used by faculty committees in revising and improving course content. Freshman placement and sophomore tes t results made possible pre dic ti ve studies of general ability in relation to achievement in basic courses. The Uni versi ty Examiner made available to the Chancellor and the Board of Regents all data from examinations, periodic and occasional reports and studies, and general conclusions about educational policy growing out of the services and research of the Examiner's Office.
During the war years 1942-45 there was only a minimum of educa-
tional and psychological tes ting carried on in the various units of the
system but wi th the influx of World War II veterans in 1945-46 almost
over night it became necessary for each uni t of the system to devise a

5
program of entrance and placement examinations which at that time seemed to mee,t its own particular problems. 'lhese testing programs, although designed by different faculty members possibly with differing philosophies of educational measurement, are surprisingly similar.
In a survey (Appendix A) completed in September, 1951, of the testil"
being dare at that time in the University System it was found that thirteen units of the Uo1 versity S;ys tan reported that some type of program of standardiz-ed and s;ystematic testing was in operation. Types of tests administered and USes made of the test results varied widely from unit to unit. However, most units in their freshman testing programs give at least one test of scholastic aptitude and some measure of general educational development. The A. C. E. Psychological Examination appears to be preferred as the general ability test, while there is a considerable variation in the measures of scholastic achievemEnt used.
Most units administer tests during freshman orientation week, devoting from one to six hours to test.;_ng. Results of some of these tests are used for placing students ire renec.ial or ad.vanced courSGS by most uo1 ts of the University System, :;ome of which report good results from the use of tests pr8pc?rGd locally for placement and sectioning.
The United States Armed Forces Institute Tests of general educational development are used most frequently as admission tests for non-high school graduates or for graduates of non-accredited high schools.

6
The greatest variation in testing now being done in the several units of the University System is in the area of testing for vocational and educational guidance. One unit reports, "No tests are administered for this purpose," while another reports the us e of many supplementaIY measures of vocational interest and personality .
Very little standardized testing is now being carried on beyond tha t vthich is done during freshman orientation week. Sophomore and senior comprehensive examinations are administered by only two units of the University System.
How have the results of educational testing programs been used by schools and colleges of the State in improving instruction and evaluating the outcome of their several educational programs? VVnere in the State are now located schools and colleges with guidance and testing progl."ams? What educational testing is presently being done b;y various units of the Universi"t{{ System? What is the approximate cost of testing programs? One purpose of this study is to collect da ta and information concerning these and other similar questions for a committee appointed by Chancellor Caldwell to consider the advisability of setting up within the University System a uniform te:!lting program.
In order to locate test use research articles for inclusion in this review it was necessary to enlist the assistance of unit connnittee chainnen and other system faculty members who were producers of test use research or who had knowledge of source rra terial. Librarians of the several uni ts of the Universi"t{{ System were especially he;1pful i.

7
locating unpublished studies and student research. The Readers Guide to Periodical Literature, Education Index, P~dhologica1 Abstracts, Occupa tional Index, Georgia Education Journal,' and Social Seience Abstracts were carefully searched for articles unreported elsewhere or inadvertently overlooked. Minutes of the Advisory Council and bulletins
of the Examiner's Office were examined for leads. Altogether over 1500
articles and unpublished test use studies by over 300 authors were ex-
amined; of this number 448 were abstracted for inclusion in the biblio-
graphy.
REFERENCE
1. Beers, F. S., "The Examiner's Office of the University System of
Georgia," Educational and Psychological Measurements, 2:233-42, 1942.

CHAPTER II
INDIVIDUAL INTELLIGENCE TESTING
Florene M. Young
Any attempt to inquire into the differences between people, if it is to be raised to a level above that of folklore, must have refined tools for the work and refined techniques of using them. Psychological tests constitute valuable tools. Although it is timeconsuming, an individual intelligence test administered by an experienced examiner to one person at a time is usually more accurate than a test given to numbers of persons simultaneously. In the latter instance, the examinees ordinarily must read the material. In cases of reading disabili~, therefore, the test can be little more than an indication of reading handicap.
In Georgia between 1933 and 1951, there were several studies which employed individual tests. These involved a wide range of problems and investigated espeoially the influence of such factors as race, sex, age, physical and socio-economic conditions, and emotional problems. They have been utilized for adults as well as for preschool children and students in the public schools and colleges.
Since it takes approximately an hour to administer an individual test, such as the Terman-Merrill or the Viechsler-Bellewe, numbers of the studies are based on less than 100 cases. This is a co~~on limitation of the investigations reported in the present

9 review. It is obvious that further research is desirable whenever the sample is small.
Intelligence Testing Applied to the Stuqy of Individual Differences
Race. The Arthur Performance Scale and the Stanford Revision
of the Binet-Simon Scale, as well as group tests, were given to 52
twelve year old Negro rural children, and the results described by T'nurmond (13), in a Phelps-Stokes F"Jllowship study. Intelligence and achievement tests were givCI1 in order that group comparisons en the two functions might be made. C.R. 's between the various measures were dete rrdned.
The Wechsler In telligence Scale for Children was given to 81 rural Negro children, aged 10 - 13 years, by Bright (4). The author
questioned the suitability of the Scale for such subjects. The 40
rural Negro children tested with the same scale by Pitts (11) had ratings which were very similar to those tested by Bright (4).
The Wechsler Intelligence Scale was the instrument used by Collins (5) in an investigation of the intelligence of a group of Negro contact-syphilitics and a control Negro group.
In Bailey's investigation of low-income farm families, Negroes
as well as Whites were included among the 690 subjects, who resided in Lexington, Dublin, and Sylvester (2),
To devise and standardize a pantomime-administered non-Ianguage test was the purpose of Hou (9). Presumably this tes t could

10 be taken by different racial groups equally well, whereas tes ts involvirg language are necessarily limited to those .familiar With that specific mode of communication. Hou used other tests with several sub-groups in an attempt to determine the validity of the new test, the National Intelligence Test.
Sex. In a study of the constancy of the I. Q., Allan (1, 14) found that the sex of the child was an important variable.
The following investigations are based entirely upon the results of tests given to males: Collins (5); Osborne and Sanders (10); and Young (15).
Physical factors. Osborne and Sanders gave the Wechsler-Bellevue Scale of Adult Intelligenc e and the Rorschach, an individual per-
sonality test, to 15 duodenal ulcer patients. All were veterans of
World War II. The study presents the group averages, ratios" and per cents of Rorschach scoring categories" as well as the results of the Wechsler Scale.
The Wechsler Intelligence Scale for Children was used by Pitts
(11) in a study of 40 juvenile Negro congenital syphilitics and 40
control cases. Scores on the sub-tests as well as on the total scale are presented. The syphilitic group proved to have ratings which were significantly inferior to those of the control group.
Similar findings were obtained by Collins (5) in a study of adult Negro contact-syphilitics, this group being significantly inferior to the control group. C. H. 's were computed to show the re-

11 liability of difference~ between the two groups. Also, the possible deterioration was measured by the differential test-score method of the scale.
Socio-economic factors. Several studies are based upon relati vely select, homogeneous groups, judged from a socio-economic viewpoint. The children tested by Allan (1, 14) and by Head (9) cane from comparatively fortunate homes or from homes which were on relief and receiving federal aid.
The subjects tested by Pi tts (11) and Bright (4) were from underprivileged Negro families, living in rural areas.
Divine I s (6) inves tiga tion utili zed a group of rural whi te children at the third grade level, whereas the smdy by Bailey (2) was based on low-income farm famili es, the individuals being from
10 to 79 years of age. Bailey actually administered no tests since
these had been given by the Federal Security Administration which "had found that the mental disadvantages resulting from background and lack of education and stimulating experiences, must be known and dealt with, if the economic and social self-sufficiency term, 'rehabili ta tion', was to be attained." Bailey compared the selected individual tests wi th Amy Tests.
lThnotional factors. The constancy of the I. Q. was shown by Allan (1, 14) to be affected by insecurit.Y, conflict in the horne, lack of self-confidence, sibling je lousy, and the like. Case studies are given as examples.

12 Head (8) attempted to discover whether relief or non-relief
children had the larger number of neurotic ham. ts. The moon I. Q. 's
of eight groups of children with different neurotic traits ranged
from 94.4 to 113.4. Although no measures of actual relationship were
computed, the wri ter states that the data show no relationship between
I. Q.IS and neurotic habits.
1\. record of war-connee ted trauma in a child is given by Young (15), who found that his cooperati.<llI1 in the testing si tllation paralleled improved adjus 1:men t in 0 ther school and home ac tivi ties.
Functional abnorrnali ties were found by Edwards (7) to be present in some of the six children selected because of their apparent normality, that is, 1. Q.'s of approximately 100, and normality in school workand. social adjustment. The children were not known to be abnormal in any way when chosen. 1he subjects received a series of psychological, psychiatric, neurological, and physical examinations but unfortunately these were not described. The judgment was made on the basis of these tests that some of the children were abnormal functionally.
Intelligence Testing for School Purposes
Preschool. Preschool children were tested by Head (8) and
Allan (1, 14). The latter retested many of her cases dur;ing their
elementary or high school years.
Elementary;. Third grade children, especially 13 retarded

13 cases, were the subjects used by Divine (6) in her stuc\Y of reading improvement procedures. Both individual and group tests were administered to identif,y reading disabilit,y cases as ear~ as possible so as to provide for their needs, and to evaluate the remedial program.
The National Intelligence Test, a pantomime-administered non-
language test devised by Hou (9) was given to pupils in grades 4 - 11.
Other tes ts" wi th whi ch it was compared, were given to s elected sub-
groups, especially in grades 5, 7, and 9.
The six children who were given intensive testing by Edwards
(7) were in the sixth grade, while the subjects used by Bright (4) were in grades 4 through 7. The subjects utilized by Pitts (11)
were in grades 1 through 7. Thurmond (13) selected twelve year old children for her study of Negro rural children in Clarke County.
An eleventh grade group of 81 was chos en by Rooks ( 12) for her investigation of "Factors Related to Literary Appreciation." Levels of intelligence, achievement, and appreciation were determined, the latter by pre and end tosts. These meanS were used to evaluate the effectiveness of the described methods of teaching literary appreciation.
College students enrolled in two Education courses were the subjects used by Bledsoe (3) in her study of the information needed as a basis for satisfactory guidance of undergraduates in the
Oolloga o Education. . Eleven diffe:"ent tests or ques tionnaires were

14
given. These were chosen lito obtain as much objective information as possible concerning the abilities, interests, achievements, and personality of the student." The students were classified in five different groups. The data on an individual student were placed in a manila folder, for use by counselors in giving vocational and other types of guidance.
Sunnnary
The 18 years covered by the present resume have yielded a variety of studies which employed individual tests. One investigator devised a new pantomime-administered non-language test, the National Intelligence Test. Another studied the constancy of the I. Q. as affected by several variables.
Individual tests have been utilized in an attempt to provide a basis for counseling and guidance of educational, vocational, and other types. The.y have been used to obtain a better understanding of special groups such as Negroes, low income farm families, syphilitics, ulcer patients, neurotic persons, and so-called normal individuals. Tests have been used as a means of equating groups, and also as a basis for evaluating remedial programs. Samples di.ffered widely with respect to I. Q. range, education, age, socia-economic status, and other factors of significance. Since most of the groups tested were relatively small in size, the findings should be regarded as suggestive rather than conclusive.

15
REFERENCES
1. Allan, Mary E., "Constancy of the Intelligence Quotient as Indicated by the Retests of 130 Children." Unpublished Master' B thesis, University of Georgi.a, Athens, 1941.
2. Bailey, AlIa Mayze, "Study of Psychometric Testing in Low-Income Farm Families in Georgia." Unpublished Master's thesis, University of Georgia, Athens, 1942.
3. Bledsoe, Ernestine, "Determining and Furnishing the Information
that Facult,y Advisers and Major Professors Need to Guide and Counsel Undergraduates in the College of Education." Unpublished project in applied education, University of Georgia, Athens, 1948.
4. Bright, Howard A., "Stuqy of tm Results of the Wechsler In-
telligence Scale for Ohildren Administered to Eighty-One Rural Negro Children." Unpublished Master's thesis, University of Georgia, Athens, 1951.
5. Collins, John J., "Study of the Intelligence Level of Negro
Contact-Syphilitics." Unpublished Master's thesis, University
of Georgia, Athens, 195o.
6. Divine, Sara Smith, "Improvement of Reading by Certain Teacher-
Administered Procedures." Unpublished M3.ster's thesis, Uni-
versi W of Georgia, Athel13, 1939.
7. Edwards, A. S. "Theoretical and Clinical Study of So-called
Normality," Journal of Abnormal and Social Psychology, 38:
366-376, 1934.
8. Head, Ernestine, "Stuqy of Certain Neurotic and Emotional
Problems in Children of Preschool Age." Unpublished Master's thesis, Universi ty of Georgia, Athens, 1937.
9. Hou, Fan, "Preliminary Standardization of a Pantomime-Adminis-
tered Non-Language Irltelligence Test." UnpUblished Master's
thesiS, University of Georgia, Athens, 1939.
10. Osborne, R. Travis, and Wilma B. Sanders, "Rorschach Characteristics of Duodenal Ulcer Patients,lI Journal of Clinical PsycholoSY, 6:258-262, Ju~, 19.50.
li. Pitts, Virginia A., "Comparative Study of the Intelligence Test Performance of Congenital Syphili tics with Tha t of a Control Group." Unpublished Master's thesis, University of Georgia,
Athens, 19.50.

16
12. Rooks, Ila, "Study of Factors Related to Literary Appreciation Among Eleventh Grade Pupils in R. E. Lee Institute, Thomaston, Georgia. 1I Unpublished project in applied education, University
of Georgia, Athens, 1948.
13. Thurmond, Sarah, IIComparison of the Intelligence and Achievement
of Twelve-Year Old Negro Children In the Rural Schools of Clarke County, Georgia." Unpublished Master's thesis, University of
Georgia, Athens, 1932.
14. Young, Florene and Mary E. Allan, IIConstancy of the Intelligence Quotient as Indicated by Retests of 130 Children,1I Jcurnal of Appli~d Ps:y-cholc~, 27:41-60, Fall, 1943.
15. Young, F'lorene M., IIJuvenile Case of War-Connected Trauma,lI Journal of Psychology, 19:31-42, 1945.

CRAPI'ER III
TEST USE REPORTED IN STUDI ES OF READING
Emel1za Swain
'!he large number of titles in the field of reading instruction. evidences the recogni tion of tests as a tool in educational planning. Most of the researeh in reading produced in Georgia during the period
1933 to 1951 is concerned with the improvement of the teaching ef
reading through using teste: as a basis for planning teaching procedures; as a device for selecting studenb who require special teaching procedures; as a measure of growth in reading competence at the end of a specified period, sometimes after the experimental use of a described teaching technique. A few studies, having as their main purpose the guidance of pupils in their vocational and educational choi{}elS, report reading as one of the areas where students have need of special guidance and instruction. Several studies are cmcemed wi th the relationship of reading to achi evemllt and intelligence.
Four of the studies reviewed were made by members of the Faculty of the University System. The other reports were prepared in partial fulfillment of requirements for a graduate degree in Education, four being theses, and the others reports of projects in Applied Education at the University of Georgia. Since many of these reports are very similar in the use made of tests, thEtV are chiefly reviewed as groups, specific studies being cited as examples of generalizations about the group.

18
The most frequently mentioned purpose is the use of tests as a basis for planning teaching procedures. This very practical approach is to be $ilXpected of advanc ed students in education who are also teachers. It indicates a concern for teaching better the developmental skills of reading - the basic competence which is an objective for all students in our educational system. The reports reflect an awareness that these skills must be taught by methods and with nB. terials which fi t the intellectual abilities and level of advancement of each individual. It is clear that the writers recognize that a range of abilities and of achievement in reading exists at every grade and in each group of students and that teaching must proceed on the basis of objective evidence concerning these differences. Thirty-four studies use tests for the purpose of planning teaching procedures.
The range of applicabili ty of this purpose is large. Murray
(14) surveyed practices of 30 colleges in giving instruction in read-
ing, and evaluated their described programs in terms of criteria drawn from results of research in reading. Several studies report testing of the students in all the schools of a county system, and use of the results with teachers in planning improvement of the teaching of reading from the first grade throughout the high school. Perkins (17) tested all students in all grades in Jefferson County, and the teachers considered the results as a basis for grouping students for reading instruction, for choice of materials, and for planning for corrective instruction in the high school. Harrell (10) reports administration of tests to all students in Dodge County for

19 similar purpos es. Elder (8) adminis tered standardized tes ts to all students in the first three grades in Appling County, and teacheI'8 made tests to fifth, sixth, and seventh grade students. Several studies report tests administered to all students in a single school, although the specific purposes of the study" may limi t the report to some chosen group. A survey of reading skills is reported from the Universi ty Demonstration School in the studies of Swain, Winn, and Divine
(23, 28, 7). Reading in the Tadmore Junior High School was surveyed in 1950, as reported Qy Sutton (22), by a method of sampling, grades
1, 3, 4, 8, and 9 being tested. Parker (16) reports tests administer-
ed to all elementary students at the Oglethorpe Avenue School in Savannah in 1947-1948. All elementary students at Habun Gap were tested in 1951 by Mansfield (13). A survey of reading competence of University of Georgia freshmen is reported by Svmin (24) as a basis for selecting students in need of corrective instruction. This survey was conducted as a part of th e Freshman Plac e.."!lent Tes ts and c cns titutes a regular part of thi.. s program.
At the other extreme in size of groups tested, are studies reporting the use of tests in planning teaching procedures for pupils at one grade level. Use of tests with smaller groups of students usually includes a more exhaustive selection of tests, a more thorough analysis of the results, and more direct relationships between test results and teaching materials and procedures. Some particular aspect of the teaching of reading is often emphasized. Chambers (6), Wiley (27),Pruitt (19), and Jordan (12) used test results as a tool in

20 planning curricula designed to improve the tastes and broaden the interests which direct the choice of reading materials by students. Cash (4) was concerned with selection by the teacher of suitable materials in teaching reading. Adams (1) tes ted seniors in high school and used the results in helping indivictuals to understand themselves and their own needs, including the need for impreving their reading
skills. Cason (5), Bates (3), and Smith (20) had as the chief pur-
pose of their studies the guidance of high schoel students, and discovered the spocific need for guidance in improving reading. Hatcher's study (11) was specifically planned for the purpose ef selecting studEn ts in the ninth grade who were deficient in reading skills and plan'!" n:ing a corrective program for them. Similarly, Winn (28) planned a program of improvement for a selected group of eighth grade students, and Divine (7) for a g:t"~)UP of third grade students.
Of the 34 studies whose main purpose was planning teaching pro-
cedures, sixteen also us cd tes ts 8. t the end of a specified teaching period as evidence that growth in reading skills had resulted from a definitely planned teaching procedure. These studies were concerned only wi th improved teaching resulting from the: use oft es ts as a basis of planning and the attention to individual differences within a group. The use of tests at the beginning and end of a period of learning seems in keeping with the theory of measurement of growth, and indicates a practice in advance of the method of comparing individuals with some arbi trary grade requirements or wi th norms. The comparisons made, however, seldom included an appraisal of growth of individuals in

21
terms of the capacity for growth. This is strikingly evident in view of the fact that most studies included reports of intelligence testing but failed to recognize the implications of intelligence in ccmparing expected gain wi th actual achievement during the period of teaching.
A small group of smdies state as their chief purpose the experimental testing of a specifically described method of improving reading. Tabor (25) equated two groups by uses of test results and compared improvement of reading between the two groups as evidence of the relative effectiveness of two methods of teaching. Walsh (26) studied the effect on reading readiness of exercises designed to improve visual and auditory perception. Winn (28) used tests to determine the effectiveness of a laboratory period used for reading exer-
cises in the eighth grade. Divine (7) used an ~tensive batter,y of
tests in selecting a group needing special instruction at the third grade and in diagnosing their needs. Swain (24) reports the procedures of selection, diagnosis, and corrective instruction with a group of college freshmen.
A group of five reports are concerned with the discovery of the
relationships between reading and other factors. Wynn (29) considers
interrelationships among intelligence, rate of reading, comprehension of reading materials, vocabulalY, and the total reading ability. Murray (15) and Barrow (2) discuss the relationship of reading to general scholastic achievement, Murray using a group of ninth grade students in Kentucky, and Barrow using records of the freshman class at the University of Georgia. Pitts (18) considered the interrelationships among

22 functional competence in mathematics, reading, mental abi1itu, and age. Hardy (9) also studied reading in relation to mathematics, reporting resu1 ts on achi evement in algebra of a program for improving reading ability.
'l'he studies reviewed report the use of standardized tests of intelligence and reading, at least for the purpose of these reports, in 29 different schools in Georgia. This widespread use of such tests for the purpose of meeting requirements for an advanced degree can be safely taken as evidence that these same uses of tests occur widely for the practical purposes of schools when no report is made of the results. It is significant, also, that the testing has included all levels of schools, from the first grade through the freshman class in college. The number of times tests are reported at each grade level is approximately the same, varying from five reports at the tenth grade level to eleven reports at the first, third, fourth, and fifth grade levels. The number of pupils tested, as reported in these studies, vary from 16 to 1,362, a total of 5,167 students in Georgia schools.
The period covered by this review includes the years from 1933 to 1951. The reports of studies in reading begin in 1939, though there is evidence that the problem had been recognized previously. An article by Stroup (21) in the GEA Journal of November, 1938, cites tests given in the University System as evidence of inadequate knowledge of vocabulary among college students. Seven of the studies were reported in 1939 and 1940, after which none occur during the war period

23
until in the years of 1945 to 1951" several studies being reported
in each of those years.
REFERENCES
1. Adams, Sarah Dean, "Stimulating and Developing Variety" Scope, and Skills in Reading on the' part of the Eleventh Grade English Classes of the Quitman High School" Quitman" Georgia." Unpublished project in applied education" University of Georgia" Athens" 1951.
2. Barrow" Dorothy" "Predictive Significance of Scores on the Cooperative Reading Test." Unpublished Master's thesis, University of Georgia, Athens" 1950.
3. Bates" Ferd B., "Planning, Inaugurating" and Evaluating a Guidance Program for Wilkes High School" Rockledge, Georgia." Unpublished project in applied education, University of Georgia" Athens" 195J.
4. Cash, Etta, "Planning and Developing a Reading Program for the First Grade Keith School, Marietta, Georgia." Unpublished project in applied education, University of Georgia, Athens, 195J.
5. Cason, James F., "Organizing and Administering a Guidance Program in Stapleton High School, Stapleton, Georgia." Unpublished project in applied education, Universi~ of Georgia, Athens, 1949.
6. Chambers" George R." "Improvement of Reading in th e Fourth Through the Seventh Grades in Calhoun Elementary School." Unpublished project in applied education" Uni versi ty of Georgia, Athens, 1947.
7. Divine, Sara Smith, "Improvement of Reading by Certain TeacherAdministered Procedures." Unpublished Master's thesis, University of Georgia, Athens, 1939.
8. Elder, Katharine M., "Improving the Reading Program in Appling
County." Unpublished project in applied education, University of Georgia, Athens" 1946.
9. Hardy, William Marvin, Jr., "Study of Achievement in Algebra and in Reading Before, During and After a Remedial Program in Reading is Administered ,to Eighth-Grade Students." Unpublished Master's thesis, University of Georgia, Athens, 19bO.
10. Harrell, Fannie L., "Initiation of a Developmental Reading Program in the Schools of Dodge County." Unpublished project in applied education, Universit,v of Georgia, Athens, 1947.

24
11. Hatcher, Alice, "Instructional Program in the Ochlochnee School for Ninth Grade Students with Reading Deficiencies." Unpublished project in applied education, University of Georgia, Athens, 1950.
12. Jordan, Martha Sue, "Reading Interests and Habits of the Seventh Grade Child." Unpublished project in applied education, University of Georgia, Athens, 1945.
13. Mansfield, Evelyn Fleming, "Rabun Gap Community School Staff Works Together to Begin a Better Reading Program." Unpublished project in applied education, Universi~ of Georgia, Athens, 1951.
14. Murray, T. Taylor, "Appraisal of Reading Programs in Negro Colleges." Unpublished Doctor's dissertation, North Western University.
15. Murry, Thelma T., "Study of the Effectiveness of A Developmental Reading Prcgram on the Scholastic Achi evement of Ninth Grade Students of Western High School, Owensboro, Kentucky.lI Unpublished Mas tel" s thesis, Atlanta Universi ty.
16. Parker, Laura M., "Improving the Readi~ Prcgram in Oglethorpe Avenue Scheol." Unpublished project in appli ed education, Universi ty of Georgia, Athens, 1949.
17. Perkins, Mary Ellen, "Planning and Developing an Effective Reading Program in the Jefferson County Schools." Unpublished project in applied education, University of Georgia, Athens, 1947.
18. Pitts, Raymond J., "Study of the Relationship Between Functional
Competence in Ma th ema tics and Reading Grade Levels, Mental Abili W,
and Age." To be published in Journal . Educational Psychology;.
19. Pruitt, Dixie Mason, "Planning and Developing a Program for the Teaching of Reading in the Fifth, Sixth, and Seventh Grades of the Davis Academy School and the Baldwin School." Unpublished project in applied education, University of Georgia, Athels, 1950.
20. Smith, Helen, "Planning a Prog ram of Guidance for Campbell High." Unpublished project in applied education, University of Georgia, Athens, 1951.
21. Stroup, Thomas B., "If They Could Only Read!" Georgia Education Journal, 32:809, November, 1938.
22. Sutton, Jaroos M., "Improving the Reading of the Pupils in the First, Third, Fourth, Eighth, and Ninth Grades in the Tadmore Junior High Scheol." Unpublished project in applied Education, University of Georgia, Athens, 1950.

25
23. Swain, Emeliza, "Improvement of Reading on the Secondary School Level." Unpublished Master's thesis, Universi ty of Georgia,
Athens, 1939.
24. Swain, Emeliza, "Improvement of Reading Skills of Uni versi ty of
Georgia Freshmen, 1948-50." Unpublished report to Reading Committee, Universit.Y of Georgia, Athens, April, 1950.
25. Tabor, Anne Elizabeth, "Stuqy of Methods Used for the Improvement
of Reading." Unpublished project in applied education, University
of Georgia, Athens, 1949.
26. Walsh, Rosalia Donnelly, "Experimental Study of Visual and Auditory Perception in Reading Readiness.!1 Unpublished project in applied
education, University of Georgia, Athens, 1947.
27. Wiley, Elizabeth, !IImprovem61t of Reading Tas'tes of Fifth Grade Children in the Social Circle Elementary School." Unpublished
project in applied education, University of Georgia, Athens, 1949.
28. Winn, Nell Rose, !IUse of the Laboratory Period as a Means of Correcting Reading Deficiencies of 8th Grade StUdents." Unpublish-
ed Mas ter I s thesis, University of Georgia, Athens" 1940.
29. Wynn, Floyd Ellison, !IAnalysis of Certain Factors Related to Reading Rate and Reading Comprehension Among Selected High School Students. II Unpublished Mas ter I s thesis, Universi ty 0 f Georgia, Ather.s, 1939.

CHAPTER IV
THE MEASUREMENT OF OPINIONS AND ATTITUDES
W. W. E. Blanchet
Methods of Studying Attitudes
Measurement of attitudes as an area of study has attracted the attention of a number of investigators within the University System of Georgia. Stagller has defined an attitude as a generalized approachwi thdrawa1 reaction to a conceptual object, e.g., the church, militarism, communism, etc. In general attitudes may be studied by means of rating scales, inferences from (lbservation, interview, and the modified interviewer questionnaire frequently referred to as opinionnaire when used in measuring attitudes.
In many of the studies to be reported, in addition to using the more standard measuring devices, authors, themselves, have constructed instruments for determining the opinions of the subjects used in their investigations. Osborne (20) constructed a Problem-Rating Scale that was used in a class in Education Psychology. A schedule for rating social attitudes was designed by Haley (16). For selecting learning
experiences in physical sciences Blanchet (4) developed a device based
on questions asked by students. In his study of pupil wi thdrawals Trawick (23) designed a questionnaire. Askew (2) formulated a questionnaire for inquiring into certain opinions of junior college students. The opinions of students concerning the relative values of topics which

27
they had studied in survey courses in the natural sciences were obtained by means of an opinionnaire constructed by Blanchet (5). Kibler (19) developed a test on Beliefs about Family Relationships; Blanchet (6) formulated a test on certain popular science misconceptions to find out the prevalence of belief in these misconceptions. An inventory for measuring vocational interests of men was constructed by Phillips (22). For stuqying the reactions of high school students toward certain problem. situations involving younger siblings, Cash (13) devised an instrument for determining adolescent opinions. Bolton (9), using a refined technique in desigr..ing her instruments for investigating attitudes, constructed four scales that were concerned with attitudes respectively toward the economic, polltical, educational, and social equality rights of the Negro. Two forms of an "interest" scale and two forms of a "value" scale for measuring attitudes in mathematics were constructed and refined by Bolton (12).
Problems of Attitude Testing
The major problems of the measuring of attitudes are determining the reliability and the validity of the instruments used. Opinion scales can be developed where the rellabili ty is high. A rather high degree of reliabili ty can be achieved with the ranking technique. How-
ever, the validity of attitude scales is much more difficult to deter-
mine than is the construction of a scale that is internally consistent. A few of the research studies in which instruments for measuring
attitudes were constructed by the investigators have given attention to

28
the reliability and validity of the instruments. For example, Bolton (12) determined the reliability and validity of the two forms of the Interest Scale am Values Scale that she constructed. She concludes that the Interest and Values scales are reliable and valid in terms of the criteria used.
Two methods of determining the validity of tests for measuring attitudes are illustrated in two of the studies reported. In one method a comparison is made of case. studies or autobiographies of individuals with their attitudes. For purposes of validating her test, Kiber (19) administered the test to hell" niece and three friends of her niece. The investigator was familiar with the general background, behavior tendencies, and habits at home of the group. The res pons es of this group were analyzed and Kibler concludes that the test was valid. Another method for determining the validity of a test of attitudes is to ascertain whether the test differentiates between groups that have taken a definite position on the attitude tested. In validating her Interest and Values scales, Bolton (12) compared scores made by majors in mathematics wi th those made by students majoring in other fields. Further she compared the ratings of the statements included in the scale by two rna thematics teachers wi th the median values assigned by 124 judges. Osborne (20) in the construction of a Problem-Ratirg Scale has given attention to evaluating this instrument.
Practical Applications of the Measurement of Attitudes
Perhaps the most important use of the measurement of attitudes is found in applica tions to practical evezyday affairs. Presidential

29
primaries in many of the states are expression of opinions concerning likely candidates for the presidency of the United States. The Gallup Pole that seeks to determine opinions on a wide variety of subjects is another example of the application of the measuring of attitudes. For educators, no doubt, the widest use of attitude testing is found in its application to practical situations in an educational institution.
for purposes of describing the research on attitudes that has been conducted within the University System of Georgia, the applications of the testing of attitudes are classified into guidance and personnel, social attitudes, school subjects, and teacher education.
Guidance ~ personnel. FAiucational institutions today are much more aware of the students as a factor in his own education than they have been in the past. Personnel programs for counseling and guidance are designed to gather a wide variety of infonnation about the student and to advise and help the student to adjust to the many problems with which he is confronted. Askew (2) inquired into certain opinions among junior college students who had transferred to fcur-year institutions. '!he gradua tes of the Armptrong Junior College were asked to check the institution (Annstrong, senior college, or universi~) at which he: (a) received the better instruction; (b) became better acquainted with the instructors, aside from classroom relationships; (c) received more individual help from the instructors, and (d) to indicate if he had a free choice and were beginning his college work if he would again begin at the junior college or a t a four-year college. '!he purpos e of

30 the study by Persells (21) was to determine what quantitative differences exist, if any, between samplings of freshman, sophomore, junior, and senior classes of the University of Georgia on the basis of a battery of tests of personality traits. Tests were administered to measure certain personality traits and attitudes.
For purposes of predicting academic success during the first year of college, Bolton (11) made a brief analysis of the predictive value of placement tests in relation to achievement in scholarship during the freshman year and discussed their value for the guidance
of students. One of the tests used was the Minnesota Test ot Social
Attitudes. Ainsworth (1) used a scale for mEasuring attitudeS toward any school subject along wi.th other instruments to develop a sixvariable multiple regression equation which could predict, with as little error as possible, the success, or non-success, in college algebra of an entering freshman.
Bixler and others (3) in reporting on one phase of pupil personnel, guidance and counseling, discussed the characteristics and needs of students in elementary school, in the secondary school, ani in higher education under such topics as: developmental studies, influence of natur e and nurture, curriculum needs, social behavior, adjustment to a changing body, adjustment to age-mates {)f both sexes, achieVing adult economic and social status, development of self, socio-economic status and education, studies of Negro youth, mental abilities and reading interests, beliefs and attitlldes, personality, and vocational interests and choices. The purpose of Hampton's (17)

31
study was to discuss the guidance program initiated by the University
of Georgia System at the beginning of the 1936-37 academic year. Tests
of academic subjects were administered to freshman students in five colleges. Those students who were selected for special guidance were given Williamson and Darley's surveys of social preference and social behavior. Correlations were computed between social behavior and social preference, and entrance tests. Greene (15) administered a number of measuring devices and computed correlations among them to determine the pred..i..ctive value of various tests of emoticnalit,y and adjustment. Tests were administered by Trawick (23) to determine attitudes toward school, mental ability, socio-economic status, and to secure personal information and to relate these factors to withdrawal for the possibility of predicting vd. thdrawal cases from a knowledge of these factors.
Social attitudes. An important objective of instruction is the
development of desirable social attitudes. Numerous studies have been made in which social a tti tudes were measured.
Attitudes related to war and peace have had much attention from investigators generally. Bolton (10) administered tests of attitudes for a large number of stereotypes and a morale scale to high school seniors at Peaboqy High School to evaluate the effects of participation in the war-time program adopted by the high school on the morale of members of the senior class. In a subsequent study, using high school seniors, Bolton (8) studied the attitudes of these seniors toward

32
problems of war and peace. Few attitudes have received as much attention as have racial
atti tudes. Bolton (7) administered the Hinckley Scale of Attitudes toward th e Negro in her study, the purpose of which was to determine the effect of knowledge about the social and educational prob1ans of the Negro race upon attitudes toward the Negro, and to give a brief analysis of the Hinckley Scale of Attitudes toward the Negro. In her study" to investigate the possible advantage of measuring attitudes toward the economic, the political, and the educational rights of the Negro and toward social equality for the race as four specific attitude variables instead of as a single attitude variable, Bolton (9) concludes that" the more advanced students in the group studied are more liberal in their attitude toward the social rights of the Negro than the freshman," and that "this group of southern students are much more liberal toward the economic, political, and the educational rights of the Negro than toward social intermixture with the race." A further conclusion is that "thE attitude toward social intermingling of the Negro with the white race must be measured as a distinct attitude variable which may vary in individuals and groups from the attitude toward the economic, political, and the educational rights of the l~egro."
Attitudes toward some major issues in family relationships were studied by Kibler (19). A test on Belief's and Family Relationships was given to high school pupils "to ascertain (a) whether the attitudes revealed by home economics girls are more desirable than those

33 of the girls who have not studied home economics, and (b) whether the attitudes of the girls are more favorable than those held by the boys.1!
The relationship existing between selected character traits and variables such as chronological age, mental age, intelligence quotient, achievement age, and teacher ratings of problem tendencies was analyzed and evaluated by Hodgson (18). VerNooy (24) used attitude scales, a personali~ invcnto~J, ar~ a free association test to determine the cfi.agnostic values of the free association method in the detection of I!imaginary guilt."
School subjects. TIle relationships of attitudes towards school subjects have been studied for the implications that these attitudes may have on instruction and curriculum planning in these subjects. Cash (13) made a stuctr of adolescent opinions to determine thamost important problems adolescents have with younger brothers and sisters and to use the results in developing implications for teaching child development to high school boys and girls. In a study to compare the expressed interest and estimated importance-ratings of certain problems in Elementary Educational Psychology, Osborne (ao) administered tests to obtain measures of group attitudes and aptitudes and intelligence. Each student rated various problems before and after the course of study in order that the effect of instruction on the interest and
importance ratings would be determined. Blanchet (5) developed an
opinionnaire to determine the opinions of students concerning the relative values of topics which they had studied in survey courses

34
in the natural sciences. His conclusion was that the lack of agreement by students with respect to which topics were valuable for incluSion in survey courses in science would seem to indicate that such opinions are of little value in selecting course content. In contrast to this study, Blanchet (4) in a subsequont study used the questions that students wanted. answers to cai had the studmts rato the importance value of these questions rather than topics. A test of science misconceptions was adminisoi.; tered to in-service teachers by Blanchet (6) to find out the prevalence of beliefs in these nLtsconcepticns among that group of in-service teachers in the COmlllCn scheols for Negroes in Georgia. Bolton (12) made a study to develop two comparable attitude scales, b,y the Thurstone-Chave method of equal-appem~ing intervals, to be used for an empirical investigation of the possible existence of two related attitudes of interest in and appr8ciation of the value of mathematics.
Teacher educa ti..on. Practically all studies of attitudes have implications for teaching, currIculum construction, and the training of teachers. Specifically, Haley (16) administered tests to equate a.s many feu rth, fifth, and sixth grade pupils as possible on the basis of intelligence, chronological age, achievement, behavior, social attitudes, and s ocio-economi c ba.ckgcund for comparing thE.: effect of placing children of only one grade under a single teacher, vii. th the effects of placing two grades under a single teacher. A smdy that was m3.de by Christenbury (14) was designed to measure and appraise the effects of the student teachirg program per ~ on the students who participate

35
in the student teaching experiences provided by the College of Education of the University of Tennessee. Phillips (22) sought answers to the following questions: (a) Is it possible to isolate objectivelY measurable traits of a personal and professional nature which are of significance to success in active teaching? (b) How do prospective teachers compare with active teachers in any traits of significance
which have been isolated in the first analysis?
Sunnnary and Comments
A to tal of twenty-four s tudi es that have measured a ttltudes has been reported. These studies have used methods that are standard for measuring a tti tudes. It'or conducting their research, many of the investigators constructed their awn test instruments. Because of the use that was made of the measuring devices, the reliability and validity of the tests were not generallY attacked as problans; however, the few studies that did attack these problans used aocepted procedures in determining the validity and reliability of the instruments used. While the writer has organized the applications of theSe research investigations under four headings, it is tc be remembered that another writer would, no doubt, have organized them in a different way. Yet, it is significant to note that the importance of measuring attitudes for a variety of purposes has been recognized by persons connected with the Universi~ System of Georgia or by persons who have been associated with the Uni versity Sys tern. The iaola tion of special a tti tudes as was done in one research investigation might well be considered for

further study. Likewise, the changes in attitudes that result: from instruction is an area in which Jl:i.tmhi'ruitful research can be done.
After all" while it is important to know what a person's attitude is about some particular object or. concept, it is equally as important"
perhaps more so, to know how that attitude may be oh$nged.

References

1. Ainsworth, James M., "Six-Variable Multiple Regression Equation for Predicting Academic Attainment in College Algebra." Unpublished Master's thesis, Uni. versi ty of Georgia, Athens, 1949.

2. Askew, J. Thomas, "Opinions of Junior College Graduates,r' Junior
COllege Journal, 11:72-74, October, 1940.

3. Bixler, H. H. and others, "Students - Their Characteristics and
Needs," f?eview 2. Educational Research, 12:5-20, February, 1942.

4. Blanchet, w. W. E., "Increased Pupil Responsibility for Planning

Learning EXperiences," Science Education, 35:187-188, October,

1951.

---

5. Blanchet, W. W. E., "Investigation of Student Opinion Concerning
Survey Courses in Science," Science Education, 32:24-32, February,
1948.

6. Blanchet, W. W. E., "Prevalence of Belief in Science Misconceptions
Among a Group of In-Service Teachers in Georgia." Accepted for publication in Science Education.

7. Bolton, "S'uri Belle, "Effect of Knowledge Upon Attitudes Towards the
Negro," Journal ~ Social Psychology, 6:68-90, 1935.

8. Bolton, Euri Belle, lIF'urther Study of Attitudes of High School
Seniors Towards Problems of the War and the Peace," Journal of
Psychology, 20:157-82, 1945.

9. Bolton, Euri Belle, "Measuring Specific Attitudes Towards the

Social Rights of the Negro," The Journal of Abnormal and Social

Psychology, 31:384-97, January-March, 1937:-

---

37

10. Bolton" Euri Belle, "Morale of a Group of Senior High-School Girls," Journal of Psychology, 17:117-35" Januar,r, 1944.

11. Bolton, Euri Belle, "Placement Tests in the Guidance Program of
College Students,," Peabody Journal f Education" 17:379-87, May, 1940.

12. Bolton, Euri Belle, "Measurement of Attitudes Towards Mathematics," Psychological Monographs, 50:155-82" 1938.

13. Cash, Audrey Sutton, "Investigation of Reactions of High School Students Toward Certain Problem Situations Involving Younger Siblings." Unpublished Masters thesis" University of Georgia, Athens, 1950.

14. Christenbury, Edward S.,"Appraisal of the Student Teacher Program of the University of Tennessee." Unpublished Doc tor's diss ertation, University of Georgia, Athens, 1950.

E., 15. Greene, J.

and 'IhOInas F. Staton, "Predictive Value of Various

Tests of Emotionality and Adjustment in a Guidance Program for

Prospective Teachers," Journal of Educational Research" 32:653-59.

May, 1939.

-

16. Haley" Welton Adair, "Results Obtained in SchoolrooI!5Composed of One Grade as Compared with Those Obtained in Rooms Composed of Two Grades." Unpublished Master t s thesis, University of Georgia, Athens,
1941.

17. Hal11pton, w. 0., "Educational Guidance and Personali ty Development,"
The High School Journal, 20:123-32, April, 1937.

18. Hodgson, Saidee, "Relationship Between Selected Character Tl'aits and Certain Othe.r Variables. II Unpublish<:..'<i Mas ters thesis, University of Georgia, Athens, 1940.

19. Kibler, Zena Audrey, "Attitudes of High School Pupils Toward Family Relationships." Unpublished Master's thesis, Universi ty of Georgia, Athens, 1941.

20. Osborne, R. Travis, "ComparatiVE) Study of the Interest and Importance Ratings of Several Problems in Educational Psychology as Rated by Prospective Teachers Attending the University of Georgia." Unpublished Master's thesis, University of Georgia, Athens" 1938.

21. Persells, Lester Herman, "Relation of Academic Status to Personality Traits and Atti tu des. " Unpublished Mas tor t s th esis, Universi ty of Georgia, Athens, 1937.

38
22. Phillips, W. S., "Analysis of Certain Characteristics of Active and Prospective Teachers," Contribution to Education, No. 161George Peabody College for Teachers, 193~
23. Trawick, George Thomas, "Study of Certain Factors Relating to Pupil Withdrawal in the White Public High Schools of Jeff Davis County, GeorgLa." Unpublished Master's thesis, University of
Georgia, Atl1ens, 1942.
24. Ver Nooy, Montine, "Diagnostic Value of the Free Association
Method in the Detection of Imagined Guilt." Unpublished Master's
thesis, University of Georgia, Athens, 1933.

CHAPTER V
THE USE OF TESTS IN POST-GRADUATE PROGRAMS
James E. Greene
Introduction
A survey of the pertinent related literature indicates that there have been comparatively few research studies or theoretical discussions of the role of tests and other evaluative procedures in post-graduate programs. This finding probably stems partly from the fact that postgraduate instruction appears to be more deeply enmeshed in the jungles of academic tradition and ritualism than are educational progra~B existing at lower levels of instruction. On the other hand, the comparative paucity of such studieS may also be due in some measure to the fact tha t graduate programs differ markedly in purpose and scope from programs exis ting at lower academic levels. Tha t is, the varied, ab~truee, intangible, and complex behaviors which comprise, or should comprise, the objectives of graduate instruction impose such burdensome demands on the technical skill of the test construction and evaluation technician as to limi. t seriously the quantity and quali ty of research in the use of tests in post-graduate programs (1).
Rationale of Evaluative Procedures in Graduate Programs
Authorities in the field of educational evaluation agree that the use of tests and other evaluative procedures in an instructional

40
program must always be justified on the basis of their adherence to and
implementation of a total over-all philosophy concerning the nature of
effective instruction (1, 3, 7, 8). In general, this philosophy states
that
instruction is likely to be effective in proportion as: (a) Each objective of instruction is clearly conceived and fully accepted by the learner and is uniquely appropriate to his needs, abilities, and interests; (b) each of the learning situations comprising the educa tional program (teacher and pupil activities, materials, methods, and the like) is nicely adapted to the rapid and effective development of one or more of the objectives of instruction; and (c) teacher and learner each constantly secure, analyze, and interpret evidences concerning the extent to which
each objective ,of instruction has been achieved (5).
This point of view concerning the nature of effective instruction
has important implications for the role of evaluation in the improvement
of graduate instruction. Thus conceived, testing and evaluation ob-
viously are integral and inherent parts of the effective instructional
process. For example, in the absence of reasonably valid evaluations
concerning the abilities, needs, and interes ts of learners, it is not
possible to determine objectives of instruction uniquely appropriate
to that learner. That is, evaluations should precede instruction as
well as follow instruction. These evaluations which precede instruction
presumably should include no t only measures of previous learnings; they
also should include measures of scholastic abilit.Y, vocational interest,
and other data commonly provided by a well-conceived testing and counsel-
ing program.
Similarly, the choice or development of particular learning
situations as vehicles for the attainment of particular objectives

41
involves a continuing and systematic evaluation of the learner. However, despite these important aspects of evaluation as initial and intermediate constituents of the effective instructional process, ma.jor emphasis traditionally has been given to evaluation as the culminating or terminal activity in the instructional process. These terminal evaluations are routinely used for purposes of determining marks, class standing, and eJ.igibility for graduation. It is here held that these terminal evaluations, when properly conceived and used, also lend themselves to significant appraisals of the appropriateness of the objectives of graduate instruction and the instructional procedures employed. Conversely, poorly conceived or technically deficient evaluation devices may negate good instruction and even create serious problems of morale.
Since the major purpose of the p-ment publication is that of
summarizing certain studies dealing with the varied use of tests in Georgia or by Georgians, an attempt will here be made to abstract two such studies and to indicate certain apparent implications of their findings.
Evalua tive Froc edures in Graduate Programs of Air University
The first of these studies was designed by the writer (while he was serving as Deputy Director of the Educational Advisory Staff, Air Universi.. ty) to test the hypothesis that improvement of instruction in the several graduate programs of Air UniverSity couldte improved by

42
means of (a) improving objeGtive test items in routine quizzes; (b) improving the measurement of intangibles; and (c) utilizing student evalua tions.
The results of this study have been reported in detail in two previous papers (2" 5) which presented considerable objective data indicating a measurable and statistically significant improvement in objective test items as measured by increased validi~ coefficients and by an improved If functional contentll of test i terns on successive tests in the same area of instruction. The increased validity coefficients were also accompani ed by (a) increased "face validityll of tests; (b) enhanced student satisfaction with the "fairness" of the tests; and (c) an increasingly critical and intelligent concern by both instruc. tors and students relative to the appropriateness of the objectives of instruction ani the appropriateness of the instructional procedures employed.
The emphasis upon improved measurement of the "intangible" objectives of instruction at Air University was found to result in: (a) a clarification of the precise nature of these intangible educational outcomes; (b) a reapportionmemt of instructional time devoted to the attainment of these intangibles; and (c) a decreasing emphasis on the lecture method and an increasing emphasis on the use of discussion and seminar procedures. Perhaps the most notable and far-reaching result of the attempt to improve the measurement of intangible outcomes was the gradual but pervasive shift in emphasis from stressing knowledge outcomes (often conceived of in terms of mastery of isolated factual

43
infonnation) to a stressing of thought and judgment outcomes (conceived as the ability to recognize problems, to analyze problems into their constituent parts, to locate and properly interpret significant data, and to arrive a t valid conclusions).
'!he basio philosophical postulate justifying the use of student apprais als as a means of improving ins true tion at Air University maintains: '!he student, as the rectpient of instruction" stands in a pe-
culiarly strategic position to nake functional and pertinent appraisals
of the general and specific aspects of the instruetional program to which he is subjected. The available data appeared to indicate the
empirical validity of this postulate. In addition to resulting in
improved objectives 2nd techniques of instruction, the use of student appraisals was held to have important mental hygiene implications. To be accorded the status of responsibility and partnership in an important and meaningful educational enterprise appeared to facilitate a feeling of identification and belongingness on the part of studmats which prompted good general morale, harmonious student-faculty relations, and generally effective learning.
Use of the Graduate Record Examination, University of Georgia
The second study to be here summarized was designed by the writer
and one of his graduate majors, W..rs. Mary wuise Mock (4, 6) to appraise
the differential predictive significance of scores on the Profile and General editions of the Graduate Record Examination. '!he SUbjects con-

44
sisted of 125 males and 90 females so selected as to constitute a stratified sample of students attending the Graduate School of the University of Georgia. Basic raw data for each of the 215 subjects were obtained on each of the following variables: sub-scores on the Profile or General edition of the Graduate Record Examination, average graduate mark, average undergraduate mark, age, sex, and major field of graduate study.
The predictive significance of scores earned on the GRE test
ca,tegories was found to vary markedly from one category to another,
from one test edition to a'1other (Profile versus General), from one criterion of academic mastery to another (graduate marks versus ~
gradua te marks), and from one major field to another (Education versus
Non-Education majors). Average GRE scores also vary significantly according to the age and sex of the graduate student. It follows, therefore, that persons concerned with predicting graduate success of a particular group of Uni versi ty of Georgia students would need to take into account the differential predictive significance of particular GRE categories for particular students. Stated differently,. such predictive studies would require the calculation of separate regression equations for each najor group of students and for each test edition.
The findings reported above, especially when considered in the light of the fact that at present only the most casual and desultory efforts are being made to use GRE scores as a basis for the systematic selection end guidance of University of Georgia graduate students, appear to warrant serious doubt concerni.ng the logical or empirical validity of our current requirement of the GRE as a prerequisite to formal admission

45
to candidacy for graduate degrees. Certain of the findings nay also be
interpreted as strongly indicating that the marks currently being assigned to graduate students are se:::'iously inadequate measures of academic attainment.
Concluili.ng Comments
The preceding sections of this chapter appear to justif.Y the follovving comments.
~.
1. There has been a notable and lamentable lack of research and theoretical wri ting dea.ling with the role of tests and other evaluative procedures in graduate programs.
2. The s;ystomatic research dealing wi th the use of evaluative procedures in the improvement of instruction at Air University provides a challonging example which civilian graduate programs might well seek to emulate.
3. The analysis of the differential predictive significance of
scores on the Profile and General editions of the Gradua te Record Examination at the Universit,r of Georgia indicates a definite caution against the rule-of-thumb and uncritical use of such tests for predictive purposes.
4. Graduate programs consti tutethe keynotes of the entire edu-
cation structure. For too long many of these programs have evidenced e,ymp~of academic inertia, intellectual hauteur, esoteric complacency, and i:J:'adi tionalism-for-i ts-own-sake. .An increased and more crt tical use of tests and other evaluative procedures in gradua te programs can

46
bejnst:U'ied on both philosophical and empirical grounds. There is an urgent need for theoretical expositiona to. point the way and to motivate intelligent action. There is also a need for continuing research to test the validity of both theory and practice.

References

1. Greene, James E., "Can Testing Improve Instruction?" School and College, XIV, No.2, January, 1937.

2. Greene, James E., "Evaluation of Instruction in Air University," Journal of Psycholo~y, 25:279-297, April, 1948.

3. Greene, James E., "Planning for Effective Testing," School and College, XIV, No.3, Februar,y, 1937.

4. Greene, James E., and Mary Lourie Mock, "Appraisal of the Graduate Record ExamLnation," pe.per read before the meeting of the Georgia Psychological Association, December, 1949.

5. Greene, James E., and Warren G. Findley, "Evaluative Procedures for

the, Improvement of Instruction," Educational Record, 30:33-44,

January, 1949.

.

6. Mock, Mary Lourie, "An Analytic Study of the Graduate Record
Examina tion, Universi t.Y of Goorgia." Unpub.}ish8d Master's thesis,
University of Georgia, Athens, 1949.

7. Seabury, Hugh F., and Kenneth R. Williams, "Air University Trains Ins truc tors, II Higher Educa ti en, 4:15-18, September 15, 1947.

8. Williams, Kenneth R., and Alder M. Jenkins, "Improving Instruction

in Institutions of Higher Education," Educational Record, 29:145-61,

April, 1948.

-

---

CHAPTER VI
THE USE OF TESTS IN PREDICTING SCHOLASTIC PERFOfu'VlANCE IN PROFESSIONAL SCHOOLS
F. T. Powell
To these who are engaged in the direction of the educational enterprise, tl1e need for a reliable means of predicting the scholastic success of individuals who apply fer admission to educational institutions is obvious. TIri.s need seen~ particularly pressing where admission to, and success in, the professicnal schcols are concerned. Fer example, data on the attrition rate at the Georgia Institute of Technology indicate that less than one half of an entering fresh."Il.an class ever com-
pletes requirements for an underGraduate degree (1). This problem will
become increasingly acute as the large number of students who are new in high scheel apply for admission to professional schools.
Probably every instituticn of higher learning in the United States has, at one time or another, stucli.ed the problem of predicting the scholastic SucceSs of its students. 'Iho prcfossicnal schools of the Universi ty of Georgia Sj1-stem arc presently giving serious thought to this problem, particularly to that phase which has to do with the selection of students a~d the forecasting of their subsequent success.
In adcli tion to the conventional high school grade average and average marks earned during pre-professional study in college, the professional schools of the University System are expanding the use of objective measures of scholastic aptitude and achievement as aids in predicting .future scholastic perfcr.nance of thoir applicants. The

48
maximum efficiency of testing instruments now available has probably not been determined, nor have the possibilities of locally constructed tests been exhausted or even fully explored.
It seems that a review of the work done by Georgia institutions in the use of tests in prec~cting scholastic performance and a summary of the effectiveness of tests used would be helpful as a guide to continued efforts in this endeavor.
Moore (5) at the Georgia Institute of Technology has studied the
attempts of the leading technical schools of the country to predict scholastic success in engineering schools. His study reviewed the work done during the decade 1939-49. His opinion at that time was that "predictive instrUments remain about as effective (or ineffective, depending on the point of view) as they were in the early thirties." He found that the oorrelations between the scores made by the students on the various tests used and their scholastic performances, as determined by their averages, cluster around fifty, with a few going into the sixties, but very rarely into the seventies or higher.
The specific instruments used at the Georgia Institute of Technol-
o~7, as reported by Moore (5), wore the Carneeie Foundationts Pre-Engi-
neering Inventory, the American Council on EdUCation Psychological Test, and the Otis Q. S. Teet of Mental Abili ty. Of the above named instruments, the composite score of the Pre-Engineering Inventory appears to have been the best single indicator of scholastic success in an engineering curriculum. Moore reports an r of .63 between this test and grade averages for the scholastic year 1945, an r of .49 for the year

49 1946, and an r of .65 for a four-year period ending in 1947. He report-
ed a correlation of .50 between scores on the Otis Q. S. Thst of M:lntal libili ty and first quarter grade averages. A marked rela tionship existed between first semester grade averages and a verage of grades over
the four-year period of the study. The r of .78 indicates that the
grade average of the first semester is the best single predictor of future scholastic performance of students at Georgia Institute of Technology. Comparable high relationships between first semester grades and four-year grade averages were also reported at Cornell University
= = (r .84) and at the University of California (r .79).
In his study of the value of the Pre-Engineering Inventory in predicting freshman scholastic success in an engineering curriculum, Sweeney (8) compared the effectiveness of the Pre-Engineering Inventory with the American Council on Education Psychological Test as indicators of scholastic success of first quarter freshmen at the Georgia Institute of Technology. He found that the composite score of the Pre-Engineering Inventory was more effecti VEl in predic.t:i.ng scholastic success than was the American Council on Education Psychological Test score, or a combination of the sub-test scores on mathematics and scientific comprehension of the Pre-Engineering Inven tory. H0 ooncluded that, of the measures used, the Pre-~ngineering Inventory total raw score was the
bea t single indicator of probabl e scholas tic success in the freshman
year. However, he points out further that this test is not sufficiently reliable for use as a single method of prediction for the purpose of screening applicants.

50
In a later unpublished smdy at the Georgia Institute of Technology by Massey (2) combinations of locally constructed tests in mathematics
and English were found to yield multiple R' s in tre .55 to .65 range when
these measures were used to predict success in first year engineering courses.
Strugis (7), in investigating the entrance requirements at Georgia Tech, has studied the influence of high school physics on the records of first year engineering students. He found that students with one year of any science are about as well prepared to do first year work a t Tech as those presenting one unit in physics. He suggests that students with one unit in any science from an accredited Georgia high school would probably be as successful as students offering one unit in physics as is required under the present admissions policy.
The deans of the various professional schools on the Universi ty of Georgia campus appear to be exploring, with increasing interest, the possibilities of using objective test results as indicators of future scholastic performance of smdents in their schools.
The Committee on Admissions of the School of' Veterinary Medicine has used the results of the Ohio State University Psychological Test as a partial basis for selection of students for tIE study of Veterinary Medicine. The correlation between the Ohio State Universi ty T35 t scores and averages of all pre-veterinary grades was found to be positive wi. th
a coefficient of .47 (10).
In a recent study (9) of the rela tionship between the total score of the American Council on EdUcation Psychological Test and year grade

51
averagesof students enrolled in the University of Georgia law School in
1951-52, the coefficient of correlation was found to be .39. Although
the relationship is positive, it is of doubtful value for individual prediction. It should be pointed out, however, that th e test scores were not intended as a screening device for applicants for admission to law school, nor were admissions based wholly or in part on test grades.
The University of Georgia School of Pharmacy has studied (6) the effectiveness of test scores in predicting scholastic success in the first year of stuEy" in the Pharmacy School. Five tests have been used in this study; namely, American Council on Education Psychological Test, Ohio State University Psychological Elcamination, Cooperative Reading Test, University of Georgia Algebra Placement Test, and the Pharmacy Ari thmetic Test. It _as found that those students who ranked in the upper one-third of the nonn group on either a sub-test or a total score of all five of the tests nade a grade average o.f at least 90 for the first year of stuqy. Those students who ranked in treupper one-third of the group on four of the five tests made a grade average of at least 76. Tne best single predictor of scholastic pari'ormcnce for the first year of study in the Phannacy School was the University of Georgia Algebra Placement Test. The r for this test and grade averages for the year was .69.
The Medical College of Georgia, as reported by the .Elcecutive Secretary, Department of Admissions (3), relies upon the results of the Medic3.1 College Admission test as a partial basis for selection of students for the .first year class. According to Dean Kelly

52
this test has been found to be highly predictive cJ first year medical
school marks at Augusta. Applicants for admission to the 1951 class
were given the Minnesota Multiphasic Personality Inventory. "The re-
suIts of these tests were examined to locate any marked deviation from
the normal, but were not otherwise used in the selection of students"';
(4).
References
1. Massey, Benjamin T., "Prediction of Academic Success at the Georgia Institute of Technology." Report of the Office of the Dean of Students,
Georgia Institute of Technology, AtJanta, August, 1951.
2 Massey, Benjamin T., "Prediction of Academic Success on the Basis of Freshman Test Scores.'! Unpublished stu<t", Office of the Dean of
Students, Georgia Institute of Technology, Atlanta, Januar,y 7, 1952.
3. Medical College of Georgia, "Use of the Medical College Admission
Test in Predicting Success in Medi cal School. If Personal correspond-
ence to the editor, March 5, 1952. Medical College of Georgia,
Augusta.
4. Medical College of Georgia, "Use of the Minnesota Multiphasic
Persoro.li ty Inventory as a Screening Device for Medical Schools. 1f
Personal correspondence to the editor, March 5, 1952. Medical
College of Georgia, Augusta.
5. Moore, Joseph E., If Decade of Attempts to Predict Scholastic Success
in Engineering Schools," Occupations 28:92-96, November, 1949.
6. Powell, F. T. ,and Wibla B. Sanders, IfReJa ti onships between Pharma~ I
Grades and Certain Placemunt Test Scores. 1f Unpublished study, Uni-
versity of GEOrgia Guidance Center, 1948.
7. Sturgis, HcraceW., "Examination of t.tE Records of the Stuients Who
Have Matriculated Into the Georgia Institute of Technology since
December, 1946, with an Entrance Condition in Physics." Mimeogreph-
ed report of the Office of th e Registrar, Georgia Institute of
Tech..'1clogy, Atlanta, may 31, 1949.

53
8. Sweeney, James William, "Value of Pre-Engineering Tests in Predicting Freshman Scholastic Success in an Engineering Curriculum." Unpublished Master's thesis, Georgi..a Institute of Technology, Atlanta,
1948.
9. University of Georgia Guidance Cm ter, "Relationship Between
American Council on Education Psychological Test Scores and Grade Averages of University of Georgia Law School Students." Unpublished study, May, 1952.
10. University of Georgia Guidance Center, "Relationship Between Ohio State University Psychological Test Scores and Pre-Veterinar,y Averages." Unpublished study, May, 1952.

CHAPTER VII
TESTING IN THE JUNIOH COLLEGES OF GEORGIA
Thomas Y. vThitley
In the fall of 1930, a group of English teachers from several colleges in the State met at Emory University and discussed a plan for all of the college English Departments to give a uniform placement test to all beginning college students. As the result of this initial interest, the Association of Georgia Colleges established an official English Commission which was interested in securing better articulation of high school and college English (1).
The first tests administered were constructed by individual English teachers from Georgia colleges. At this time one objective of the Georgia English Commission seemed to be to encourage the high schools to do a better job of teaching rather than to bring about a sharing of problems. In the fall of 1933 English Test Form I was secured from the Cooperative Test Service and administered to entering freshmen, the expense of the testing program being born by the colleges and junior college~ participating. The English Commission, composed of the representatives from the various participating colleges, furnished each high school a report on its OVal students (1).
The English Commission felt that the program it had sponsored had been successful and had raised the level of training in English composition in numerous high schools and colleges; that this program

55
had evoked the hearty cooperation of marw high school principal. and teachers. The Dbmmission re~ow~8ncted that it endorse the Georgia Educational and Vocational Guidance rr0g,~~m (1).
A battery of tests was gj,7 en to a portion of entering freshmen at fifteen colleges of the Uni ~'p.:n::ity System and sixteen private colleges
in September, 1935. This battery consisted of tests in general science,
general mathematics, English, and world history. The Iowa Silent Reading test was recommended for use and was given at several of the participating colleges. One or more colleges gave the American Council on Education Psychological Examination, the SoneS-Harry High School Achievement Test, the Otis Intelligence Test, the Cooperative English Test, the Stanford Achievemrnt Test, the Henmon-Nelsol1l Test, and the Terman Group Test of Mental Ability (1).
In 'Working wi th rcsl'J.-::S o~ the batteljT given at the thirty-one pcrticipating college", ~~ effort was made to rank the various colleges in each one of the four areas, although it seems that these comparisons were incomplete because some of the results either were never secured or were too late to be included in the reports (1).
In 1936 a sophomore testing program was begun. Different forms
of the English, general mathematics, general sclLence, and world histOljr
tests were given to sophomores in May, 1936. It was contended that
sophomore averages as compared with freshman averages should indicate in part something about the effectiveness of college instruction and the college environmE:!1 t on student learning. Individual scores combined with accumulated records of junior college achievement would be

56
of value in advising junior college sophomores about their senior college majors and in supplying administrators with specific data as to the advisabili~ of professional specialization. These test results could also be used to supplement marks earned in courses for these students desiring admission to a senior college or to a professional school. It was anticipated that these test results would have valid guidanc e applications to individual students and ;would yield much useful data to participating colleges (1).
In 1936 1'[. O. Hampton 0) described the University System's program of measurements and examinations and listed its two major objec tives: (1) protection of the learned professions from degeneracy through disallowing the unfit and incapable from entering them; and (2) protection of the students in the Universi ty System from 1ic1onsly' incapable and indifferent instructors. According to Mr. Hampton, the University examiner selected and directed the giving of all tests of the Uni versi ty System. He also mentioned the uniform battery of four placement and guidance tests ronsisting of the University of Georgia English Test, General Science Test, General Mathematics Test, and World History Test. According to Mr. Hampton, the Universi 1y System of Georgia initiated this program as a part of a supervisory program.
During World War II the testing programs in the several junior colleges of the University System were in some cases dropped entirely and in other cases reduced to a bare minimum.
As of this writing all of the junior colleges give batteries of tests to entering freshmen,e~d several of the junior colleges

57
supplement the initial battery wi th certain specialized tests (10). None of the University System junior colleges accept or reject students on the basis of this initial batteIjTof tests. The initial battery is usually given to freshmen at the beginning of the school year and is used fer guidance purposes and as a means of sectioning students for English, mathematics, etc.
One junior college reports a study of the effectiveness of r~ medial English. freShmen were sectioned on the basis of the Iowa English Training Examination and the Otis Mental Abilit~l Test (5). Several of the junior colleges use English placement examinations either in an effort to s~cticn freshman EngLish according to abili~J or as a means to select those. students who sheuld talce a remedial course in English. Some junior colleges of the Sys tem usc; local1y constructed tos ts fer sectioning freshman English, while others use standardized tests fer this purpese (4).
One junior college reports the use of a locally doveloped mathematics placement test (2); 2:l1othor junicr collego uses a test made up ~.f the Me:>. thema tics D8partmcnt of tho Uni versity of Georgie;. (11). 'Ihes8 tests ar~ net used for placing sUldents in the remeclial mathe~atics course, but rather for sectioning according to mathematics prGparation and aptitude. Hesults of thes(; tests arc usually made available to fac-
ulty lnembers for counseling 2nd guidance purposes (6, 7, 8, 9).
There is little published evidence that the data secured thrc:ugh testing prograrr~are being Gxchanged freely between the junior colleges and t.he high schools they serve. Mest of the testing new done in the

.58
junior colleges is done in an effort to find out more about individual students so that the junior college might be able to do a better job in working with the individual as a student. Some junior colleges, however, report that test results of freshmen are forwarded to high school principals (10). Some favorable comment has been received from the principals who received these data on their graduates.
All of the junior colleges report that they furnish test data to senior colleges; however, there is no uniformi ty in the reporting of this information. Some of the junior colleges report raw scores and others report national norms.
Achievement testing is done primarily by individual teachers. There is no evidence that any of the junior colleges are now giving comprehensive achievement tests to sophomore students. Most of the testing now done in the juID_or colleges is aimed at establishing the level of achievement for beginning freshmen. Few standardized tests are employed with sophomores; however, some interest has been expressed in such testing.
There is considerable- uniformty among the junior colleges as to the tests employed; however, there is litUe agreement in the scope of the testing program, the mechanics used in the interpretation of tests, and the utilization of test results.
All Georgia junior colleges report some type of testing program for beginning freshmen. Some use national norms; others supplement national norms with local norms. Some of the junior colleges, hov,,"ever, do not have the test information in such form that it is ,vailable

59
for use by all members of the faculty. For this reason, the writer fears that a great part of the time and money spent in testing is largely wasted.
All of the junior colleges feel the need for counseling and guidance; however, most of the junior colleges feel that they do not have, at the present time, qualified personnel to handle the technical details of test administration and interpretation.

REF'ERENCES

1. Beers, F. S.,and H. M. Cox, "Guidance in the Junior College. 1I A report from the office of the Examiner and Executive Secretary of the University System of Georgia, University of Georgia, Athens.

2. Gressette, Bruce. Personaicorrespondence to the editor, March 5,
1952.

3. Hampton, vV. 0., II Supervision 0 f the Junior College Division of the

University of Georgia &Jstem,1I The High School Journal, 19:113-19,

April, 1936.

--

4. Kickliter, Ralph~ Personal correspondence to the editor, March 5,
1952.

5. Whitley, T. Y.. , "English 99. II Unpublished report, Office of the
Dean of Students, South Georgia College, College, Georgia.

6. Whitley, Thomas Y., IIFreshman Placement Test Re'suIts, September,
1948." Unpublished report, Office of the Dean of Students, South Georgia College, College, Georgia, September, 1948.

7. Whi tley, Thomas Y., II Freshman Plac ement Test Res ults, September,
1949." Unpublished report, Office of the Dean of Students, South
Georgia College, College, Georgia, September, 1949.

8. \'Thi tley, Thomas Y., IIlt"'reshman Placement Test Results, September, 1950. 11 Unpublished report, Office of the Dean of Students, South Georgia College, College, Georgia, Septemb~r, 1950.

60
9. Whitley, Thomas Y., "Freshman Placement Test Results, September,
1951." Unpublished report, Office of the Dean of Students, South Georgia College, College, Georgia, September, 1951.
10. Whitley, Thomas Y., "Planning and Developing a Freshman Orientation Program at Sou,th Georgia College, Douglas, Georgia." Unpublished
project in applied education, Universit,y of Georgia, Athens, 1949.
11. Whi tley, Thomas Y., "Study Done in an Effort to Determine the Accuracy of Grades Estimated on the Basis of the University of Georgia Mathematics Aptitude Test. II Unpublished report, Office of the Dean of Students, South Georgia College, College, Georgia.

CHAPTER VIII
COUNSELING AND COUNSELOR EDUCATION
Ernestine Bledsoe
The Counselor Education Program at the University of Georgia
The program for the education of school counselors in Georgia is relatively young, having been begun in the fall of 1946 in the College of Education at the University (10). This education program and the guidance services in the public schools of the State have been developed concurrently. As the schools became interested in strengthening the guidance phase of their school programs, personnel became interested in preparing themselves for this work. Prospective school counselors il1 a workshop at the University in the summer of 1947 decided the duties and qualifications of the school counselor. This group sent to the State Department of Education recommendations for the certification of the school counselor. As a result, the State Board of Education set up certification requirements on both a provisional and a professional
basis (4). The College of Education now offers for school counselors
in line with these requirements an education program on the graduate level leading to ~~e Master of Education or the Master of Science in Education degree, or the doctorate. This program is designed to develop in the trainee the understandings and competencies needed by a counselor iIi a school (2).

62
Each candidate for a degree in counseling, in conference with his
major professor, works out his program of studies. An effort is made
to have each trainee select from the guidame department, other departments of the College of Education, and other colleges and. schools of the Universi ty those courses which in th e light of his own experienc es fi t his individual needs and qualify him for state certification.
The education program designed for school counselors is divided into four areas: (1) understanding human growth and development, (2) understanding relationships in the school prcgram, (3) understanding duties '.,nd developing the competencies of the schoel counselor, and
(4) int0rpreting and doing research. The person in training must take
certain courses in each of these areas end elect others. The professional guidance COurS0S in the program provide oppor-
tunities fer supervised experiences in the College of Education undergraduate guidance program, the Counseling Clinic, the University Guidance Center, and. nearby schools. Since many of these in training as school counSelors do their ceurse work during the summer and continue on their jobs in the schools during the year, they work in the university classes on problems encountered in their schools nnd have an opportunity to practice guidance and counseling in their ovm school situation (7). Credi t tcward the degree may be earned by an internship in a local school and for a field project dene in a local school. A field service worker in guidance and counseling from the College of Education works with them in their schools in an efi'ort to provide assistance when needed (3).

63
Present Status of Counseling in Georgia
Public schools. More than one hundred twenty persons in the state now hold either the professional or provisional school counselors
certificate. OnlY forty-nine of these trained people are given apy time
in the school schedule to do counseling. This time given ranges from one period in the school day to full-time. TwenW-four are full-time
school counselors this year in Georgia public schools (5).
Considering the fact that in 1946 there were no school counselOrs in the State and that even now the school counselor is paid as a teacher and from the regular school allotment for teachers, it is believed that one can look with pride at the amount of counseling now being done in Georgia. Since both the education program for counselors in the State and the guidance work in the schools in Georgia have been developed over a few ;y"ears there is much progress needed ~Tet.
School ad~nist~ators and their local staffs as a ~~le recogr~ze the need for guidance and counseling in the sc..l-}ools but find it difficult to iinanGe the work from their present budgets. To employ a counselor either increases the teacller-pupil ratio in the school or the school must use local finances to employ a counselor. Every school evaluation for the Southern Accrediting Association has recommended that counselors be employed and that the guidance phase of the school program be s trengthened.
The Universi ty System. The student personnel departments and the faculty adVisory systems in the universities and in the colleges

64
of the university system provide guidance and counseling for college students.
In the faculty advisory system staff members assigned to "WOrk with individuals should be given specifild time for doing this work. As a rule it is in addition to a full teaching load. Staff members also feel a need for in-service training in the use of the personnel records and in counseling techniques (1).
In some of the units of the univern'W system the need for counse-
lors to be placed in the student personnel departmmt to work with students on their personal problems is recognized. In the opinion of the wri ter, these counselors should have no administrative duty or functions other than that of offering service to the students. It is believed that proT.i.sion for these would pay in better adjus ted and more satisfied students.
Some insti'bltions have also recognized a need for counselors in the dormi.toties. No system has yet been worked out for providing these
(9).
Trends and Progress in Counseling and Counselor Education
1. Progress in counseling and counselor education (5). a. The counselor education program in the College of Education at the University.
Approxinately 3_500 guidance courses have been taken.
Approxima.tely 1,200 individuals have taken courses in guidanc e.
Approximately 64 individuals educated at the Universi'Gv have
received counselor certificates.

65
b. Counseling in the University System.
(1) Student personnel departments and faculty advisory systems
in the units of the University provide some guidance and counseling for students.
(2) University Guidance Centers at the University of Georgia and at Georgia School cf Technology previde further testing and Guidance for students.
c. In the Public Schools.
(1) Forty-nine certified counselors are doing counseling in public schools in Georgia.
(2) School administrators and staff are recogmZl.ng the need and atte.'11pting to strengthen guidance being done in many
of the public schools (11).
d. Guidance Organizations.
(1) Gtlidance and Counseling Interest Group became an affiliated
group of Gccrgia Education Association in 1949.
(2) Goorgia Association of Schoel Counselors was organized in Is/50.
2. Trends in Ccunseling.
a. Toward guidance and personnel workers being trained to do guidance
work (14).
b. Toward schoel counselors net only working with students as individuals but with staffs in order to make guidance an all-faculty function (12).
c. Toward bottor utilizaticn and cooperatiGn ~ith ccn~unity and other ~gencies in provicling assistance to studa1ts (16).
d. Tcwarc better use of personnel records and improvcmont of reccrds being kept (16)
e. Toward greater use of case stu<tr techniques both for better understanding of individuals and for in-service growth of teachers (13).
f. Toward realization of ~~e close interaction bc~veen adjust~ent
and remedial work (15, 20).

66
g. Toward a recogni tion on the part of schools of their responsi-
bility in providing job placement service for pupils (17).
h. Toward an increase in number of follow-up studies of school leavers and a wider use of data collected (18).
i. Toward beginning guidance services in the first year of school
and making them continuous throughout (19).
j. Toward providing for better articulation in the guidanc e being done in the various educational levels--elementary~ secondar,r,
and college (11).
k. Toward the practice of evaluating the guidance phase of our school progre.m. Most of these studies to date have been quantitative. 'lhere is a need nOVi to evaluate the effectiveness of guidance being done (8).
Cormnents
The number of schools providing guidance services, the number of
counselors employed in local schools, the number of counselors wi th a
minimum of professional training, the number of local school adminis-
trators and teachers having had some training in guidance has increased
steadily but very gradually since 1946. A foundation has been laid
on which to build. With adequate financing on the state level, en-
couragement and selection of desirable counselor trainees, cooperative-
ly planned services in local schools, and in-service growth in guidance
principles and practices in staffs, counseling should become a vital
educational force in Georgia schools.
References
1. Bledsoe, Ernestine, "Determining and Furnishing the Information that Faculty Advisers and Af.l8.jor Professors Need to Guide and Counsel Undergraduates in the College of Education." Unpublished pro j ect in applied education, University of Georgia, Athens, 1948.

67
2. College of Education, University of Georgia, "Georgia Program for Education of School Counselors."
3. Downs, Harry, "Determining 'Wbat the In-Service Training of a Counse-
lor-Trainee Contributes to the Attainment of Certain Characteristics of a Good Counselor. II Unpublished project in applied education,
Universi ty of Georgia, Athere, 1950.
4. Georgia State Department of Education, "Certification of High School
Counselors. 1I March 25, 1948.
5. Georgia State Department of Education, Occupational Information and
Guidance Service, "Counselors in White High Schools. 1I Mimeographed
report, 1951.
6. Greene, George Truett, "Planning and Establishing a Program of Guidance Services for Room 3B in the Cedartown High School. 1I Un-
published project in applied education, University of Georgia,
Athere, 1948.
7. Harris, Helen Vivian, II The Initiation of a Counseling Clinic in
the College of Education, University of Georgia, Athens, Georgia." Unpublished project in applied education, University of Georgia,
Athens, 1948.
8. Hill, Mary McKenZie, "Initiating an Organized Guidance Program in
Washington High School. 1I Unpublished project in applied education,
. University of Georgia, Athens, 1950.
9. Kahn, Shirley Virginia, lIF\1rnishing Counseling Services to Women
Students Living in Main Campus Dormitories , University 0 f Georgia. 1I Unpublished project in applied education, Universit,y of Georgia,
Athens" 1949.
10. Lee, Lloyd C., "The Use of Clinical Activities in the CounselorTraining Program in the College of Education, University of Georgia." Unpublished project in applied education, University of Georgia,
Athens, 1949.
11. May, Earl W., "Initiation of a Program of Guidance and Child Study
in the Chula Consolidated School, Chula, Georgia." Unpublished
project in applied education, University of Georgia, Athens, 1948.
12. Pridgeon, Leonard I., "Improving and Expanding Guidance Services
in the Lee County SchoolS." Unpublished project in applied edu-
cation, University of Georgia, Athens, 1951.
13. Scarborough, Ba.rron Bryer, "Planning and AdJninistering a Guidance Program in Comer High School." Unpublished project in applied
edncation, University 'of Georgia, Athens, 1947.

68
14. Seagraves, Susie Rebecca, 1I0rganizing and Administering an Organized Guidance Program at Monroe High School-II Unpublished project in applied education, University of Georgia, Athens, 199J.
15. Smith, Helen, "Planning a Program of Guidance Services for Campbell High. II Unpublished project in applied education, University of Georgia, Athcl'l.s, 1951.
16. Smith, Johnny M~ Jr., "Planning and Activation of a Guidance Program in the High School of the Evans Consolidated Schools, Columbia County, Evans, Georgia." Unpublished project in applied education, Universi ty of Georgia, Athens, 199J.
17. Stewart, Fluker G., IIEstablishing Placement and Counseling Services for Students in the Henry Grady School of Journalism~" Unpublished project in applied education, University of Georgia, Athens, 1947.
18. Strickland, James Aaron, "Occupational and Professional Follow-Up Study of the Graduates of the College of Education, University of Georgia for the School Year 1947-48. 11 Unpublished project in applied education, University of Georgia, Athens, 19L.9.
19. 'I'hompson, Maurice B., "Organizing and Administering a Program of Guidance in the Buckhead Elementary School, Morgan County, Georgia." Unpublished project in applied education, University of Georgia, Athens, 1950.
20. Whitley, Hal Chesley, "Organizing znd Administering a Program of Guidance Services in Effingham Academy, Springfield, Georgia." Unpublished project in applied education, University of Georgia, Athens, 1950.

CHAPTER IX
THE GEORGIA COOPERATIVE TESTING SERVICE
F. T. Powell
A cooperative testing ser'l.rice (1) available to the secondary schools and colleges of Georgia was planned and put into operation in
1947 (2). The initiation of this service was prompted by requests from
schoel leaders of the State for assistance in the selection, administration, and interpretation of testing instruments suitable to their needs in guidance program:> and in pregra'1ls designed for the general improvement of instruction.
Organization: The plan of organization of this service was predicated upon a ccoperative undertaking between the State Department of .&iucaticn, the College of Educa ucn of the Universi ty of Georgia, the University of Georgia Guidance Center, and the ad'llinistrative heads of various schools ;:md colleges ef the State with the view toward utilizing services of each cooperating agency and in arranging to meet the sp~ cific needs of the schools and colleges for professional testing and related services.
The functicn of each group in the opera tion of the service may be summarized as follows: 'lhe State Department of Education, through its Supervisor of Occupational Information and Guidance Service, assists the various schools in detet"'mining the needs for testing services. The College of Education, werking jointly with the Guidame Center, suggests

70 and recommends ins trumants designed to meet the needs ef schools and
colleges. The College of Education am the University Guidance Ce_ter
offer the further service of making available certain staff members as consultants upon whom the various scheol officials may call for assisthnoe in initiating and carrying out testing and guidance programsi
The Guidance Center maintains a sufficient number of the recommendad tests to supply the needs of participa tir'lg schools L The plan of operation anticipates the use of test materials several t~fies by making the non-expendable mc.terial available through a rental plan, thereby effecting a considerable econolJW. Under this plan the Guidance Center furnishes test booklets, machine scored answer sheets, special pencils for marking answer sheets, and directicns for administerioo of tests to applicants for service. Upon applic2.ticn from a school, the testing rna terials are sent by the mos t economical means of trans portaticn to the school. These mate:rials are directed to the designated user who <:,.dministers the tests and returns marked answer sheets for scoring E'..nd ncn-expendable material for reuse. 'I'he scored answer sheets are roturned to the user fer his interpretation and use. Whenever desired by the participating schoel, the Guidance Center furnishes additional assistance in the statistical treat.11lent of test data (2).
Scope: The test service is available to all applicants from public schools and colleges of the State.
The testing instruments recommended cover the general areas of achievement, scholastic aptitude, intelligence, vocational interest,

71
and personality adjustment. These instruments are available as single tests, or in comprehensive batteries. Tne selection of tests for use by schools is a function of the officials of the particular school concerned.
'Ihe test scoring services furnished by the Guidance Center are usually restricted to tests which n~y be machine Scored. Special arrangements must be made fer hand scoring services.
Trends: Since its organization in 1947, the cooperative testing service h::s continued to expe.nd. In 1947 six school systems participated in the service. B-y 1951 the number of whi te school systems USing these services hac~ grcvm to forty.
In addition to furnishing services to white schools and colleges the Guidance Center has conduckd a stD.te-wide program of testing for Negro high scheol seniors of the State. This program is oporc>.ted jointly wi th Mr. R. 1. Cousins, State Director of Negro Educaticn, and the heads cf thn Negro colleges of the State. It is dosigned to measure tho intelligmcG level and genor2.1 c>.chievement of graduating students each year from the Negro high schools. This program included the administration, scoring, and tabulation of the results of tests for all seniors in ~~rity city systems and eighty-seven county systems.
Comments: There seems to be an increasing awareness of the need for improved methods of, and techniaues for, the evaluation of the products of education in Georgia. Although there has been rather extensive use made of testing instruments, the use of test results could be made

72
more meaningful by an increased effort on the part of school leaders to encourage training of personnel in evaluation methods, and by promotion of the use of unifonn testing instruments.

References

J., 1. Benson, Ar'bhur

"Es tablishing a Cooperative State-Wide Testing

Service for Selected High Schcols in Gecrgia. If Unpublished pro ject

in applied education, University of Georgia, Athens, 1948.

2. Uni versi ty of Gee rgia Guidanc e Center, Georgia Cooperative Tes ting
Program, Bulletin No.2, September, 1948.

CHAPTER X
REPORTS OF ACTIVITIES OF THE UNIVERSITY EXAMINER, 1934-1941
Emeliza Swain
The functions, activities, and results achieved by the University Exa'1Jiner, 1935-1941, have been studied in the preparation of this report frolh records now on file at the Universi ty Guidance Center, University of Georgia. The material consists of reports to the Board of Regents, bulletins directed to University staffs and to high school personnel, minutes of the meetings of the Universi tjy System Council and its sections, and nl~erous items of correspondence, mimeographed or typed. In attempting to fonnulate a consistent and brief sunnnary of these reports, it is possible that inaccuracies have occurred, due to the amount of material reviewed and the possibili ty that some records are not included in the file examined.
End-of-course Examinations
One of the far-reaching changes in the curriculum under reorganization was the institution of survey courses at the Junior College level, designed to be uniform in content and results in all units of the System. The Examiner was assigned supervisory responsi-
bility for examinations in these oourses. In 1934, tests were administered for courses in Science and Mathematics; in 1935 were add-
ec. examinations fer Humani ties, Social Progress, and Contemporary

74
Georgia; in 1936 for Freshmen English; and in 1940 for Chemistr,y (13).
'!he purposes of this testing are stated in various publications and may be summarized as follows;
1. Uniformity in course credits, making them transferrable among units of the System (13).
2. As an objective basis for uniformi~ in grading, contributing to unifornrL tJr in course credits (16).
3. Selection of students for professional schools and Senior College admission, requiring the recognition of individual differences on a basis of uniformity of curricula and of grades (16).
4. Improvement of the curriculum in terms of;
a. Suitability to tho needs of students, one criteria of course content being "Can tho student master it?1I (15).
b. Sui tabili ty to the needs of the state, described at that time as requirement of more businessmen and nonprofessional workers; therefore indicating more "general education" and practical arts in preference
to professional courses (15).
The construction of end-of~course tests is described in several reports, and discussion of the techniques used seem to have continued throughout the existence of the Examiner's Office, as reports of the Council meetings show. The consideration relating to the construction of the tests are sunnnarized under the fol10W"ing

75
points: (1) objectives and content of the courses ss a basis for construction of tests; (2) materials used in the tests; and (3) criteria used in evaluating the tests.
The objectives of the survey courses and their content are reported as being discussed periodically in the Council, in generalized terms. Such discussions are reported in the minutes of meetings held in January and August, 1934, in January and July, 1936, and in arch, 1939. In April, 1940, two committees were created for purposes connected wi th the survey courses and testing: the Committee on Educational Policies of the Junior College and the Committee on Records, Examinations, and Standards of Scholarship. The Conference Report of 1941 (1) includes discussion of objectives in each subject-area section as basic to testing procedures. This relationship is also recognized in Some Principles of Examining, 1942 (14). No research reports were found describing procedures by which stated objectives of the courses are applied. as criteria for evaluating materials used in the tests, nor are test results interpreted in terms of the statements of objectives.
Materials for use in the tests are discussed incidentally in several reports, and seem always to have originated with the members of the staff responsible for content and teaching of the courSes. In 1934, 1935, and 1936, the items used were constructed by committees representing the teachers of each course and each of the units of the System. Because of criticisms of the sampling of materials, in later years each instructol' of a course contributed some questions on a

76 topic assigned by the Examiner, they were edited qy a committee of
the Facult,y, and combined into a test in the Examiner's Office (13). Techniques for selecting materials and constructing items are described in a 1942 publication (14) as consisting of selecting suitable materials from textbooks in a field.
The criteria us ed to judge the quality of these tests, as named in the first report to the Board of Regents (16) are: (1) lireliability, or adequacy of the sample of the course which the examination represents, and reliabilit,y or consistency of scoring; (2) spread or range of difficulty of the questions so that good and poor students aJike may show what they know; and () care in the selection of materials to go into the tests."
The first type of reliability named - adequacy of the sample of the course content - is not reported as having been investigated objectively, but is described as the responsibility of the instructional staff preparing the tests (16). The third criterion seems to be included in discussions of this type of reliabili ty. There is no conclusivB evidence pre~ented on the validity of the tests as judged by any criteria outside the tests themselves. The relationships between teachers I judgment of accomplishment and test scores are taken as evidence of the unreliability of teachers I grading practices (16). The reliability with which the tests measure - the consistency of scoring - is reported at regular intervals, and is represented by a median reliability coefficient of .91, and a range of coefficients from .86 to .96 (13). Range of difficulty is t.ested by the distri-

77
bution of total scores and by methods of item analysis (16). Item analysis also indicates the "validity of differential power" of each item (16). An additional basis for evaluating the tests is by the variety of types of items. It appears that the tests used chiefly multiple-choice items for questions of fact, master-list items for questions involving concepts, and reading knowledge items. Other types used at various times were matching, completion, problems, and essay (13). Discussions of the Council in July, 1936, and those of the Conference evaluating survey courses in 1941 (1) indicate that a wider range of t,ypes of items was considered desirable by the teaching staff.
Results reported from this testing are summarized in terms of the purposes listed above.
Grading practices are reported as improved by 1941 (13). In 1935, great variability was noted in the distribution of grades, and great contrast between the dis tribution of examination scores and of the final course grades assigned by faculty members (16). By January, 1936, grade distributions had improved (17) and by July of that year, the course grades assigned were much closer to the distribution of examination scores, although great differences were still shown between individual instructors in the relative weight assigned quiz scorES in the compos~te course grade (15). At a later date the Chancellor directed the percentage of each letter grade which could be assigned in the distribution of final course grades, and a common scale was used for averaging quiz grades and examination scores into

78
a composite course grade (13). Investigations revealed that grading in the non-survey courses improved with a stuqy comparing predictions from placement tests wi th final course grades assigned by each instructor in each school (13).
It is not specifically reported whether there were measurable effects en transfer of credit among the units of the System, nor on the admission of students into Senior College or professional schools. It is safe tc assume that the increase in uniformi t,y of grading resulted in more meaningful records of ccurse grades at the Junior College level" and that the use of these records in admission and transfer practices was an improvement over the situations previously obtaining.
Re\~sion of courses in the Junior College curriculum is reported as occurring regularly. Information resultir.g from analysis of the tests was also regularly put in the hands of those facult,y members responsible for the courses. There is no objective evidence as to the procedures by which test information was used to affect curricular offerings. It seems likely from reports of discussions and from the Examiner's summary of achievements to 1941 (13) tba t changes in the curriculum resulted from considerations of other sorts" concerned. more directly with the judgments" beliefs" and special interests of the administrative and teaching personnel.
In 1937 and again in 1940, s tudm t opinion of survey courses was investigated, results indicating that survey courses were more popular and were conSidered more difficult than non-survey courses
(5, 6" 12).

79
Tho possibility is recognized that tests may influence the curriculum adversely because of the tendency of both teachers and students to define the objectives of a course by reference to the content of the test. This danger is discussed by the Examiner in 1942 (14), and concerned faculty members throughout the duration of this testing program, according to minutes of the Council in 1934, 1936, and 1939. The adverse influence of tests on teaching and learning was the basis for extended dis cussion by the various sections of the 1941 Conference evaluating th e survey courses (1).
One of the important results of the research on the end-ofcours e tes ts was the us e of material from thes e tests in the construction of the "aptitudell tests, discussed in the next section. It is reported that 80 to 90 per cent of the materials in the "aptitude" tests were drai"m from that used in the survey course examinations (13).
Aptitude Tests Ono of the earliest activities of the Ex:amincl"s Office was the administration of tests to freshmen. In 1931, 1932, and 1933, the Georgia English Co~~ssion had administered a placement test in English to freshmen in several Georgia colleges. In 1934 tho Examiner's Office administered the test sponsored by the English Commission and the Cooperativ~ EngliSh Test, finding a coefficient of correlation be-
tweon them of .B8 (17). In 1935 the battery of tests included English,
World History, Mathematics, and General Science, and was administered
in 15 units of the Universi ty Sys tern and 16 private co lIeges in

80 Georgia (17, 13). In 1936, tests in these areas were constructed
by the Examinerts Office from data. dra"m from survey course,examinations, and continued to be used and improved throughout the exis tence of the Examiner t s Office (13). '!heir use was extended to all units of the System, to somo colleges in neighboring states, and, in 1937, to high schools. The same battery of tests was used for testing at the tenth, eleventh, and twelfth grade, at entrance into college, and at the end of the sophomore year of college. In 1938 the tests were designated Southeastern Aptitude Examinations. It is reported that 178,000 of these examinations were used in 1939 and that onethird to one-half of the high schools in Georgia made use of them (13).
The chief purpose of the Il ap ti tudell tests was to provide an objective basis for guidance of students. Several sessions of the Council included extensive discussions of this purpose, and of methods by which tho exceptionalJy bright and the poor student might be afforded appropriate educational programs (January, 1936; March, 1937; February, 1938) Consideration was gi vento the use of freshman placement tests in planning the program for freshmen, of sophomore comprehensives in admissions to Sonior College and professional schools, and. in assigning grades at the end of a year's study of each subjectarea (1936). Also discussed were the broad purposes of improvement of the curriculum and measurement of gain in cultural knowledge and background over a period of two years stuqy in college (17).
The methods of constructing these tests developed from research studies as they wore used. In the beginning, commercial tests standard-

81 ized on a nationwide basis were used, and throughout the program the,y were continued in various combinations with locally constructed tests. Tne relationship between tests constructed by the Examiner's Office in 1935 and a nationally distributed test battery is indicated by co-
efficients of correlation from .57 to .82 between the tests in corre-
sponding subject-areas (17). Reliability of the local tests for the same year is reported ashaving a. range of coefficients of reliability
from .92 to .94 (17). The validity of these tests seems dependent:
upon the use of items whose difficulty and validity have been determined statistically; upon a.dequate samples of materials covering the fields of study connncn to high schools and junior college; and upon an appropriate balance betwe~l factual information and ability to apply it (17). There is no indication that faculty members were called upon for judgments as to the adequacy or unity of the completed tests. Research concerning the validity and difficulty of individual items in the end-of-course tests was used as a basis for selecting items to be included in the aptitude tests. Experimentation gave evidence tJ1at ability to read ina subject-area is positively related to essential knowledge of factual rna tenal, the coefficient of correlation approximating .80 (13). The aptitude tests were, by 1938,
composed largely of items testing reading abili W in the specific sub-
ject-area. Results of the use of these aptitude tests are reported in
numerous publications from the Examiner's Office. The freshman tests were used for placement of students at appropriate levels in English

82
and in Mathematics, and possibly in other areas (17). '!he Council mi'tl'Utes include recommendation to that effect in January, 1936. Comparisons beiAllfeen scores of freshmen and of sophomores give basic data by which educational progress might be measured (15). Such comparisons are reported as norms on the test for each year from 1936 to 1941, chiefly in a numbered series of mimeographed bulletins: norms for freshmen, fall, 1936, in all subject-areas (2, 3); norms for high school and college students, 1937, in English (4); norms for freshmen
and sophomores, 1937, in all subject-areas (7); norms for grades 10,
11, 12 and freshmen and sophomores, 1938, in all subject areas (8); results of sophomore tests, in 1938, in all subject-areas (9); results of freshman tests, 1938, in Georgia and South Carolina colleges (10); and norms for colleges, 1939, 1940, and 1941, in all subjectareas (11).
The distribution of scores reported indicates little spread
of the lower 40 to 50 per cent of cases, except in the twelfth grade
and in the sophomore groups, the medians being near the lower limits of the test for the other groups. The medians are higher in progressi ve grade levels, exc ept ilia t t he twelfth grade is generally higher than the freshman class. The differences in the medians between ad-
jacent grade levels, however, seldom exceed .5 or 10 raw score points (8).
For the purpose of guidance, scores on the freshman and sophomore tests and on end-of-course tests were recorded on individual profiles for students and made a part of permanent records in all units of

83 the System. Evidence that they were used for guidance is not systematically presented, but conunittees for guidance and testing in each uni t seem to have been operating throughout the period.
'!he records and reports made available by the Examiner's Office constitute valuable data for use by instructional staffs in improvement of the curricular offerings. No research reports were found in the files indicating in what ways these reports were used in decisions concerning the educational program.
Implications
The total effect of this testing program on education in Georgia obviously cannot be fully apprais ed from old records at this distance in time. Without doubt, the participation of faculties and administrative officers in a cooperative undertaking had results not possible to report objectively. Widespread use of tests and test interpretations familiarized many groups and individuals with the techniques and uses of testing.
Examination of the materials raises many questions of basic principles to be considered in the reactivation of a statewide testing program. Thes e is sues are common to all educatio nal planning, and require, no doubt, constant consideration and progressive decisons throughout the operation of the plans of any edacational undertaking. The reports examined indicate that these issues were, at least at times, points of controversy and disagreement, and consti mted a serious deterrent to the usefulness of the program. The issues raised

84
are stated in the form of questions below: 1. What individuals or groups are responsible for determin-
ing the purposes of education, the objectives of specific curricula, the materials of instruction, and the evalua lion methods suitable?
2. What procedures can be used by these grOlps in agreeing on objectives and defining them as a basis for evaluation instruments?
3. What a~lowances in time and expense are necessary for these indio viduaIs and groups to make such determinations before tests will be useful to than as tools in the educational enterprise?
4. By what procedures are these determinations translatable into evaluation instruments either qy choice of existing tests
or construction of others?
5. What types of testing can result in reflection of the
broader purposes of education and avoidance of defining curricula for teachers and students in terms of trivial test content?
6. What type of interpretations of test results will be usefulin:
a. describing the progress of individuals toward the objectives of education.
b. guiding indi.viduals in their use of curricular offerings, and
c. evaluating the effectiveness of the educational program in achieving the results?

85
REFERENCES

S., 1. Beers, F.

editor, Administration and Content of Survey Courses:

Recommendations ~ Consultants. Report of the Examiner's Office,

University SYstem of Georgia, June, 1941. 43 pp.

S., 2. Beers, F.

fI Examiner's Bulletin Number 2. If Mimeographed re-

port of tho Examiner's Office, University System of Georgia,

November 10, 1936.

S., 3. Beers, F.

"Examiner's Bulletin Number 3." Mimeographed re-

port of the Examiner's Office, Universi~ System of Georgia,

December 5, 1936.

S., 4. Beers, F.

"Examiner's Bulletin Number 4." Mimeographed re-

port of the Examiner's Office, Universi~ Systam of Georgia,

January 9, 1937.

S., 5. Beers, F.

"Examiner's Bulletin Number 7." Mimeographed re-

port of the Examiner's Office, University System of Georgia,

June, 1937.

6. Beers, F. S., "Examiner's Bulletin Number 8." Mimeographed report of the Examiner's Office, University System of Georgia,
1937.

S., 7. Beers, F.

"Examiner's Bulletin Number 9." Mimeographed re-

port of the Examiner's Office, Universi1:3r System of Georgia,

November 12, 1937.

S., 8. Beers, F.

"Examiner's BUlletin Number 10." Mimeographed re-

port of the Examiner's Office, University System of Georgia,

1938.

S., 9. Beers. F.

"Examiner's Bulletin Number 11." Mimeographed re-

port of the Examiner's Office, University System of Georgia,

W,ay, 1938.

S., 10. Beers, F.

Norms for Georgia-South Carolina College Apti tUde

Examina ti ons Report 0 f the Examiner's Office, Universi W Sys-

tern of Georgia, October, 1938. 4 pp.

11. Beers, F. S., Southeastern Aptitude Examinations, 1939, 1940,
1941. Report of tm Examiner's Office, Uni versi -tor System of
Ge'C'rgia, November, 1941. 8 pp.

86

S., 12. Beers; F.

Student Opiniop. of Colleg,e Courses. Report of the

EXaminer's Office, Universit,y System of Georgia, September, 1940,

14 pp~

13. Beers, F. S" "Student Personnel Administration." Unpublished report of ihe Elcaminer's Offic e, Uni versi ty System of Georgia.
14. Beers, F. S., J. A. Boatright, and H. M. Chester, Some Princi-
ples of Examining, ~ ~ for Consu1tinf Examiners: Athens:
University of Georgia Press, June, 1942. 5 pp,

15. Beers, F. S., and H. M. Cox, Co1le&e Administration and Personnel.
Report of the Ex:aminer's Office, Uni versity System of Georgia.
25 pp.

16. Beers, F. So, and H. M. Cox, Educational and Vocational Guidance,
First Re~ort, 19;4-1935. Report of the Examiner f s Office" Universi ty ys tern of Georgia, 36 pp.

17. Beers, F. S., and H. M. Cox" Guidance in the Junior College,. Report of the Examiner's Office, tIni versity System of Georgia, 36 pp.

P!J.llT II BIBLIOGRAPHY OF TEST USE RESEARCH

SEC110N I
CONSTRUC'110lJ, STAl"JDARDIZATIOrJ, AND EVALUA'110N OF ORIGINAL TESTS
A. Educational and Psychological Tests, Including Instruments for the Measurement of Psycho-Motor Reaction Time
1. Aderhold, o. C., and G. F. Ekstrom, "Suggested Technique fer Con-
structing Tests in Vocational Agriculture," Ag~icultura1 ::1ducation MPrazine, 10:136-8, January, 1938.
2. Bixler, H. H., and ethers, Metropolita!1 Achievement l'ests, Primary f
BatteEY, PrimaEY II Battc~, Intermediate Battery, Advanced Battery. Yonkers, How York: World eok Company, 1933.
3. Blanchet, Vi. W. E., "Prevalence of Belief in Science Misconceptions amcng a Group of In-Service Teachers in Georgia." To be published in Science Education.
4. Bolton, Euri Belle, lIEffoct of Knowledge Upon Jittitudes Towards the
Negro," Journal .sf Social Psychology, 6:68-90, 1935.
5. Bolton, Euri Bolle, "Measurement of Attitudes Towards Mathomatics,"
Psychological Monographs, 50:155-82, 1938.
6. Bolton, Euri Belle, "llleasuring Specific Attitudes Toward::; the Social Rights of the Negro," The Journal of Abnormal and Social Psychology, 31:384-97, January-=-March, 1937.
7. Edwards, A. S., "Finger Tromomoter," iunerican Journal of Psychology, 59:273-83, 1946.
8. Edvvards, lh S., tt Hand Steadiness Apparatus," iuneri can Journal of PSychology, 55:269, 1942.
9. Edwards, .i.' S., "Helmet for Ataxiameter," American Journal of Psychology, 55:422, 1942.
10. Edwards, :~. S., "lvlathematics Vocabulary Test and Some Results of an Examination of Universit:r Freshmen," Journal of Educational Psycholo~y, 27:694-7, December, 1936.
11. Edwards, A. S., "New 11.pparatus for the Measurement of Bodily Movement," .Tournal....af Experimental Psychology, 25:125-26, 1939.

88

S., 12. Edwards, 1

"Static Ataxiameter for Head and Hips," American

Journal of psychology, 54:576-77, 1941.

1.3. Enlow, E. R., "Identify Your Educational Philosophy," Peabody
Journal of Education, 17:19-23, Ju~, 1939.

Ih. Greene, J. E., R. T. Osborne, and Wilma B. Sanders, "Window-
Stencil Method for Scoring the Strong Vocational Interest Blank (Men)," Journal of Applied Psychology, 33:141-45, l.pril, 1949.

15. Gressette, Bruce, "Mathematics Placement Test." Personal correspondenc e to the edi tor, March 5, 1952.

16. Hou, Fan, "PreliminarJT Standardization of a Pantomime-Administered Non-Language Intelligence Test. 1I Unpublished Master I s thesis, University of Georgia, Athens, 1939.

17. Kickliter, Ralph, "English Placement Test." Personal correspond-
ence to the editor, March 5, 1952.

18. Lumsden, Mary Isabel, "Occupational Information of High School
w.. Students." Unpublished Master's thesis, University of Georgia,
...thens , 19

19. Moore, Joseph E., "Comparison of Negro and White Children in Speed of Heaction on an :!We-Hand Coordination Test," The Journal of Genetic Psychology, 59:225-28, 1941.

20. Moore, Joseph E., "Comparison of the Moore Eye-Hand Coordination and Color Matching Test with Other Dexterity Tests," ~imerican Psychologist, 2:297-98, 1947.

21. Osborne, Robert Travis, "Preferential Training NeedS Record: Ii
Stuqy of In-Service Educational Needs of Teachers of the Atlanta
iu'ea Teacher Education Service," The Journal 2.f Experimontal
Education, 19:271-303, June, 1951.

22. Powell, Franklin T., and Joni Pye Harmon, "Proposed Method for Improvement of Test Construction." Unpublished stuqy, U. of Ga.

23. Reed, H. 0., "Midget 'Wiggly Block Test of Meohanical :l.bility," Industrial :~ts and Vocational Education, 30:153-54, April, 1941.

24. Roberts, :lda Frilnces, "Application of Educational Principles by
Home Economics Education Majors." Unpublished pro jcct in applied education, Uni versi ty of Georgia, .ci.thens, 1951.

25. Simmons, E. P., and H. H. Bixler, New Standard High School Spelling
Scale. .:.tlanta, Georgia: 1\.rrner E. Smith and Company, 1949. 66 pp.

89

26. Sperry, Irwin V., "Implications for the Preparation of Secondary--

School Teachers in tho Area of Home and Family Life," Bulletin of

tile National Association Df Secondary School Principals, 35:38-42,

May, 1951.

-

27. Sperry, Ir'.vin V., and Betty Cox Baggs, "New Techniques for Study-
ing Children," Journal 2. Home Economics, 42:723-26, November, 1950.

SEE ALSO
138. Phillips, W. S., "Analysis of Certain Characteristics of Active and
Prospective Teachers."
184. Purcoll, Thurmon Yi., "Orge.nizing a Central Library for Miller Park
Elementary Scheel."
194. Miller, Constance L., "Stuqy of the Understandings of Basic Con-
cepts and Principles of Genoral :Mathematics by Students of the E..ighth Grade."
225. Murry, Thelma T., "Study of the Effectiveness of a Developmental 'ReaJ.i!16 ~.,,:,o/Fam on -the 'Scholas tic Achievement of Ninth Grade Stude-:;.te of -Nestern High School, Ownesboro, Kentucky."
259. Osborne, Robert TraviS, "Preforential Training Needs Record: 1;. Stuqy of In-Service Educational Needs of Teachers of the Atlanta .."-rea Teacher Education Service."

SECTION I
CONSTRUCTION, STANDAHDI ZATI ON, J\ND EVALU;SION OF OHIGINAL TESTS
B. ~~estionnaires, Rating Scales, and Check Lists
28. Askew, J. Thomas, "Opinions of Junior College Graduates," Junior College Journal, 11:72-74, October, 1940.
29. Blanchet, W. W. E., "Investigation of Student Opinion Conce!1ling Survey Courses in Science," Science Education, 32:24-32, February, 1948.
30. Blanchet, W. W. E., "Stuqy- of Natural Scierce Survey Courses in Negro Colleges," SciGnce Education, 23: 265-74, October, 1939.
31. Cash, .:1.udrey Sutton, "Investigation of Heactions of High School Students Toward Certain Problem Situations Involv~ng Younger Siblings " Unpublished Mas ter 's thesis, Universi ty of Georgi a , athens, 1950.
32. Greene, J. E.,and R. T. Osborne, "Relation of Student Interest and Student Need in Educational Psychology to Other Variables," Journal of Genetic Psychology, 58:211-17, 1941.
33. Jacob, Joseph Simeon, "Prediction of the Outcomc-on-F\lrlough of Dementia Praecox Patients," Genetic Psychology M:onogre.phs, 22:No. 3, 425-53, 1940.
34. Jordan, Floyd, "FUnctions of Divisions of Elementary Education in State Department of Education," Elementary School Journal, 37:365-68, January, 1937.
35. Jordan, Floyd, "Social Composition of theI Secondary Schools of the Southern States," Contribution to Education. No. 108, George Pea-
body College for TeaChers, 1933.--
36. Kibler, Zena Jludrey, "Attitudes of High School Pupils Towards Family Relationships." Unpublished Mester's thesis, University of Georgia, Athens, 1941.
37. Osborne, R. Travis, "Comparative Stuqy- of the Interest and Importance
Ratings of Several Problems in Educational Psychology as Rated qy
Prospective Teachers ~~ttonding the University of Georgia." Unpub-
lished Master's thesis, Universi~ of Georgia, Athens, 1938.

91
38. Punke, Harold H. "Economic Status and High School Attendance," Social Forces, 19:365-68, March, 1941.
39. Funke, Harold H. "High School Youth and Family Qu2rrels,n School and Society, 58:507-11, 1943.
40. Punke, Harold H., "Horne and i.dolescent Reading Interests, "School Review, 43:612-20, October, 1937.
41. Funke, Harold H., "Home Background of High School Youth," Journal of Educational Eesearch, 37:268-75, 1943.
42. Punke, Harold H. "Ldsure Time ..ati tudes and Activities of High School Students," School and Society, 43:884-88, 1936.
43. Funke, Harold H. "Sociological Factors in Leisure-Time Reading of High School Students," Library Cuarterly, 7:332-42, July, 1937.
44. Sheets, liobert L., "rni tiation and Adrninis tra tion of a Program of
Social .L~Cc6ptance in the Eighth Grade in the University of Georgia Demonstration School, Athens, Georgia." Unpublished project in
applied education, Universit,y of Georgia, Athens, 1948.
45. Strickland, Jamos J:..aron, "Occupational and Professional Follow-up
Stuqy of the Graduates of the College of Education, University of
Georgia, for the School Year 1947-48." Unpublished pro ject in applied education, Uni versi W of Georgia, Athens, 1949.
46. Sturgis, Horace W., "Why Students Come to the Georgia Institute of
Technology." Unpublished report., Georgia School 0 f Technology.
47. Young, Florene, "Psychological Effects of 17ar Upon College
Students," Journal of Psycholog;y:, 15:75-97, January, 1943.
SEE ALSO
137. Payne, L. G. "Comparative Study of Basic Data Regarding Certain
Aspects of the High School Population (.ige-Grade Distribution, Mental il.bility, Educational and Vocational Intentions, and Withdrawals) of Jefferson High School vdth Similar Schools of the Southern Region."
175. HusseJ~' James Bartow, "Home and Family Living in High School."
185. Rooks, rIa, "Stuqy of Factors Related to Literary Appreciation
;~ong Eleventh Grade Pupils in R. E. Leo Institute, Thomaston, GcorgiaJ'.
303. Hunter, H. Reid, and E. R. EnIN/, "How Shall We Reduce Pupil
I Failures' ?"

SECTION II
CORREIJ1TIONAL STUDIES, INCWDING THE USE OF TESTS FOR FORECliSTING ACHIEVEMENT AND ADJUSTMENT

48. Ainsworth, James M., "Six-Variable Multiple Regression Equation
for Predicting Academic Attainment in College Algebra." Unpublish-
ed Master's thesis, University of Georgia, lthens" 1949.

49. Akin, Clayton Bryant, "Relationship Between 'lWo Indices of Economic Status for the Year 1940 and Certain School Factors Among
l1griculture and Home Economic Pupils in the Lavonia White High School." Unpublished Mc!l.ster I s thesis, Uni versi ty of Georgia,
Athens, 1944.

50. Barrow, Dorothy, "Predictive Significance of Scores on the Cooper-
ative Reading Test." Unpublished Master's thesis, University of
Georgia, A.thens" 1950.

S., 51. Beers, F.

".Analysis of Marks, Spring Quarter, 1939." Report

of Examiner's O!fice, University System of Georgia, October, 1939.

52. Beers, F. S., "College Administration and PersonneL" Report of
the Examiner and Execu tive Secretary, Uni versi ty Sys tem of Georgia.
53. Beers, F. S., "Comparative knalyses: Placement and Fall Quarter
Examinations." Athens, Georgia: Division of Publications of the
University of Georgia, January, 1941.

54. Beers, F. S., "Examiner's Bulletin Number 5." Athens, Georgia:
Division of Publications of the University of Georgia, February 20,
1937.

55. Bennett, Edgar Byron, "Relation of iJ.g and Mathematical Ability
as Tested." Unpublished Master's thesis, Uni versi ty of Georgia,
Athens, 1939.

56. Bledsoe, Joseph Cullie, "Analysis of the Relation of Audi tory
and Visual Defeets to School Acm evement and Other Factors."
Unpublished Master's thesis, Universit.r of Georgia, Athens, 1940.

57. Ca.ldwell, Edward, Jr., "Study of Factors Related to Academic
Success in the College of Education." Unpublished Master's
thesis, U~iversity of Georgia, Atbens, 1949.

58. Davis, Kennon, "lmalytic Stuqy of the Ve.lidi ty of the Mickey Murphy
Instrument." Unpublished .!f.aster's thesis, Univ8rsity of G6crgia,
A.thetiS, 1950.

93
59. Edwards, A. S., "Relation of Physical and Physiological Conditions
to ;'cademic Achievemm t." Unpublished study, Universi ty of Georgia.
60. Freeman, Estha Camilla, "Relationships Between Expressed Liking for Poetry of Tenth Graders and Certain Other Variables." Unpublished Master's thesis, University of Georgia, lthens, 1942.
61. Georgia Southwestern College, "Scatter Diagram of Algebra 101 Grades and Achievement Scores in Mathematics." Unpublished study, Georgia Southwestern College.
62. Greene; J. E., and Mary Lourie Mock, "Appraisal of the Graduate Record Examination." Unpublished study, University of Georgia.
63. Hardy, William Marvin, Jr., "Study of Achievement in Algebra and
in Reading Before, During, and ;~ter a Remedial Program in Reading is Administered to Eighth ,-grade Students." Unpublished Master's thesis, University of Georgia, Atb8Qs, 1940.
64. Harrell, Sara Hitch cook, "lmalysis of Certain Factors Which May
be Related to Creati~iibility in Writing Poems and in Drawing." Unpublished Master's thesiS, University of Georgia, ltbeDs, 1940.
65. Haygood, Mary, "imalysis of Certain Factors Related to Pupil
./l.djustment of Pre-i.dolescents." Unpublished Master's thesis, University of Georgia, AthEns, 1942.
66. Hodgson, Saidee, "Relationship Between Selected Character Traits
and Certain Other Variables." Unpublished Master's thesis, University of Georgia, Athe.Qs, 1940.
67. Lancaster, Ethel Lugenia,"Study of Certain Correlates of Scores
Earned by E.n tering Freshmen on the Universi ty of Georgia Algebra Placement Test." Unpublished Master's thesis, University of
Georgia, Athens, 1950.
68. Massey, Benjamin T., "Prediction of li.cademic Success at the Georgia
Institute of Technology." Report of the Office of the Dean of
StUdents, Georgia Institute of Technology, August, 1951.
69. Massey, Benjamin T., "Prediction of Academic Success on the Basis of Freshman Test Scores." Unpublished study, Office of the Dean
of Students, Georgia Institute of Technology, JanuaIY 7, 1952.
70. McCollum, Chalmers Fleming, "Relationship of Socio-Economic Condi tions to the Intelligence and School Achievenent of the Secondary School Population of the University of Geergia Demon-
stration Schoel, 1938-1939." Unpublished Master's thesis,
University of Georgia, i.thehs, 1939.

94
71. Medical College of Georgia, If Use of "the Medical College Admission
Test in Predicting Success in Medical School. 1f Personal corre...
spondence to th e edi tor, March 5, 1952.
72. Middle Georgia College, "Grade Predictions Based on Tests." Un-
published study, Middle Georgia College.
73. Mock, Mary Lourie, IfAnalytic S'b.1qy of the GradJ.ate Record Exami-
nation." Unpublished Master's thesis, University of Georgia,
Athens, 1949.
74. Moore, F'rancis C., "Comparative Stuqy of Success in First Quarter
College Mathematics of Athms High Scheel Graduates." Unpublished
Mas ter 's thesis, L'riiversity of Georgia , Athens, 1951.
I
75. Moore, Joseph E., "Decade of .Attempts to Predict Scholastic Success in Engineering Schools," Occupations, 28:92-96, November, 1949.
16. Morris, J. T., "Registrar's Report, 19$1." Report of the Registrar, Middle Georgia College, December 21, 1951.
77. Newtcn, Seaborn Alten, "Relation Between Miles Transported te
School and Certain Other Scheol Factcrs Among Pupils in the SyeamoreVVhite High School." Unpublished Master's thesis, Uni-
versity of Georgia, Athens, 1941.
78. Odom, Hcrace, lfRt;laticnship of Progress in Reading to Certain
Other Variables." Unpublished Master's thesis, University of
Georgia, Atoons, 1941.
79. Osborne, R. Travis, Wilma. B. Sanders, and James 1. Greene,
IfDifferential Prediction of College Marks by A.C.E. Scores,"
Journal of Educational Research, 44:107-115, October, 1950.
80. Osborne, R. Travis, Wilma B. Sanders, and James E. Greme,
"Predic tion of Academic Succ ess by Means of 'Weigh ted! Harrower-
Rorschach Responses,," Jeurnal of Clinical Psycholegy, 6:253-58, July, 1950.
81. Perry, Viola, "Stlldent Mortality." Unpublished study, Georgia Teachers College, 1936.
82. Phillips, W. 8., and James E. Greene, "Preliminary Stllqy o.f the Relationship of l~e, Hobbies, and Civil Status to Neuroticism
among Women Teachers," Journal ef Educa lional Psychology,
30:440-44, September, 1939.

95

83. Phillips, W. S., ani R. T. Osborne, "Note on the Relationship
of the Kuder Preference Record Scales to College Marks, Scholastic Aptitude, and Other Variables," Educational and Psychological Measurement, 9.331-37, 1949.
84. Pitts, Raymond J., "Determination by Factor Methods of Specific
Abili ties Measured by the Davis Test of Functional Competence in Mathematics." Study in progress,. Fort Valley State College, Georgia.
85. Pitts, Raymond J., "Study of the Relationship between Functional
Competence in Mathematics and Reading Grade Levels, Mental AbiliW,
and Age." To be published in Journal 521 Educational Psychology.

86. Powell, Franklin Taylor, "Effects of HookvlOrk Infestation Upon
the Educational Progress of School Children." Unpublished 'Master's
thesis, University of Georgia, i.thens, 1939.

87. Powell, F. T., and Wilma B. Sanders~ "Relationships between
Pharmacy I Grades and Certain Placement Test Scores." Un-
published study, Universiw of Georgia Guidance Center, 1948.

88. Punke, Harold E., "Age of ParEnt and Intelligence of Offspring," Elementary School Journal, 39:617-22, April, 1939.

89. Reed, Howard 0., "Further Experiments with tm Midget Wiggly Block

Test," Industrial Arts and Vocational Edu:ation, 35: 241-43, June,

1946.

--

90. Robinson, Mabel Evelyn, "Relationship Between Musical Aptitude
and Certain Other Factors." Unpublished Master's thesis,
Universi W of Georgia, Athens, 1940.

91. Sanders, Wilma B., "Relation of knerican Council on Edlcation
Scores to Academic Success." Unpublished Master's thesis,
University of Georgia, 1..thens, 1949.

92. Sanders, Wilma B., R. T. Osborne, and James E. Greene, llCourse
Difficulty: 1" Neglected Factor in the Registra tion of Freshman Students and in the Prediction of Academic Success," College
~ lini versi'o/, 26:340-48, April, 1951.

93. Sewell, Ruby Eugenia, "Study of the Relationship Between Democratic
Practices in School and Selected Factors in Teacher Education and
Experience." Unpublished Master's thesis, University of Georgia,
Athens, 1941.

94. Slivka, Paul G., "Relation of Ham Steadiness to Skilled Per-
formance." Unpublished Master's thesis, University of Georgia,
Athens, 1951.

96
95. Staton" Thomas Felix, "Potential Values of Various Tests of
Emotionality am Adjustmen t in a Student Guidance Program." Unpublished Master's thesis, Universi 1Qr of Georgia" Athertl" 1936.
96. Sweeney, Jams William" "Value of Pre-1!hgineering Tests in Predicting Freshman Scholastic Success in an Engineerirg Curriculum." Unpublished Master's thesis, Georgia Insti.tute of Technology,
j,t1an1ia, 1948.
97. Taylor, Hoy, "Correlation Between Psychology Scores and Quali1Qr Points Earned by Beginning Freshmen at Georgia State College for Women, 1937." Unpublished study, Georgia State College for Women.
98. Teasley, Mildred, "Relationship Between Tests of Teaching Ability and Standardized Measures of Other Traits." Unpublished Master's thesis" University of Georgia" Ath~s, 1938.
99. Thigpen" Corbett H., ani R. F. Mines" "Use of the Rorschach and
Jorgenson Tests in Predicting Adjustment to Medical Stuctr."
Personal correspondence to the editor, March 5, 1952.
100. Trawick, George Thomas" "Stuqy- of Certain Factors Relating to Pupil Withdrawal in the Whi te Public High Schools of Jeff Davis County" Georgia." Unpublished Master's thesis" University of Georgia" Athens" 1942.
101. Watson" Georgia B., "Study of the Relationship Between Test Scores and Academic Achievement of Freshmen at tieorgia Teachers College, 1949." Unpublished s tuqy" Georgia Teachers College, 1949.
102. Westmoreland, Ia Nelle" ".Analysis of Certain Educational Implications of Kuder Interest Scores Among High School Pupils." Unpublished Master's thesis" University of Georgia" Athens, 1944.
103. Whitley" T. Y." "Grade Predictions Based on College Apti. tude Scores." Unpublished report" Office of the Dean of Students, South Georgia College, College, Georgia.
104. Whitley, T. Y., "Smdy Done in an Effort to Determine the h.ccuracy of Grades Estimated on the Basis of the University of Georgia Mathematics Aptitude Test." Unpublished report" Office of the Dean of Students, South Georgia College" College" Georgia.
105. Wimberly, Kathleen, "Relationship Between Selected Measures of
Social Ad jus tmen t and Certain Other Variables." fupub lished Master's thesis" University of Georgia, Athens, 191.14.
~
I

97
106. Wynn, Floyd lUlison, "Analysis of Certain Factors Related to Reading Rate and Reading Comprehension Among Selected High School Students." Unpublished Master's thesis, University of Georgia,
Athens t 1939.
SEE AlSO
4. Bolton, furi Belle, "Effect of Knowledge Upon Attitudes Towards
the Negro."
10. Edwards, A. S., "Mathematics Vocabulary Test and Some Results of an Examination of University Freshmen. 1I
89. Reed, Howard 0., "Further Experiments wi th the Midget Wiggly
Block Test. 1I
150. Hollingsworth, ']had W., IIUsing Movement and Color Response-e to
the Harrower Multiple Choice Rorschach Test to Predict Academie Success."
224. Murray, T. Taylor, Ifltppraisal of Reading Programs in Negro Colleges. "

SECTION III USE OF TESTS FOR MEASUREJOOIT IN SPECIFIC AREAS
A. Achi evement

S., 107. Beers, F.

"Comparative Analysis, Fall Quarter Examinations,

1941-42. " Report of the Examiner's Offic e, Universi ty Sys tem of

Georgia, Athens.

S., 108. Beers, F.

"Comparison of Freshman and Sophomore Scores on

Four Tests." Unpublished report of the Examiner's Office, Uni-

versity System of Georgia, Athens.

109. Beers, F. S., "Comparison of Mean Scores for Degree Groups and
Relative Gains for Degree Groups from Beginning of freshman to End of Sophomore Year." Examiner's Report, University System
of Georgia, Athens, 1937.

110. Beers, F. S., "Distribution of Scores Made by Entering Stu:lents at the Georgia School of Medicine, September, 1937, on the Battery
of System Placement Examinations." Examiner's Office, University
System of Georgia, Athens, 1937.

111. Beers, F. S., "Distribution of Scores Made by Negro Students on
the 1938 Sophomore Tests, 1I..ay, 1938." Examinerf's Office, Uni-
versi~ System of Georgia, Athens, May, 1936.

112. Beers, F. S., "Effective Range of the 1938 Aptitude Tests." Re-
port of the Examiner's Office, Universit,y System of Georgia, Athens.

113. Beers, F. S., "Equivalence Table ... 1936 and 1937 English Exami-
nations." Report of the Examiner's Office, University System of
Georgia, Athens, 1931.

114. Beers, F. S., "Examiner's Bulletin Number 11." Athel'S, Georgia: Division of Publications of the University of Georgia, 1938.

115. Beers, F. S., and H. M. Cox, "Measurement or Marking?" Journal of the American Association.f Collegiate Registrars, 13: 275=84, April, 1938.

99
116. Beers, F. S., "Note on High School-College Relationships." Repcrt of the Examiner's Office, University System of Georgia, Athens.
117. Beers, F. S. "Sophomore Men - May, 1936, and Sophomore Women, May, 1936." Report of the Examiner's Office, University System of Georgia, Athens.
118. Cadenhead, Cecil Comer, "Comparative Study" of the Resident and Non-Resident Students Attending the Junior Division of the Universi ty of Geo rgia. " Unpublished Mas ter 's thesis, Universi ty of Georgia, Athens, 1940.
119. Dunaway, Dorothy, "hnalysis of Grade-Placement in Selected Grades in the Ashburn White Public School~." Unpublished Mas ter' s thesis, University of Georgia, ~thens, 19Lo.
120. Edwards, A. S., and Leslie Jones, "Experimental and Field Study of North Georgia Mountaineers," Journal of Social Psychology, 9:317-33, 1938.
121. Griffeth, Joe Leonard, "Analysis of Certain Characteristics of a Selected Group of Persons Who Have Chosen Teaching as a ProfeSSion and Who are Majoring in Education." Unpublished Master's thesis, University of Georgia, lithem, 1950.
122. McDowell, Bell Melton, "Testing Program." Unpublished Master's thesis, University of Georgia, Athens, 1933.
123. Moore, Joseph E., "Further Study of Sex Differences in Speed of Reading," Peabody Journal of Education, 17:359-62, May, 1940.
124. Moore, Katherine Ta,.ylor, "Comparative StUdy of School Adjustments of Mob:i1e and Non-Mobile Children In Walton County, Geo!"~ia." Unpublished Master's thGsis, University of Georgia, Athens, 1941.
125. Smith, Silas Jay, "Comparative Study of Rural and Urban High School Graduates ltttending the University of Georgia." Unpublished Master's thesis, University of Georgia, Athens, 1942.
SEE ALSO
52. Beers, F. S., "College Administration and Personnel-"
53. Beers, F. 5., "Comparative knalysis: Placement and Fall Quarter
Examinations "
88. Punke, Harold, "Age of PArent. and Intelligence.of-Offspring."

100
92. Sanders, Wilma B., R. T. Osborne, and James E. Greene, "Course Difficulty: A Neglected Factor in the Registration of Freshman Students and in the Prediction of Academic Success."
135. Osborne, R. T., J. E. Greme, and Wilna B. Sanders, "Are Disabled Veterans Significantly Different from Nondisabled Veterans in Occupational Preferences, Employment Histories, Aptitudes, and College Achievements?1t
136. Osborne, R. T., J. E. Greme, and Wilma B. Sanders, "Variations in Performances of College Students According to Three Categories of Urban-Rural Residence. 1t
141. '!hunTlond, Sarah, "Comparison of the Intelligence and Achievement of Twelve-Year Old Negro Children in the Rural Schools of Clarke County, Georgia."
144. Bolton, F.uri Belle, "Fur1her Study of Attitudes of High School Seniors Toward Problems of the War and the Peace."
185. Rooks, Ila, "Study of Factors Related to Literary Appreciation Among Eleventh Grade Pupils in R. E. Lee Institute, Thomaston, Georgia."
238. Billue, Jebbie Cecil, "Comparative Stuqy of Certain Performances During the First Year at the University of Georgia by Students Who Elected and Who Did Not Elect High School Fhysics'or Chemistry."
261. Shepard, Maud New, 'tUsing Certain Activities of the Principal to Promote Professional Improvement of Main Street School Teachers, with Respect to Child Study."
284. Edwards, A. S., "Further Comparisons of Students V'ri. th 11 Versus 12-Year Preparation before Entering the University of Georgia."
290. Franseth, Jane, "Experience in Curriculum Revision."
299. Hallford, Ernest Reynolds, "Plan of Supervision for Small Schools."
308. Monroe, Shelby Hardy, "Helping the Teachers to Recognize the Necessity for Improving the School Program of the Main Street Elementary School, Gainesville, Georgia."
329. Bolton, Euri Belle, "Placement Tests in the Guidance Program of College Students."
405. Whitley, Thomas Y., "Planning and Developing a Freshman Orientation
Program at South Georgia College, Douglas, Georgia."

101
412. Beers, F. S., "Educational Engineering in Georgia; Measurement
in the High Scheel."
423. Henderson, Zach S., "Sixth Annual Report of the Dean, Georgia Teachers College, 19Lo-41."
430. Beers, F. S., "Examiner's Bulletin Number 4."
436. Beers, F. S., "Southeas tern "pti 1llde Examinati.ons: Collage Norms, 1939, 1940, 1941: Freshman and Sophomore Comparisons."
438. Bolton, Euri Belle, "Summary of Tests Given at G. S. C. W.,
Fall Quarter, 1950."
439. Georgia Southwestern College, "Frequency Tables for Various
Tests."
441. Whitley, Thomas Y.,"Freshman Placement Test Results, September,
1948."
442. Whitley, T. Y., "Freshman Placement 'fest Results, September, 1949."
4h3. "Whitley, T. Y., "Freshman Placement Test Results, September, 1950."
444. Whitley, T. Y., ''Fresr-man Placement Test Results, 1951."

SECTION III
USE OF TESTS FOR MEASUREMENT IN SPID:IFIC AREAS
B. Intelligence and Aptitudes
126. Allan, Mary Elizabeth, "Constancy of the Intelligence Quotient as Indicated by the Retests of 130 Children." Unpublished Master's thesis, University of Georgia, Athens, 1941.
127. Bright, Howard A., "Study of the Results of the Wechsler Intelligence Scale Administered to Eighty-one Rural Negro Children." Unpublished Master's thesis, University of Georgia, Athens, 1951.
128. Broome, Frank, "Comparison of Non-disabled Veterans ~ith Two T,ypes of Disabled Veterans." Unpublished :Master's thesis, University of Georgia, Athens, 1951.
1~9. Collins, John J., "Study of the Intelligence Level of Negro
Contact-Syphilitics." Unpublished Master's thesis, University of Georgia, Athens, 1950.
130. Edwards, A. S., "Effects of the Lee s of One Hundred Hours of Sleep," American Journal of Psychology, 54:80-91, 1941.
131. Edwards, A. S., "English in Relation to Student Failur.e,1l High School Quarterly, 24:254, July, 1936.
132. Edwards, A. S., "Theoretical and Clinical Study of So-called Normality," ~urnal of Abnormal and Social Psy;chology, 28:366-76, 1934.
133. Head, Ernestine, "Study of Certain Neurotic and Emotional ProblemS in Children of Pre-School Age." Unpublished Master's thesis, University of Georgia, Athens, 1937.
134. Noell, Geraldine, "Intelligence and Sch olarship." Unpublished Master's thesis, University of Georgia, Athens, 1933.
135. Osborne, R. T., J. E. Greene, and Wilma B. Sanders, "Are Disabled Veterans Significantly Different from Nondisabled Veterans in Occupational Preferences, Employment Histories, Apti tudes, and College Achievements?" School ~ Socie'Gy, 72:8-11, July 1, 1950.

103

136. Osborne" R. T." J. E. Grem-e" and Wilma B. Sanders" "Variations in Performances of College Students According to Three Categories of Urban - Rural Residence." Unpublished paper read be-
fore the meeting of the Georgia Acaderrw of Science in 1951.

137. Payne" L. G." "Compara ti ve Study of Basic Data Regarding Certain Aspects of the High School Population (Age-Grade Distribution" Mental Ability, Educational and Vocational Intentions, and Withdrawals) of Jefferson High School with Similar Schools of the Southern Region." Unpublished project in applied education" Umversi ty of Georgia, Athens" 1950.

138. Phillips, W. S., "Analysis of Certain Characteristics of Active

and Prcepective Teachers," Contri bu tion to Edm a tion No. 161.

George Peabody College for Teachers, 1935:

--- ---

139. Pitts, Virginia A.., "Comparative Study of the Intelligence Test Performance of Congenital Syphilitics 'With that of a Control Group." Unpublishe d Mas ter 's thesis, Universi ty of Georgia, Athens, 1950.

140. Powell, Helen Glenn, "Comparison of Scholastic Achievement of Psychoneurotic Students with Non-Psychoneurotic Students." Unpublished Master's thesis, Universi~ of Georgia, A.thens, 1950.

141. Thurmond, Sara, "Comparison of the Intelligence and Achievement
of TWelve-Year Old Negro Children in the Rural Schools of Clarke
Coun~, Georgia." Unpublished Master's thesis, Uni versi tor of
Georgia, Athens, 1932.

M., 142. Young, Florene

IIJuvenile Case of War-Connected Trauma,"

Journal of Psychology, 19:31-42, 1945.

143. Young, Florene, and Mary E. Allan, "Constancy of the Intelligence Quotient as Indicated by lietes ts 0 f 130 Children," Journal of Applied Psychology:r 27:41-60, February, 1943.

SEE ALSO
51. Beers, F. S., trAnalysis of Marks, Spring Quarter" 1939."
80. Osborne, R. Travis, Wilma B. Sanders, and James E. Greene, "Prediction of Academic Success by Means of 'Weighted' Harrower-Rorschach Responses."
88. Punke, Harold H., "Age of Parent and Intelligence of Offspring."

104
92. Sanders, V'~ilma. B., R. T. Osborne, and Janes E. Greene, "Course Difficulty: A Neglected Factor in the Registration of Freshman Students and in the Prediction of Academic Success."
118. Cadenhead, Cecil Comer, "Comparative Study of the Resident and Non-Resident Students Attending the Junior Division of the Universi ty of Georgia."
119. Dunaway, Dorothy, "Analysis of Grade-Placement in Selected Grades in the Ashburn White Public Schools."
120. Edwards, A. 8.., and Leslie Jones, "Experimental and Field Study
of North Georgia Mountaineers."
121. Griffeth, Joe Leonard, "Analysis of Certain Characteristics of a Selected Group of Persons Who Have Chosen Teaching as a Profession and Who are Majoring in Education."
122. McDowell, Bell Melton, "Testing Program."
123. Moore, Joseph E., "Further Study of Sex Differences in Speed of
Reading."
124. Moore, Katherine Taylor, "Comparative Study of School Adjustments of Mobile and Non-Mobile Children in Walton County, Georgia."
125. Smith, Silas Jay, "Comparative Study of Rural and Urban High School Gradua tes Attending the Uni versi ty of Geo rgi a. "
138. Phillips, W. S., '!Analysis of Certain Characteristics of Active
and Prospective Teachers."
144. Bolton, Euri Belle, "Further Study of Attitudes of High School Seniors Tomrd Problems of the War and the Peace."
152. Osborne, R. TraviS, and Wilma B. Sanders, "Rorschach Characteristics of Duodenal Ulcer Patients."
185. Rooks, Ila, "Study of Factors Related to Literary Appreciation Among Eleventh Grade Pupils in R. E. Lee Institute, Thomaston, Georgia. "
238. Billue, Jebbie Cecil, "Comparative Stuqy of Certain Performances During the First Year at the University of Georgia by Students Who Elected, and Who Did Not Elect, High School Physics or Chemis try. "
254. Watkins, Rosa Geneva, '''Experimental Study of the Effectiveness of Teaching Gregg Shorthand By the Functional Method and By the Manual Method."

105
261. Shepard, Maud New, "Using Certain Activities of the Principal to Promote Professional Improvement of Main Street School Teachers, With Respect to Child Study."
283. Edwards, A. S., "Comparison of University Students Having Eleven wi th Students Having 1Wleve Years of Preparation."
284. F.dwards, A. S., "Further Comparisons of S~u1ents wi.th 11 Versus 12-year Preparation before Entering the University of Georgia."
285. Edwards, A. S., "Some Comparisons of Quanti tative Studies of Students wi th 11 Year Preparation vs. 'Ihos e with 12 Year Preflaraticn before Entaring the University of Georgia."
308. Monroe, Shelby Hardy, "Helping the Teachers to Recogni~e the Necessity for Improving the School Program of the Main Street Elementary School, Gainesville, Georgia."
329. Bolton, Euri Belle, "Placement Tests in the Guidance Program of College Students."
405. Whi tley, Thomas Y., II Planning and Developing a Freshman OribntClticn Program at South Georgia College, Douglas, Georgia."
423. Henderson, Zach S., "Sixth annual Report of the Dean, Georgia Teachers CollE:gc, 1940-41."
438. Bolton, Euri Belle, "Summary of Tests Given at G., S. C. W., Fall
Quarter, 199).11
441. 'Whitley, Thomas Y., "Freshman Placement Test Results, September, 1948."
442. 'Whit1ey, T. Y. , "Freshman Placement Test Results, S, tember, 1949."
443. Vihitley, T. Y. , "Freshman Placement Test Results, September,
1950. "
444. Vfui t1ey, T. Y. , "Freshman Placement Test Results, September,
1951. "

SECTION III
USE OF TESTS FOR MEASUREMENT IN SPECIFIC AREAS
C. Interests, Attitudes, and Motivation
144. Bolton, Euri Belle, "Further Study of Attitudes of High School Senior's ~ow'lrd Pro blems of the War and the Peace, It Journal of _ PS~_ Tct_ >c_ log_ -.f:l.r, 2()~1;?-82, 1945.
145. Boltvn, Euri Belle, "Morale of a Group of Senior High-School Girls," JO~!p"3.1 of Psychology, 17:177-35, Jmuary, 1944.
146. Garrison, Karl C., "Comparative Responses of Teachers ani Student Teachers to Various Items on the Teaching Situation Test, It Elem~ntar,y School Journal, 45=334-39, Februar,y, 1945.
147. Pique, Franklin C., "Study of the Effect of the Level of Aspiration Situa tion upon Performance." Unpublished Mas ter' s thesis, UniversivJ of Georgia, Athens, 1951.
SEE AlSO
4. Bolton, Euri Belle, IIEffect of Knowledge upon Attitudes Towards the Negro."
5. Bolton, Euri Belle, "Measurement of Attitudes Towards Mathematics."
6. Bolton, Eurl Belle, "Measuring Specific Attitudes TowardS the Social Rights of the Negro."
36. Kj.bIer, Zena Audrey, IIAtti tudes of High Sch 001 Pupils Toward F'cm::.J-y Relationships."
54. Bsers, 1'. S., "Examiner's Bulletin Number 5."
121. Gri.+:.fetil.t J:)e Leonard, u{malysis of Certain Characteristics of a Selected Crou:? of Persons vTho Have Chosen Teaching as a ~ofcssion and Who are Majoring in Education."
135. Osborne, R. T., J. E. Greene, ani Wilma B. Sanders, "Are Disabled Veterans Significant~ Different from Nondisabled Veterans in Occupational Preferences, Employment Histories, Aptitudes, and College Achievement?"

107
138. Phillips, W. S., "Analysis of Certain Characteristics of Active and Prospective Teachers."
154. Parsells, Lester Herman, "Relation of Academic Status to Person-
alty Traits arxi Attitudes."
238. Billue, Jebbie Cecil, "Comparative Study of Certain Performances During the First Year at the Universi ty of Georgia by Students Who Elected, and Who did not Elect, High School Physics or Chemistry."
329. Bolton, Euri Belle, "Placemont Tests in the Guid~e Program of College Students."
440. Osborne, R. T., and Wilma B. Samers, "Vocational Interest Patterns of Prospective Teachers."

S:mTION III USE OF TESTS FOR MEASUREMENT IN SPECIFIC AAEaS
D.- Personality, Social Acceptance, and Socio-Economic Status

148. Greene, James E., ItMotivations of a Murderer," Journal of Abnormal and Social P~Chology, 43:526-31, October, 1948.----

149. Greene, Jam3S E., Joseph E. Moore, and Thonas F. Staton, Itln-
ferences Concerning th e Motivations of a Murderer: A Psychological Study of 'Displaced' Aggression," The American PsyChologist,
3:335, 1948.

150. Hollingsworth, Thad W., "Using Movement and Color Responses to
the Harrower Multiple Choice Rorschach Test to Predict Academic
Success." Unpublished project in a.pp~ed education7 anversity
of Georgia, Athens, 1951.
151. Osborne, R. '1'., and Wilma B. Samera, "Multiple-Choice Rorschach
Responses of College Achievers and Non-AChievers,1t Educational
and Psychological Measurement, 9:685-691, Winter, 1949.

152. Osborne, R. Travis, and Wilma B. Sanders, "Rorschach Charac-

teristics of Duodenal Ulcer Patients," Joumal of Clinical

Psychology, 6:258-62, July, 1950.

-

153. Osborne, R. '1'., J. E. Greene, and Wilma B. Sanders, ItUrban-

Rural Differences in Personalit of College Students as

Measured by an Adjustment Inventory.1t Unpublished paper read

before the Southern Societ for Philosophy and Psychology in

1951.

.

.

154. Persells, Lester Herman, "Relation of Academic Status to Person-
ality Traits and Attitudes." Unpublished Master's thesis, Uni-
versi ty of Georgia, Athens, 1937.

155. Ver Nooy, Montine, "Diagnostic Value of the Free .Association
Method in the Detection of Imagined Guilt." Unpublished Master's
thesis, AtheI13, 1933.

156. Young, Florene, "Incidence of Nervous Habits Observed in College Students," Journal of Personality, 15:309-20, 1947.

109
SEE ALSO
80. Osborne, R. Travis, Wilma B. Sanders, and James E. Greene, "Prediction of Academic Success by Means of 'Weighted' HarrowerRorschach Responses."
92. Sanders, Wilma B., R. T. Osborne, and James E. Greene, "Course Difficult,y: A Neglected Factor in the Registration of Freshman Students and in the Prediction of .-l.Cademi.c Success."
119. Dunaway, Dorothy, ".Analysis of Grade-Placement in Selected Grades in the Ashburn White Public Schools."
135. Osborne, R. T., J. E. Greene, and Wilma B. Sanders, "Are Disabled Vete~ns Significantly Different from Nondisabled Veterans in Occupational Preferences, Emplqyment Histories, Aptitudes, and Collt~ge hchievements?lI
136. Osborne, R. T., J. E. Greene, and Wilma B. Sanders, "Variations in Performances of College Students According to Three Categories of Urban-Rural Residence."
138. Phillips, W. S., "hnalysis of Certain Characteristics of Active and Prospective Teachers."
261. Shepard, Maud New, "Using Certain Activities of the Principal to Promote Professional Improvement of Main Street School Teachers, with Respect to Child Stuqy.lI
445. Grossman, Alvin, "Development and Application of a Suitable
Criterion for the Selection of Counseling Majors in the CounselorTraining Program in the College of Education, University of Georgia."

SECTION III USE OF T~'rS FOR MEASUREMENT IN SPECIFIC :.RE.AS
E. Paycll,o-Motor Reactions and Vision

.y 157. Cauble, Margaret, "Comparison of Four Visual Acuity Tests." Unpublished Master's thesis, University of Georgia, Athens, 1951.

158. Edwards, A. S., "Body

and Non-visual Factors," Journal of

Psychology, 23:241-54,+947.

159. Edwards, A. S., "Boqy Sway and Vision," Journal E.! Experimental
Psychology, 36:526-35, 1946.

160. Edwards, i S., "Effect of Smoking on Tremor," Journal of Applied Psychology, 32:150-58, 1948.

161. Edwards, li. S., "Factors Tending to Decrease the Steadiness of the Body at Rest," American Journal ~ Psychology, 56:599-602,
1943.

162. Edwards, A. S., "Finger Tremor and Battle Sounds," Journal of

Abnormal ~ So cia 1 .PsJ'cholog'J, 43: 396-99, 1948.

--

163. Edwards, A. S., "Handedness and Involuntary Movement," Journal of

Genetic PSL~go1cg~, 39:293-95, 1948.

--

164. Edwards, ,~. S., "Measuranent of Static Ataxia," American Journal of Psychology, 55:171-88, 1942.

165. Edwards, A. S., "IvtYth of Chronological Age," Journal of Applied Psychology, 34:316-18, October, 1950.

SEE AISO 7. Edwards, A. S., "Finger Tromometer." 8. Edwards, A. S., "Hand Steadiness Apparatus." 9. Edwards, A. S., "Helmet For Ataxiameter." 19. Moore, Joseph E., "Comparison of Negro and White Children in
Speed of Reaction on an Eye-Hand Coordination Test. 1I

ill
20. Moore, Joseph E., "Comparison- of the Moore Eye-Hand Coordination and Color Matching Test Wi th Other Dexterity Tests."
132. Edwards, A. S., "'Iheoretica1 and Clinical Study of So-called Normality. "
147. Pique, Franklin C, "Study of the Effect of the Level of Aspi-
ration Situation upon Performance."

SECTION IV
TEST USE IN '!HE IMPROVEMENT OF INSTRUCTION IN VARIOUS SUBJECT YJiTTER AREAS
A. Hesl th and Physical Education
166. Boman" James C." "Planning" Steering" and Eva1ue. ting a Specific Heal th Instruction Course for the Ninth Grade at Moultrie High School." Unpublished project in applied education" Universi ty of Georgia, Athens, 199'.
167. Bouley, Laurent H." "Physiological Orientation as a Means of Motivating Freshmen and Sophpmores in Required Physical Education Courses at University of Georgia." Unpublished project in applied education, University of Georgia, Athens, 1951.
168. Crisp, Grady L., "Planning and Developing a Physical Education Program for Oakland Consolidated School, Gilmer County, Georgia." Unpublished project in applied education, Universi4Y of Georgia, Athens, 19.50.
169. Kimbrough, James Otis" "Coordination of Health Instruction with Social Studies on the Secondary Level." Unpublished Mas ter' s thesis, University of Georgia, Athens" 1940.
170. Peebles, Eleanor Bobo, "Comparison of TV/o Methods of Teaching Folk Dancing." Unpublished Master's thesis, University of Georgi a, Athons, 1940
111. Still, Cammie Nelle, "Planning and Developing a Health Program in the Fifth Grade of the Lyman Hall School, Hall Coun4Y, Georgia." Unpublished project in applied education, Universi ty of Georgia, b.thens, 1948.
172. Underwood, Susie, "Planning and Developing a Health Program to Meet the Needs of Ninth Grade Girls in the Rome High Scheo1 Through the Use of Scheol and Community Resources." Unpublished project in applied education, Universi 4Y of Georgia, Atj1ens, 1949.
173. Williams, Jinna Hinson, "Individualiza tion of Health Education in Ninth Grade Biology in the University of Georgia Demonstration School." Unpublished project in applied education, University of Georgia, .b..the ns, 1947.

113
174. Young, L. B., "Developing, Carrying Out, and Evaluating a
Physical Education Program for the Eighth Grade in the .Acworth High School, ~~cworth, Georgia." Unpublished project in applied educ<!tion, University of Georgia, b.thens, 1950.

SECTION IV TEST USE IN lHE IMPROVEMENT OF INSTRUCTION
IN VARIOUS SUBJECT MATTER AREAS
B. Home Economics and Family Living
175. Hussey, James Bartow" "Home and Family Living in High School."
Unpublished project in applied education, Universit,y of Georgia,
Athens" 1946. 176. Tanner" Ruth, "Selecting and Formulating Evaluation Devices as
Aids in Teaching Food Units in the Porterdale School." Un-
published project in applied education, Athens, 1949.
SEE ALSO
24. Roberts, Ada Frances, rtApplication of Educational Principles
by Home Economics Education Majors."

SECTION IV
TEST USE IN lliE IMPROVEMENT OF INSTRUCTION IN VARIOUS SUB~.T MATTER .AREAS
C. Language
177. Clyburn, Thomas Benjamin, Jr., "Comparison of the Relative Effecti veness of Teaching English by Integrating wi. th the Whole School Program as Compared wi th the Tradi tienal Method. II Unpublished Master's thesis, University of Georgia, Athens, 1942.
178. Dekle, Ocie Thomas, "Incidence and Etiology of Common Speech Disorders Found Among Elementary School Children with Implications for Therapeutic Practices." Unpublished Master's thesis, University of Georgia, Athens, 1951.
179. Lockliear, U. J., "Study of the Reaction of High School Children
to Poetry--An Inquiry and Evaluation." Unpublished project in applied education, Universi ty of Georgia, Athem, 1948.
180. Lowe, Cornelia, "Initiating the Rural LibraIY Program in Towns and Union Counties with the Help of an Educational Assistant." Unpublished project in applied education, University of Georgia, Athem, 1948.
181. Mayfield, Se.vannah, "Study for Improved Methods of Teaching Spelling in A Fifth Grade, Kirkwood School, Atlanta, Georgia." Unpublished project in applied education, University of Georgia, h.thens, 1951.
182. Moore, Martha Elizabeth, "Comparison of '!Wo Methods of Teaching Tenth Grade High School English. If Unpublished Master's thesis, University of Georgia, Athem, 1939.
183. Parker, George E., "Improving the Facilities of the Jaken High School Libra:ry." Unpublished project in applied education, Universi ty of Georgia, .t~thens, 1951.
184. Purcell, Thurmon W., "Organizing a Central Libra:ry for Miller Park Elementary School." Unpublished project in applied education, University of Georgia, Athens, 1951.
185. Rooks, rIa, "Study of Factors Related to Literary Appreciation Among Eleventh Grade Pupils in R. E. Lee Institute, Thomaston, Georgia." Unpublished project in applied education, University of Georgia, Athens, 1948.

116
186. Rozar, Gladys W., "Experimental S~dy of the Traditional and Informal Methods of Teaching Spanish." Unpublished project in applied education, University of Georgia, Athens, 1951.
181. Walker, Charles C., lIImprovirg the Facilities of Woody Gap High School Library." Unpublished project in applied education, University of Georgia, Athens, 1951.
188. Whitley, T. Y., "English 99." Unpublished report, Office of the Dean of Students, South Georgia College, College, Georgia.
189. Wilson, Ma.ry Madge, "Study of the Spelling Vocabulary of a
Sixth Grade." Unpublished Master's thesis, University of Georgia, kthens, 1939.
190. Woods, Elizabeth G., "Relative Effectiveness of Manuscript and Cursive Writing in Primary Grades." Unpublished Master'S thesis, University of Georgia, Athens, 1939.
SEE ALSO
&J. Freeman, Estha Camilla, "Relationships Between Liking for
Poetry of Tenth Graders and Certain Other Variables."
201. Walker, Beverley P., "To Aid Individual Arithmetic and Language Deficiencies and Proficiencies of the Sixth Grade of the Smyrna School Following Discovery Through the Medium of Diagnostic and Ability Testing."
405. Whitley, Thomas Y., "Planning and Developing a Freshman Orien-
tation Program at South Georgia College, Douglas, Georgia."

SECTION IV
nsT USE IN 'IRE IMPROVEMENT OF INSTRUCTION IN VARIOUS SUBJECT MATm AREAS
D. Ma.thematics
191. Acree, Jack Knox, "Individualization of Instruction in Mathematics." Unpublished project in applied education, University of Geozgia, Athens, 1946.
192. Blackmon, William Fred, "Comparison of Diagnostic and Remedial Teaching wi. th Traditional Methods of Teaching Plane Geometry." Unpublished Master's thesis, Universi~ of Georgia, Athens, 1935.
193. pox, William Crozier, "Effects of Diagnostic and Remedial Teaching of Artthmetic in the Fifth and Sixth Grades." Unpublished Mas ter' s thesis, University of Georgia, Athens, 1939.
194. Miller, Constance L., "Stuqy of the Understandings of Basic Concepts and Principles of General Mathematic~ by Students of the Eigh th Grade." Unpublished Mastel" s thesis, Wayne University, Detroit, Michigan.
195. Phillips, Claude H., "Controlled Experiment for the Purpose of Comparing 'l\vo MethodS of Classroom Procedure in Teaching Advanced Algebra in Savannah High School." Unpublished project in applied education, Uni versi ty of Georgia, Athens, 1950.
196. Pitts, Raymond J., "Achievement of Functional Competence in Mathematics by a Group of Secondazy School Pupils." Unpublished study, Fort Valley State College, Georgia.
197. Pullen, Eunice, "Detennining the Needs of the PupilS in a Ninth Grade Mathematics Class in Tifton High School and Planning a Prcgram to Meet these Needs." Unpublished project in applied education, lAl-tersi ty of Georgia, Athens, 1950.
198. Sturgis, Horace Wilbur, "Effect of Grades Upon the Achiev0Il1oot of Pupils in the Study of Algebra." Unpublished Master's thesis, University of Georgia, Athens, 1939.
199. Sullivan, Daniel C., "Administration and Use of a Testing Program in Relation to Teaching." Unpublished project in applied education, University of Georgia, Athens, 1947.

li8
200. Tracy, Bernice, "Controlled Experiment to Determine the Effectiveness of an Informal, Objective Testing Program in Tenth Grade Algebra." Unpublished Master's thesis, University of Georgia, Athens, 1941.
201. Walker, Beverley P., "To Aid Individual Arithmetic and Language Deficiencies and Proficiencies of the Sixth Grade of the Smyrna School Following Discover,y through the Medium of Diagnostic and Ability Testing." Unpublished projeot. iil applied education,
Universi W of Georgia, h.thens, 1951.
SEE ALSO
63. Hardy, 'v\illiam Marvin, Jr., "Study of J..chievemmt in Algebra and
in Reading Before, During, ani .iU'ter a Remedial Program in Reading is ~..dministerd to Eighth-Grade Students."
84. Pitts, Raymond J., "Determination by Factor Methods of Specific
Abili ties Measured by the Davis Test of Functional Competence in Matherna ti. cs. 1I

SECTION IV
TEST USE IN 'IRE IMPROVEMENT OF INSTRUCTION IN VliRIOUS SUBJECT Mfl.TTER AREAS
E. Reading
202 .haron, Ira E., "Improvement of Reading in the Fourth Through the Eighth Grades in Norwood Junior High School." Unpublished project in applied education, Universit,y of Georgia, Athens, 1947.
203. Adams, Sarah Dean, "Stimulating and Developing Variety, Scope, and Skills in Reading on the Part of the Eleventh Grade English Classes of the Quitman High School, Quitman, Georgia." Unpublished project in applied education, University of Georgia, Athens, 1951.
4)4. Bradford, Mary Lewis, "Elanning and Developing a Reading Program
for Fifth Avenue Scheol, Decatur, Georgia. 1I Unpublished project in applied education, Uni versi ty of Georgia, Athens, 1947.
205. Brewster, Florence M., "Improving the Reading Ability of the Tenth Grade Students in Milner High School." Unpublished pre ject in applied education, Universi-w of Georgia, Athens, 1950.
206. Brewn, Ladya, "Improving the Reading Level of the Second Grade Children of Candler Street School, Gainesville, Georgia, by organizing the Curriculum to Meet Interests and Needs of the Individuals." Unpublished project in applied education, University of Georgia, Athens, 1951.
207. Brown, Leeotis P., "Improvi1" the Reading Ability of the Seventh Grade Students in the Baxley School." Unpublished project in applied education, University of Georgia, ~thEns, 19.50.
208. Cash, Etta, "Planning and Developing a Reading Program for the First Grade Keith School, Marietta, Georgia." Unpublished pro-
ject in applied education, Universi tor of Georgia, Athens, 1950.
209. Chambers, George R., "Improvement of Reading in the Fourth Through the Seventh Grades in Calhoun Elementary School." Unpublished project in applied education, University of Georgia, Atnms, 1947.
210. Cook, Arkie M., "Improving the Reading Abili ty of Seventh Grade Fupils in the Schools of Fannin County." Unpublished project in applied education, University of Georgia, Iithens, 1950.

120
211. Davis, E. Guy, "Improving Reading in Cohutta School." Unpublished project in applied education, Universi ty of Georgia, Athens, 1948.
212. Divine, Sara Smith, "Improvement of Reading by Certain TeacherAdministered Procedures." Unpublished Master's thesis, University of Georgia, Athens, 1939.
213. Elder, Katherine M., "Improving the Reading Program in ll.ppling County." Unpublished project in applied education, Universi tu of Georgia, AthGl'ls, 1946.
214. Forrest, Eleanor Chambliss, "Improving the Reading Ability of Children in First Grade at the Plains School." Unpublished project in appliE.d education, University of Georgia, Atlhens, 1951.
215. Gould, Ada Belle, "ImprovingC"the Reading Program in New Holland School." Unpublished project in applied education, University of Georgia, .&.thens, 1951.
216. Harper, Ava Anna, "Some Ways to Help Slow Learners Become Better Readers Determining What Progress is Reasonable to Expect a Child
to Make During the Second Ycar in the Primary Grades." Unpublished project in applied education, University of Georgia, Athens, 1951.
217. Harrell, Fannie L., "Initia ti on 0 f a Developmental Reading Program in the Schools of Dodge Countu." Unpublished project in applied education, University of Georgia, Athens, 1941.
218. Harris, Louise f. , "Experimental Study of Heading Readiness in the First Grade of the W. F. Slaten School, .Hlanta, Georgia." Unpublished project in applied education, University of Georgia, Athens, 1949.
219. Hatcher, Alice, "Instructional Program in the Ochlochnee School for Ninth Grade Stude:1 ts wi th Reading Deficienci es." Unpublished project in applied education, Universi~ of Georgia, Athens, 1950.
220. Jones, Doris J., "Improving the Reading Abili ty of Children through a Vocabulary Development Program in the Third Grade at the University Demonstration School." Unpublished project in applied education, University of Georgia, Athens, 1949.
221. Jordan, Martha Sue, "Reading Interests and Habits of the Seventh Grade Child." Unpublished project in applied education, University of Georgia., Athens, 1945.

121
222. Lancaster, Blanche Payne, "Teaching of Reading in the Fifth Grade of River Bend School, Hall County System, Gainesville, Georgia." Unpublished project in applied education, University of Georgia,
Athens, 1947.
223. Mansfield, Evelyn Flwng, "Rabun Gap Communi W School Staff
Works Together to Begin a Better Reading Program." Unpublished project in applied education, University of Georgia, Athens,
1951.
224. Murray, T. Taylor, "Appraisal of Reading Programs in Negro
Colleges." 'Unpublished Doctor's dissertation, Northwestern University, Chicago, Illinois.
225. Murry, Thelma. T., "Study of the Effectiveness of a Developmental
Reading Program on the Scholastic Achievement of Ninth Grade Students of Western High School, - OwBnsboro, Kentucky." Unpublished Master's thesis, Atlanta Universiw, Atlanta, Georgia.
226. Parker, Laura M., "Improving the Reading Program in Oglethorpe
Avenue School." Unpublished project in applied education, Uni-
versi ty of Georgia" Athens, 1949.
227. Perkins, Mary Ellen, "Planning and Developing an Effective Read-
ing Program in the Jefferson Counw Schools." Unpublished pro-
ject in applied education, University of Georgia" Athens, 1947.
228. Pruitt, Dixie Mason, "Planning and Developing a Program for the
Teaching of Reading in the Fifth, Sixth" and Seventh Grades fDf the Davis l...cademy School and the Baldwin School." Unpublished project in applied education, University of Georgia, Athens,
1950.
229. Stroup, Thomas B., "If They Could Only Readl" Georgia Education Journal, 32:8-9, November, 1938.
230. Sutton, James M., "Improving the Reading of the Pupils in the First, Third, Fourth, Eighth, and Ninth Grades in the Tadmore Junior Hj.gh School." Unpublished project in applied education,
UnivEirsi vJ of Georgia, Athens" 1950.
231. Swain, Emeliza, IIImprovement of Reading on the Secondary School LeveL" Unpublished ~,1aster's thE.:sis, University of Georgia, ldhens, 1939.
232. Swain, Ell1eliza, "Improvement of Reading Skills of Universi ty of
Georgia Freshmen, 1948-50." Unpublished report to Reading Committee, University of Georgia, Athens, April, 1950.

122
233. Tabor, Ann Elizabeth, "Study of Methods Used for the Improvement of Reading." Unpublished project in applied education, Uni-
versity of Georgia, Athens, 1949.
234. Walsh, Rosalia Donnelly, "Experimental Stuqy of Visual and Audi tory Percepti on in Reading Readiness." Unpublished pro-
ject in applied education, University of Georgia, dthens, 1947.
235. Wiley, Elizabeth, "Improvement of Reading Tastes of Fifth Grade
Children in the Social Circle Elementary School. 1I Unpublished project'in applied education, Urriversity of Georgia, htheus, 1949.
236. Winn, Nell Rose, IIUse of the Laboratory Period as a Means of
Correcting Reading Deficiencies of 8th Grade Students. II Unpublished Master's thesis, University of Georgia, Athens, 1940.
SEE AlSO
63. Hardy, William Marvin, Jr., IIStuqy of Achievement in Algebra and
in Reading before, during, and after a Remedial Program in Reading is Administered to Eighth-Grade Students. 1I
106. Wynn, Floyd Ellison, "hnalysis of Certain Factors Related to Reading Rate and Reading Comprehension among Selected High School Students. II
320. Bates, Ferd B., IIPlanning, Inaugurating, and Evaluating a Guidance Program for Wilkes High School, Rockledge, Georgia. 1I
334. Cason, James F., 1I0rganizing and Administering a Guidance Program
in Stapleton High School, Stapleton, Georgia. 1I
394. Smith, Helen, "Planning a Program of Guidance Services for Camp-
bell High."

SECTION IV
TEST USE IN 'mE IMPROVEMENT OF INSTRUCTION IN VARIOUS SUBJECT MATTER AREAS
F. Science
237. Anglin, Theron 0., "Planning and Developing an Effective Science
Program in the Wadley High School, Wadley, Georgia." Unpublished
project in applied education, Universi~ of Georgia, Athens, 1951.
2J8. Billue, Jebbie Cecil, "Comparative Stu<tr of Certain Performances
During the First Year at the Uni versi ~ of Georgia by Students who Elected, and who did not Elect, High School Physics or Chemistry." Unpublished Master's thesis, University of Georgia,
Athens, 1950.
239. Evans, Roy Vi., "Planning, Developing, and Evaluating a Course of
Study in Genera.l Science for the Eighth Grade of Morgan County High School, Designod to Contribute toward Meeting the Needs of the Community and the interests of tho Pupils. 1f I:1npublished
project in applied education, Universi ~ of Grorgia, Athens, 1951.
240. Gouge, Alice Hornbuckle, If Planning and Developing a Prcgram for
the Teaching of Science in the Sixth Grades of Nahunta School." Unpublished project in applied education, University of Georgia,
Athens, 1951.
241. Morgan, T. W., IfComparati ve Stu<tr of the Demonstration Method.
and the Inclividual Laboratory Method in Teaching High School Chemistry. If Unpublished project in applied education, Uni-
versi ty of Georgia, Athens, 1950.
242. Newton,Gail Frances, If Comparative Investigation of the Results of
the Problem-solving Technicp. e of Teaching wi th that of the Textbook rJ.an in a Fourth Grade Science Class. It Unpublished project
in applied education, University of Georgia, Athens, 1950.
243. Sturgis, Horace W., IfElcamination of the Records of the Students
Who Have Matriculated Into the Georgia Insti. tute of Technology
since December, 1946, wi th an EntranCt~ Condition in Physics. 1f
VJ.meographed report of the Office of the Registran, Georgia
Insti tute of Technology, Atlanta, May 31, 1949.

124
244. Williams, George S.,Jr., "Experimental Problem on Methods of Laboratory Instruction in High School Chemistry." Unpublished project in applied educa~ion, Universi 1(; of Georgia, Athms, 1948.
SEE ALSO
199. Sullivan, Daniel e., "Administra.ti.on and Use of a Testing Program
in Relation to Teaching."
2$0. Gordy, knn Righton Brown, "Stuqying the Value of Readiness and Follow-Up Work in the Use of Audio-visual hids With Two Groups of Fourth Grade Children in the Social Studies and Science Program of Grant Park Scheol."
414. Beers, F. S., "Examiner's Bulletin Number 9. 11

SECTION IV
TEST USE IN 'lEE IMPROVEMENT OF INSTRUCTI ON IN VARIOUS SUBJECT MAT'IER lillEAS
G. Social Studies, Commercial Subjects, and Fine Arts
245. Bailey, Aletha, "Learning Typewriting. 1I Unpublished Master's
thesis, University of Georgia, Athens, 1933.
246. Ballard, Elizabeth Tinsley, IICreating the Developments and the
Illustration of New Songs in Third Grade, Cedartown, Georgia. 1I Unpublished project in applied education, Universi~ of Georgia,
Athens, 1949.
247. Buchanan, Byrdie Estelle, IIInflucnce of Audio-visual Aids on
Seveneth Grade Social Studies in the Columbus Junior High School, Columbus, Georgia." Unpublished project in applied education,
University of Georgia, Athens, 1951.
248. Comer, Jane Quarterman, IICooperati ve Development of a Social
Studies Program for the Seventh Grade in Moultrie Public Schools." Unpublished project in applied education, University of Georgia,
Athens, 1951.
249. Cowan, Margaret Louise, "Comparative Study of 'l\'lO Methods of
Presenting Art Subject Matter." Unpublished Master's thesis,
University of Georgia, Athem, 1940.
250. Gordy, i..nn Righ ton Brown, "Stu t\Y'ing the Valu e 0 f Readiness and
Follow-up Work in the Use of Audio-visual Aids with Two Groups of Fou.rth-grade Children in the Social Studies and Science Program of Grant Park School."
251. Hearon, Mary Ann, "Comparati V(; Study of the Results Obtained in
College Groups Learning Typewriting by the Keyboard Memorization Approach and the Keyboard Centralization Approach." Unpublished
Master's thesis, UniverGi'Qr of Georgia, Athens, 1949.
252. Newton, Eleanor J., IIPlanning and Developing an Improved Social
Studies Program in the Fourth Grade of the Wadley Elementary School." Unpublished pro ject in appli cd education, University
of Georgia, Athens, 1951.

126

253. Pennington, Mary Floyd, "Comparative Study of the Auditery and
Visual Methods of Presenting Selected Art Materials to ElementalY
School Children." Unpublished Master's thesis, University of
Georgia, Athens, 1940.

254. Watkins, Rosa, "E>cperimental Stuqy- of the Effectiveness of Teach-

ing Gregg Shorthand by the Functional Method and by the Manual

Method. II Unpublished project in applied education, University of

Georgia, Athens, 1947.

.

SEE AlSO
44. Sheets, Robert L., "Initiation and Adninistration of a Program
of Social Acceptance in the Eighth Grade in the University of Georgia Demonstration School, Athens, Georgia. 1I

SECTION IV
TEST USE IN THE IMPROVEMENT OF INSTRUCTION IN VARIOUS SUBJECT Jif.ATTER AREAS
H. Teacher-Training
255. Christenbury, Edward S., "Appraisal of the Student Teacher Program of the University of Tennessee." Unpublished Doctor's dissertation, University of Georgia, Athens, 1950.
256. Firor, Dorothy, "Study of' the Stains of the Elementary Teachers Beliefs Concerning the Purpose of Elementary Education in Georgia." Unpublished project in applied education, University of Georgia, Athens, 1948.
251. Folger, D. F., "We Venture in Teacher Education." Junior College Journal, 15:413-16, May, 1945.
258. Ingram, Irvin S., "Junior College as a Teacher Training Institution." School and College, 25:76, April, 1937.
259. Osborne, Robert Travis, "Preferential Training Needs Record:
A Study of In-Service Educational Needs of Teachers of the At1anta Area Teacher Education Service." Unpublished Doctor's
dissertation, University of Georgia, Athens, 1950.
260. Pinkston, Mrs. B. A., "To Develop a Program of Study for Teachers
in the Young School, College Park, Georgia, Who are Interested in Improving Parent-Pupi1-TeacherRelationships." Unpublished
project in applied education, University of Georgia, Athens, 1950.
261. Shepard, Maud New, "Using Certain Activities of the Principal to Pro~ote P~ofessional Improv8ment of Main Street School Teachers, with Respect to Child Study. Ii Unpublished project in applied education, University qf Georgia, Athens, 1949.
262. Sutton, Rachel S .'! "College Follows :Its Graduate," Educational ~~dershjJ2' 3~22-4, October, 1945.
263. Sutton, Rachel S., Education of Teachers for the Elementary Schools of Georgia. Athens, Georgia: The University of Georgia Press-,-i941:--2'npp.

128
264. Tyson, Ralph K, "Coml'arati ve Study to Determine What Differences
Exist in the Way of Providing Guidance Services Betwoen Principals
Who Have Had Formalized Training in Guidance and those Who Have
Had No Such Training. II Unpublished project in applied education,
Universi W of Georgia, Ath ens, 1951.
265. Womack, James Conrad, "Comparative Analysis of Certain Charac-
teristics of Veterans who are Preparing for Teaching and of Veterans who are Preparing for Other Vocations. 1I Unpublished
project in applied education, Universit,y of Georgia, Athens, 1947.
SEE ALSO
3. Blanchet, W. W. E., "Prevalence of Belief in Science Misconceptions
Among a Group of In-Service Teachers in Georgia."
26. Sperry, Irwin V., "Implications for the Preparation of Secondary--
School Teachers in the Area of Home and Family Life."
32. Greene, J. E., end R. T. Osborne, "Relation of Student Interest and Student Need in Educational Psychology to Other Variables."
37. Osborne, R. Travis, IIComparative Study of111e Interest and Importance Ratings of Several Problems in Educational Psychology as Rated by Prospective Teachers ~ttending the University of Georgia. II
.45. Strickland, James Aaron, IIOccupa tional and Professional Follow-
up Study of the Graduates of the College of Education, University
of Georgia, For the School Year 1947-48. II
268. Bailey, Elizabeth Moss, IIImproving Teaching in Waleska School
through a Program of In-Service Education of Teachers."
300. Harrell, Randall Herbert, "Improving Instruction in the Comer School Through a Program of In-Service Education. 1I
313. Singleton, Sara, IIIn-Service Education of Teachers in Rabun County. II
314. Smith, Mary Virginia, IIAssisting in a Program to Promote Growth
of Fifth and Ninth Grade Teachers in Washington Count,y Schools Relative to use of Materials of Instruction, Understanding Functions of SUbject Matter, and Use of Methods of Instruction."

SECTION IV
TEST USE IN 'IRE IMPROVEMENT OF INSTRUCTION IN VARIOUS SUBJECT MAT'IER AREAS
I. General

266. Aderhold, O. C., and W. A. Stumpf, "Educational Planning in Georgia," American School Board Journal, 109:20, November, 1944.

267. Aderhold, O. C., and W. A. Stumpf, "New School Pattern in Georgia," Nation's School, 38:49-50, October, 1946.

268. Bailey, Elizabeth Moss, "Improving Teaching in Waleska School
Through a Program of In-Service Education of Teachers." Unp1blished project in applied education, University of Georgia, Athens,
1950.

269. Barron, Ruth T., "Evaluation of the Growth of Seventh Grade Children and Teachers in Relation to a Testing Program in Alta-
maha, Baxley, and Red Oak Schools of Appling County, Georgia." Unpublished project in applied education, Uni versi1;y of Georgia,
Athens, 1950.

270. Beers, F. S., "Improved Examinations - .As Better Measurements of
Achievement, and as Stimuli to Improvements in the Organillation of Courses and Better Instruction," Association of American
Colleges Bullet~, 21:94-103, March, 1935.

271. Beers, F. S., "Percentile Table for Exemptions in Mathematics, Sci ence: Courses, Freshman Placement Examinations, 1938." Report
of the Examiner's Office, Uni versi ty System of Georgia.

272. Bixler, H. H., "School Marks," Review of Educational Research,

6:169-73, April, 1936.

--

273. Blanchet, W. W. E., "Subject-Matter Topics Contained in Text-
books for Use in Survey Courses in the Natural Sciences: Part II,"
Science Education: 32:88-93, 1~rch, 1948.

274. Brough, Ruth, "Planning and Developing a Program in the Tools of
Learning for Nancy Hart Memorial School, Elbert Coun1;y." Unpublished project in applied education, Universit,y of Georgia,
Athens, 1946.

275. Brown, Calvin, "Grade Analysis." Unpublished stuqy, Universit,y
of Georgia, Athens.

130

276. Brown" Samuel James, "Improving Instruction in the Upton Con-
salida ted School Through the Use of Certain Audio-Visual Aids."
Unpublished project in applied education, Universi W of Georgia"
Athens, 1950.

277. Cannon, Alda Wallace, "Development and Evalua tion of an Ehriched
Library Program for Improving Study Skills." Unpublished project in applied education, Universi~J of Georgia, Athens, 1950.

278. Cannon, Deore J., "Comparison of Results of Auditory and Visual
Presentations of the Minnesota Multiphasic Personali ty Inventory.1I Unpublished Master's thesis, Universi~ of Georgia, Athens, 1951.

279. Cocking, Walter D., "What Makes Education Tick?" Nation's School, 23:22, February, 1939.

280. Cox, H. M., and C. M. Harsh, "Sub-Correlation in Course Y..arking,1I Journal of Educational Psychology, 33:379-84, May, 1942.

281. Cutts, Harvey Clark, "Stuqy of Methods for Classifying Pupils at Certain Grade Levels in the Greenville, Georgia, Public Schools." Unpublished Master's thesis, University of Georgia, Athens, 1941.
282. Danner, Walter N., "Grade Analysis, Fall ~uarter, 1951." Mimeographed report of the Registrar's Office, University of Georgia, Februar,y 12, 1952.

283. Edwards, A. S., "Comparison of University Students Having Eleven
with Students Having 'I\velve Years of Preparation,1I Educational Administration and Supervision, 25:229-32, 1~rch, 1939.

S., 284. Edwards, A.

"Further Comparisons of Students with 11 Versus

12-year Preparation Before Entering the Universi W of Georgia, II

High School ~uarterly, 24:202-08, April, 1936.

S., 285. Edwards, A.

IISome Comparisons of Quantitative Studies of

Studrn ts with 11 Year Preparation vs. Those with 12 Year Pre-

paration Before Entering the Universi ty of Georgia," High

School Quarterly, 23:221-27, July, 1935.

----

286. Findley, "W. G., and J. E. Greene, "Statistical Index of Partic-
ipation in Discussion," The ~eric~ Psychologist, 2:287, 1947.

287. Flanigan, Annie Frances" "Improving the Work-study Skills of Children in tho Fifth Grade at Luckie Street School. 1I Unpublished project in applied education, University of Georgia, Athens, 1951.

131
288. Fowler, William Wyche, "Experimental Study of the Effect of Under-
lining Test Answers Before Marking a Separate Answer Sheet. 1I Un-
published Master's thesis, University of Georgia, Athens, 1940.
289. Franseth, Jane, "County Schools Measure Progress," Nation's School, 24:30-2, November, 1939.
290. Franseth, Jane, IIExperience in Curriculum Revision," Georgia Education iournal, 28:8-9, 1936.
291. Franseth, Jane, IIMeasuring the Effects of Supervision," School and Lif~, 30:28-29, June, 1948.
292. Franseth, Jane, and S. C. Patterson, "Teacher Growth Through Individual Child Study," Curriculum Journal, 14:124-27, March, 1943.
293. Grant, Kay, "Analysis of Data Concerning Maturity and Reading
Readiness Applied to the First Grades of Gwinnett County." Unpublished project in applied education, University of Georgia,
Ath(:ms, 1951.
294. Gray, Grace Hoover, "To Develop a Plan for Improving Instruction
in the Leary Grammar School, Through the Effective Use of AudioVisual Aids." Unpublished project in applied education, Uni-
versi ty of Georgia, Athans, 1950.
295. Greene, James E., IIEvaluation of Instruction in Air Un.i.vcrsity," Journal of Psychology, 25:279-97, April, 1948.
296. Greene, J. E., "Use of Tests in the ImprevE-ment of Instruction," School ~nd College, 25:23-5, Januar,y, 1937.
297. Greeno, lTames E., end Warren G. F~ndley, "E'Valuati ve Procedures for t~10 I:nproyuTI(;nt of Instruction," Educational Record,
30: 33--44, ,J::m-J.D.ry, 1949.
298. Haley, W2.1ton Ade.ir, "Results 6btained in Schoolrooms Composed
of Ono Grado as Compar8d wi. th Thos e Obtained in Rooms Composed of Tvw G'adGs." Unpublished lfuster's thesis, University of
Georgia, Atllcns, 1941.
299. Hallford, J.!;rnest Reynolds, "Plan of Supervision for Small
Schools." Unpublishod de.stor's theSis, University of GE.Crgia,
.Athens, 1938.
300. Harrell, .Randall Herbert, "Improving Instruction in the Comer
School Through a Program of In-Service Educaticnf" Unpublished
project in applied education, Universi t.Y of Georgia, Athens, 1950.

132

301. Heule, Alberta M., "Planning and Developing Tochniqi. es for Studying Behavior and Promoting Grovlth of Children in Montgomery County." Unpublished project in appliod educa ti on, Univorsi ty of Georgia, Athens, 1947.

302. Hughes, Ervin Leon, "E'va1ua ti. on of Gainesville High School Using the Evaluative Criteria. 1I Unpublished Master's thesis, University of Georgia, Athens, 1950.

303. Hunter, H. Reid, and E. R. Enlow, "How Shall We Reduce Pupil
'Fcilures'?" .American School Board Journal, 102:43, February, 1941.

304. Jordan, Floyd, "Social Factors in Fundamental School Reorganiza tion,1I ~aucation: 56:632-34, June, 1936.

305. King, Dorothy, "Understanding the Adolescent. II Unpublished project in applied education, University of Georgia, ii-thens, 1947.

S., 306. McDonald, Milton

"Improving Teaching in Sumner Consolidated

School." Unpublished project in applied education, University of

Georgia, ilthens, 1947.

307. McKinney, Sophie Louise, "Administration and Evaluation of a
Testing Program in the Habun Gap COIJl!lluni ty School." Unpublished project in applied education, Universi~ of Georgia, Athens, 1950.

308. Monroe, Shelby Hardy, "Helping the Teachers to Recognize the Necessity for Improving the School Program of the Main Street Elementary School, Gainesville, Georgia." Unpublished project in applied education, University of Georgia, Athms, 1947.

309. Morris, VanCleve, "High Grades and Low Grades." Uimeographed report, University of Georgia, AthEnS.

310. Patrick, J. B., "Survey of me Educational Opportunities and Educational Results in the Chipley School Sys tem." Unpublished Master's thesis, University of Georgia, Athens, 1937.

311. Punke, H. H., "Provision for Superior Pupils," Nation's School, 26:22, August, 19LO.

312. Sanford, S. V., and F. S. Beers, "Pioneering in Higher Education, 1785-1935,11 Educational Record, 17:290-95, April, 1936.

313. Singleton, Sara, "In-Service EduCE. tion of Teachers in Rabun County. II Unpublished project in applied education, University
of Georgia, Athens, 1947.

133
314. Smith, Mary Virginia, "assisting in a Program to Promote Growth
of Fifth and Ninth Grade Teachers in Washington County Schools Relative to Use of Materials of Instruction, Understanding Functions of Subject Matter, and Use of Methods of Instruction." Unpublished pro ject in applied education, Universi ty of Goorgia,
Athe~, 1951.
315. We3ver, Oscar Patten, "Demonstrating the Need for Individual
. 'ittention by Using '!Wo Eighth Grade Groups in the Meultrio High School." Unpublished project in applied education, University
of Georgia, h.thers, 1951.
316. Vihitley, T. Y., "Study to Determine the Effectiveness of How
to Study Instruction in :F'reshman Orientation." Unpublished report, Office of the Dean of Students, Sou th Grorgia College, College, Georgia.
SEE .AlSO
86. Powell, Franklin Taylor, "Effects of Hookworm Infestation upon
the Educational Progress of School Children."
109. Beers, F. S., "Comparison of Mean Scores for Degree Groups and
Relative Gains for Degree Groups from Beginning of Freshman to End of Sophomore Year. 1I
119. Dunaway, Dorothy, IIAnc:.lysis of Grade-Placement in Selected
Grades in the hshburn White Public Schools. 1I
122. McDoW&ll, Bell Melton, IITesting Program. II
318. Allgood, Lorenzo E., "Coordinating and Expaning Guidance ii.ctivities and Providing More Adequate Services to the Pupils in the Uni-
versity Demonstration School."
358. Johnson, Robert B., "Understanding the Learner. 1I
361. Jones, Otis W., "Planning and Developing a Guidance Program for
Willacoochee High School, Willachoochee, Georgia. 1I
363. Jowers, Ernaline, IIUse of Guidance Techniques in Fifth Grades."
371. Mincey, Earnestine, IIPlanning and Developing a Program of Child
Study and Guidance in One Sectien of the Second Grade of Gainesville Main Street School, Gainesville, Georgia. 1I
373. Moore, Noellene Johnson, IIExpanding the Guidance Services in
the University Demonstration School Through the Use of Group Guidance Techniques in a Ninth Grade."

134
376. Needham, Gladys, "Expanding Guidance Services Through Group
Guidance Experiences in One Section of the Eighth Grade, Gainesville ,High School."
392. Seagraves, Susie Rebecca, "0rgamzing and Administering an Organized Guidmce Program at Monroe High School."
393. Simpson, Betty Waite Frier, liMY Use of Guidance Techniques in
Teaching an Overflew Group of Third and Fourth Grades. 1I
419. Cunningham, Leona Cro.ft, "Administering and Devel oping a Testing Program in the Erwin Farm Elementary School, Lancaster, South Carolina, for the Purpose of Improving Instruction. 1I
420. Giddens, H. D., IIImproving the Training Program Through the Use of Standardized Tests in the Grorgia Training School for Boys at Milledgeville, Georgia."
422. Greene, J. E., and 'Viilda Woodruff, "Testing Prcgram for Promoting Improved Supervision (Grady County)."
424. McKenzie, Daniel Kenneth, "Planning and Administering a Testing Program in the Sue Reynolds Elementary School, Richmond County, Georgia, for the Purpose of Improving Instructicn. 1I

SECTION V
TESTING IN COUNSELING AND GUIDANCE
317. Adams, John C., "Planning and Putting into Practice a Guidance
Program in Meson Academy, Lexington, Georgia." Unpublished pro-
ject in applied education, Universi t of Georgia, Athens, 1947.
318. Allgood, Lorenzo E., "Coordinaling and Expanding Guidance Activ-
i ties and Providing More Adequate Services to the Pupils in the University Demonstration School." Unpublished project in applied
education, University of Georgia, Athens, 1949.
319. Baker, William Hunter, Jr., "Setting Up a Demonstration Guidance
Project with a Group of Pupils in the Moultrie High School. II Unpublished project in applied education, University of Georgia,
Athens, 1950.
320. Bates, Ferd B., "Planning, Inaugurating, and Evaluating a Guidance
Program for Wilkes High School, Rockledge, Georgia." Unpublished
project in applied education, University of Georgia, Athens, 1950.
321. Beers, F. S., "Educational and Vocational Guidance," Junior CollGge Journal, 6:437-42, May, 1936.
322. Beers, F. S., "What Test Shall We Use?1I Occupations, 14:528-30, W..arch, 1936.
323. Beers, F. S., and H. M. Cox, "Educational and Vocational GUidance, First Report, 1934-1935." Report of the University Examiner and
Executive Secretary, Universi ty System of Georgia, Athons.
324. Beers, F. S., and H. M. Cox, "Guidanc e in the Junior College."
Report of the office of the Examiner and Executive Secretary of the University System of Georgia, Athens.
325. Bixler, H. H., "Guidance Through the Curriculum," Occupations, 14;530-32, March, 1936.
326. Bixler, H. H., "Need for Vocational GUidance, rr Georgia Education Journal, 26:16-17, 1933.
327. Bixler, H. H., Ethel L. Cornell, R. J. Havighurst, and Clarence
Linton, IIStudcnts - Their Characteristics and Needs," Review
of Educational Research, 12:5-20, February, 1942.

136

328. Bledsoe, Ernestine, "Deternining and Furnishing the Information
that Faculty Advisers and Major Professors Need to Guide and
Counsel Umdergracluates in the College of Education." Unpublished
project in applied education, Universi W of Georgia, Athens, 1948.

329. Bolton, Euri Belle, "Placement Tests in the Guidance ProgramofCa1lege Students," Peab0d Journal of Education, 17:379-87, May, 1940.

330. Bramlett, Daniel IV., "Planning and Adminis tering a Program of
Guidance Services in the Winterville School." Unpublished pro-
ject in applied education, UniversiW of Georgia, Athens, 1948.

331. Brock, Seaborn Newton, Jr., "Organizing and Administering Guidance
Services in the Dudley Consolidated School, Dudley, Georgia." Unpublished project in applied education, University of Georgia,
Athens, 1947.

332. Bruce, Helen Jeannette, "Establishing and Administering A Guidance
Program in the Blackshear High School." Unpublished project in
applied education, Universi ty of Georgia, Athms, 1950.

333. Burke, Roy Franklin, "Plaming and Setting Up a Guidance Program
for the Greensboro High School, Greensboro, Georgia." Unpublished
project in applied education, University of Georgia, Athens, 1950.

334. Cason, James F., "Organizing and Achinistering a Guidance Program
in Stapleton High School, Stapleton, Georgia." Unpublished pro-
ject in applied education, University of Georgia, Athens, 1949.

335. Chapman, Paul Vv., "After High School - 'VII'hat?" Georgia Education Journal, 26:15-16, 1933.

336. Chapman, Paul W., "Guidance Programs for Rural High Schools."

Bulletin of' Voce.tional Division No. 203, U. S. Office of Edu-

ca tion, 1939. 58 pp.

'

337. Chapman, Paul VJ., Occupational Guidance. ~tlanta, Georgia: Turner E. Smith and Company, 1937.
338. ChapIP.an, Paul w., "Opportunities in Farming," American Job
Series, Occupational Monograph No. 18, Science Research --Associates, 1941.

339. Cunningham, Ben W.,Jr.-, "Comparative Investigation of the
Problems of Ninth Grade Students in Georgia." Unpublished
1~ster's thesis, University of Georgia, Athens, 1951.

340. Davis, Ellie, "Project in Group Guidc.nce in Pearson High School."
Unpublished project in applied education, University of Georgia,
Athero, 1951.

137

3~1. Derricl{, Andrew W., "Planning and Developing a Guidance Program for Girls High School, Home, Georgia." Unpublished project in applied education, Universi~ of Georgia, Athens, 1946.

342. Garrard, Audrey Jenkins, "Planning and Setting Up a Guidance Prcgram for Hartwell High School, Hartwell, Georgia." Unpublished project in applied education, University of Georgia, Athens, 1948.

343. Garrison, Karl C., Psychology of Adolescence. Fourth edi tion; Yonkers, New York: Prentice-Hall, Inc." 1951. 510 pp.

3W.~. Garrison, Karl C., Ps;ychology of Exceptional Children. New York: The Ronald Press Company;-19SO. 517 pp.

345. Georgia State College for Women, 111945 Placement Tests." Unpublished study.

346. Qoudelock, Huth, " Initia ting and Admini s tering a Qui danc e Prcgram in Gainesville High School vdth P~rticular Attention
to the Ninth Grade." Unpublished project in applied education, Universi~ of Georgia, Athens, 1948.

347. Gray, J. S., and others, Psychology in Human Affairs. New York: McGraw-Hill, 1946. 646 pp.

3L.8. Green, Charles Carlisle, "Development and Administration of a Guidance Program in the Athens Vocational School." Unpublished project in appli ed education, Universi ~ of Georg;ia, Athens, 1947.

349. Greene, George Truett, "Beginning of Guidance Services in Cedartovm High School," Georgia Education Journal, 42:12, March, 1949.

350. Greene, George Truett, "Planning and Establishing a Program of Guidance Services for Eoom 3B in the Cedartovm High School." Unpublished project in applied education, Universit,y of Georgia, Athens, 1948.

351. Greene, J. E., and Thomas F. Staton, "Predictive Value of Various

Tests of Fmotionalit,y and Adjustment in a Guidance Program for

Prospective Teachers," Journal of Educational Hesearch, 32:

653-59, May, 1939.

-------- --

352. Hampton, ~v. 0., "Edocaticnal Guidance and Personality Development, II The High School Journal, 20: 123-32, April, 1937.

138
353. Harris, Thomas G., "Organizing and Administering a Guidance
Prcgram in the Armuchee High School." Unpublished project in
applied education, University of Georgia, Athens, 1949.
354. Haskew, L. D., "What Georgia High Schools are Doing," Georgia Education Journal, 26:17, 1933.
355. Higgins, Ruth, "Expanding Guidance Services Through Group
Guidance Experiences in the Hilton High School, Alpharetta,
Georgia." Unpublished project in applied education, Universi Waf Georgia, Athens, 1951.
356. Hill, Ua:ry McKenzie, "Initiating an Orge.nized Guidance Program
in Washington High School." Unpublished project in applied
education, Universi ty of Georgia, Athers, 1950.
357. Hudson, Eugene A., "Establishment of a Guidance Program in the
Eighth Grade at Meriwether High School, Woodbury, GE;orgia. 1I Unpublished pro jcct in applied education, Universi ty of Georgia,
Athens, 1951.
358. Johnson, Robert B.,"Und.erstanding the Learner. 1I Unpublished
project in applied education, University of Georgia, Athens,
1950.
359. Jolley" Oscar Kirkham, II Setting Up a Guidanc e Program for the
High School Pupils of Chester Consolidated School, Chester, Georgia." Unpublished pro ject in applied education, UniverSity
of Georgia, Athens, 1948.
360. Jones, James J., "Organizing and Administering a Program of
Guidance Services at Tignall High School." Unpublished project
in applied education, Uni versi W of Georgia, Athens, 1949.
361. Jones, Otis Vi., "Planning cmd Developing a Guidanc e Program
for Willacoochee High School, Willacoochee, Georgia." Unpublished project in applied education, Universi~ of Georgia,
Athens, 1949.
362. Jones, Thomas C., "Organization and Administration of A Guidance
Program in the Lavonia School." Unpublished project in applied
education, University of Georgia, Athens, 1951.
363. JO"Jers, Elnalinc, "Use of Guidance Techniques in Fifth Grades."
Unpublished project in applied education, Universi ~ of Georgia,
Athens, 1950.

139
364. Kahn, Shirley Virginia, "Furnishing Counseling Services to Wo-
men Students Living in Main Campus Dormi tori. es, University of Georgia. II Unpublished project in applied education, University
of Georgia, Athens, 1949.
365. Luckett, Henry F., "Organizing and Administering a Program of
Guidance Services in the Rincon High School, Rincon, Georgia." Unpublished project in applied education, University of Gecrgia,
Athens, 1950.
366. Mashburn, Shirla, "Establishing a Guidance Prcgram in the Douglas
County High School." Unpublished project in applied education,
Universi ty of Georgia, Athero, 1948.
367 May, Earl Vi., IIIni tiation of a Program of Guidance and Child
Stud:.r in the Chula Consolidated School, Chula, Georgia." Unpublished project in applied education, University of Georgia, Athens, 19L~8.
368. McGlaun, George, "Planning and Inaugurating a Guidance Program
in Cusseta High School, Cusseta, Georgia. 1f Unpublished pro ject
in applied education, University of Georgia, Athens, 1950.
369. McKinnon, K. W., IIJ!'Btablishing a Guidance Program in th3 Rock-
mart High School. II Unpublished project in appJi ed education,
University of Georgia, Athens, 1947.
370. Wd.lls, Hugh Milton, Jr., If Planning and Putting into Action a
School Program Based Upon the Scholastic and Achievement Levels of the Pupils of the Rockmart Junior High School. If Unpublished
project in applied education, Universi ty of Georgia, Athens, 1947.
371. l'd.ncey, Ernestine, If Planning and Developing a Program of Child
Study and Guidance in One Section of the Second Grade of Gainesville Main Street School, Gainesville, Georgia." Unpublished project in applied education, University of Georgia, Athens,
1948.
372. Moore, Joseph E., IIGeorgia Tech Veterans Guidance Center." Georg~ Education Journal, 38:8-9, April, 1945.
37.3. Moore, Noellcne Johnson, If Expanding the Guidance Services in
the Univorsi ty Demons tra tion School Through the Us 0 of Group Guidanc e Techniques in a Ninth Grade." Unpublished project
in applied education, University of Georgia, Athens, 1951.
374. Morgan, John William" "Life-Career Motive and Its Effect on
Achievement in the Secondary School." Unpublished Master's
thesis, University of Georgia, Athens, 1934.

140
375. Moses, Maxwell, "Establishing and Administering a Guidance
Program in the Toombs Central High School." Unpublished pro-
ject il:l appliod education, Universi ty of Georgia, Athens, 1948.
376. Needham, Gladys, "Expanding Guidcn ce Services thrmgh Group
GUidance Experiences in One Section of the Eighth Grade, Gainesville High School." Unpublished project in applied edu-
cation, University of Georgia, Athens, 1951.
377. Ogletree, Pauline, "Vocational Guidance in a Secondary School." Georgia Education Journal, 39:34, January, 1946.
378. Pattillo, Virla Aurelle, "Developing and Evaluating a Guidance
Program in McDonough High School." Unpublished project in
applied education, University of Georgia, Athens, 1950.
379. Patton, Dorothy M., "Setting up a Testing Program in Winterville Consolidated School, Grades 1-7, for the Purpose of
Improving Instruction." Unpublished project in applied edu-
cation, University of Georgia, Athens, 1948.
380. Pearce, Lora M., "Brief Report of the .status of Guidanc e as
a function of the Educational Program of the Various States,"
Georgia Education Journal, 34:41-44, March, 1941.
381. Perkins, Marvin J., "Planning am Administering a Program of
Child Study and Guidance in 'Whigham Public School." Unpublished project in applied education, University of GEl') rgia, Athens,
1951.
382. Poole, Edna 0, "Organizing and Administering Cl. Program of Guidance
Services at Lyman Hall High School." Unpublished project in
applied education, University of Georgia, Athens, 1951.
383. Pridgeon, Leonard 1., "Improving and Expanding Guidance Services
in the Lee County Schools." Unpublished project in applied
education, Universi ty of Georgia, Athens, 1951.
384. Funke, H. H., "Guidance Among Georgia High School Pupils."
School Review, 46:202-2]~, March, 1~38.
385. Funke, H. H., "Social Philosophy as the Basis for GUidance," School Review, 56:236-38, 1948.
386. Purcell, William E., Jr., "Planning a Program of Guidance
for Piedmont College." Unpublished project in applied edu-
cation, Universi ty of Georgia, Athens, 1950.

141
387. Rogers, Flora, llSetting Up Guidance Services for a Selected
Group of E.leven th Grade Pupils in Miami Edison High School, Miami, Florida." Unpublished projoot in applied education,
Universi ty of Georgia, Athens, 1947.
388. Rowe, H. Guy, "Organiza tion and Administration of A Guidance
Program in Centralhatchee High School. II Unpublished project in applied education, Universi ty of Georgia, Athens, 19.5b!t
E., 389. Rutland, Stanley "Case-Studies of Twenty Delinquent Students of the Fort Valley State College." Stuqy in progress, Fort Valley State College.
390. Scarborough, Barron Bryer, "Planning and Administering A
Guidance Progrum in Comer High School." Unpublished project
in applied education, University of Georgia, Athens, 1947.
391. Scott, Inez Campbell, nPlanning and Establishing a Guidance
Program for Baxley High Sch 001, Baxley, Georgia." Unpublished
project in applied education, Universi iF of Georgia, Athens,
1949.
392. Seagraves, Susie Rebecca, "Organizing and Adninistering an
Organized Guidance Program at Monroe High School." UnpubUshed project in applied education, University of Georgia, Athens, 19.5b
393. Simpson, Betty "iVai te Frier, "~ Use of Guidan ce Techniques in
Teaching an OverIlow Group of Third and Fou rth Grades. II Un'"
published project in applied education, Universi i of Georgia,
Athens, 19.50.
394. Smith, Helen, "Planning a Program of Guidanc e Services for
Campbell High." Unpublished project in applied education, Uni versi ty of Georgia, Athens, 1951.
395. Smith, Johnny M., Jr., "Planning and Activation of a Guidance
Program in the High School of the Evans Consolidated Schools, Columbia County, Evans, Georgia." Unpublished project in applied educa tion, Universi t;y- 0 f Georgia, Athens, 1950.
396. Smith, Mary Ellen, "Initiation of a Counseling Program in too
Marietta High School, Marietta, Georgia." Unpublished project
in applied education, University of Georgia, Athens, 1949.
397. Stewart, Fluker G., "Establishing Placement and Counseling
Services for Students in the Henry W. Grady School of Journalism." Unpublished project in applied education, Uni v-
ersity of Georgia, Athens, 1947.

142
398. Tate, William, "Student Counseling," School and College, 25:48-49, Febru~, 1937.
399. Tate, 'William, "Universi~ of Georgia Counseling Program," School and College, 25:31-32, Janua17, 1937.
400. Thompson, Maurice B., "Organizing and Administering a Program of Guidal. c e in til e Buckhead EJ..ementary School, Morgan County, Georgia. 1I Unpublished project in applied education, University of Georgia, Athens, 1950.
401. Torrance, Paul, IIHigh School Teacher and the Guidance Program, Georgia Education Journal, 38:14-15, February, 1945.
402. Waller, B. G., "Taking the First Step in Organizing and Administering Guidcnce Services in the Wrightsville High School." Unpublished project in applied education, University of Georgia, Athens, 1949.
403. Wheeler, John T., "Analysis of the Guidance Problem," HiE'h School Quarterly, 24:103-08, January, 1936.
404. Whit16lJ, Hal Chesley, 1I0rganizing and Administering a Program of Guidance Services in Effingham Academy, Springfield, Georgia." Unpublished project in applied education, University of Georgia, Athens, 1950.
405. Whitley, Thomas Y., II Planning and Developing a Freshman Ori entati on
Program at South Georgia College, Douglas, Georgia." Unpublished project in applied education, University of Georgia, Athel13, 1949.
406. Williamson, Herschel V., "Planning and Organizing a Guidance Program in the Universi uJ Demonstration School, Athens, Georgia. 1I Unpublished pro jcct in appli od educe. tLon, Universi ty of Georgia, Athans, 1947.
407. Wilson, .&nmctt,G., "Study of Certain Factors Relating to Pupil Withdrawal in the Fourth, Fifth, Seventh and ighth Grades of the Dallas, GeorGia, Public Seho0ls. 11 Unpublished Master's thesis, University of Georgia, Athens, 1942.
408. Wood, B. D., and F. S. Beers, IIMajcr Strategy of Guidance,u Occupations, 12:8-12, 1934.
409. Woodall, Hoyt R., IIPlanning and Developing a Guidance Program at Oakwood High School, Hall County, Georgia. 1I Unpublished project in applied education, Univcrsi ty of Georgia, Athens, 1949.

SEE ALSO

E., 14. Greene, J.

R. T, Osborne" and Wilma B. Sanders, "Window-

Stencil Method for Scoring the Strong Vocational Interest Blank

(Men) ."

18. Lumsden, Mary Isabel, "Occupational Information of High School
Students ."
95. Staton, 1homas Felix" "Potential Values of Various Tests of
EnlOtionality and Adjustment in a Student Guidance Program. 1I

205. Brewster, Florence M., "Improving the Reading Ability of the Tenth Grade Students in Milner High School."

261. Shepard, Maud New,"Using Certain Activi ties of the Principal to Promote Professional Improvement of Main Street School Teachers, with Respect to Child Study. II

264. T;rson" Ra.lph ;(., 1IComparative Study to Determine What Differ-
enC8S ETl-st in the l"lay of Providing GuicJ.an:: e Services Between P6{,-~ip::.1s 'Vino Have Had Formalized Training in Guidance and Thee ~ 7;}:0 na-v8 Had No Su.ch Training. 11

315. Weary-er, Oscar Fa Uen, "Demons tra ting the Need for Individual
Attc:ntion by Using 'I\m Eighth Grade Groups in the Moultrie High School."

316. Whitley, T. Y., "Stuctf to Determine the Effectiveness of How
to Study Instruction i~ Freshma.n Orientation--A '!Wo Hour Course Offiered byl\vo Ins true tors ."
Lr45. Grossman, Alvin, "Development and Application of a Sui table
Cri terion for the Sel(;c'~ion of Counseling Majors in the Counselor-Training Program in the College of ~ducation, Universi ty of Georgia. II

SECTION VI
ORGANIZATION AND EVALUATION OF STATE-WIDE AND LOCAL TESTING PROGRAM')
410. Bai1oy, Alla Mayze, II Stuqy of Psychometric Testing in LowIncome Farm Families in Georgia." Unpublished 'Master's thesis, Universi'GY of Georgia, .t1.thens, 1942.
411. Beers, F. S., "Connnittee on Educational Testing," Journal of Higher Education, 6:L~9-74, December, 1935.
412. Beers, F. S., "Educational Engineering in Georgia: Measurement in the High School." Examiner's Bulletin Number 10, Division of Publications of the University of Georgia, January, 1938.
413. Beers, F. S., "Examiner's Bulletin Number 2. 11 Athens, Georgia:
Division of Publications of the University of Georgia, November 10, 1936.
414. Beers, F. S., I1Examiner's Bulletin Number 9." Athens, Georgia:
Division of Publications of the University of Georgia, November 12, 1937.
415. Beers, F. S., "Examiner's Office of the University System of
Georgia," Bducationa1 and Psychological Measurement., 2:233-42:, 1942.
416. Beers, F. S., "Human Side of this Testing Business. J1 Educational Record, 17:577-608, October, 1936.
417. Beers, F. S., J. A. Boa.tright, H. M. Chester, Some Principles
of Examining, vd th Aids for Consulting Examiners. Athens, Georgia: University of Georgia Press, 1942~ 45 pp.
418. Benson, Arthur J., "Establishing a Cooperative State-Wide Testing Service for Selected High Schools in Georgia." Unpublished project in applied education, University of Georgia, Athens, 1948.
419. Cunningham, Leona Craft, "Administering and Developing a Testing Program in the Erwin Farm Elementary School, Lancaster, South Carolina, for the Furpos e of Improving Ins true tion. " Unpublished projuect in applied education, University of Georgia, h.thens, 1949.

145
420. GiddEins, lie D., IIImproving the Training Program Through the Use
of Standardized Tests in the Georgia Training School for Boys at YJ.lledgeville, Georgia." Unpublished project in a.pplied
educa tien, University of Georgia, Athens, 1950.

421. Greene, J. E., "Planning for Effective Testing," School ~ College,
25:45-7, Februar,y, 1937.

422. Greene, J. E., and. Wilda Woodruff, "Testing Program for Promoting

Improved Supervision (Gre.dy County)," Educational Administration

~ Supervision, 33:346-53, October, 1949.

..

423. Henderson, Zach S., "Sixth iumual Report of the Dean, Georgia Teachers College, 1940-41." Report of the Dean of Georgia
Teachers College, Collegeboro, Georgia.

424. McKenzie, Daniel Kenneth, "Planning and Administering a Testing
Program in the Sue Reynolds Elementary School, Richmond County,
Georgia, for the Purpose of Improving Instruction." Unpublished
project in applied education, University of Georgia, Athens, 1949.

425. Norris, Dan Edwin, "Planning, Administering, and Supervising a
Standardized Testing Program." Unpublished project in applied
education, University of Georgia, AthEnS, 1951.

426. 0' Rear, Marshall L., "Administering a Testing Program in the
Guidance Services of the Waycross High School." Unpublished
project in applied education, University of Georgia, Athens, 1948.

427. Pitts, Mamie Louise, "Tests and Their Purposes," Georgia Edu-
cation Journal, 36~12, Januar,y, 194~.

428. Woodruff, Vvilda Seagravc;s, "Appreisal of a County-Wide Testing
Program ..i.ccompan:i.ed by Sp;3cialized Supervisory I1ssis tance." Un-
published Master's thesis, University of Georgia, Athens, 1949.

SEE ALSO
52. Beers, F. S., "College Administration and Personnel."
122. McDowell, Bell Mol ton, "Testi~ Program."
199. Sullivan, Daniel C., "Administration and Use of a Testing Program
in Relation to Teaching."
269. B2rrcn, Ruth T., "Evaluation of the Growth of Seventh Grade
Children and Teachers in Relation to a Testing Program in Altamaha, Baxley, and Red Oak Schools of Appling County, Georgia."

146
288. Fowler, William Wyche, "Experimental Study of the Effect of Underlining Test Answ6rs before Marking a Separate Answer Sheet."
307. McKinney, Sophia Louise, "Administration and. Evaluation of a Testing Program in the Rabun Gap Ccmmuni ty School."
323. Beers, F. S., and H. M. Cox, "Educational and Vocational Guidance, First Report, 1934-35."
324. Bccrs, F. S., and H. M. Cox, "Guidance in the Junior College."

S:&:TION VII
NORMATIVE DATA FROM STATE-WIDE lJID LOCAL TESTING PROGRAMS
429. Beors" F. S." "Examiner's Bulletin Number 3." Athens, Georgia:
Division of Publications of the University of Georgia, Decem-
ber, 5, 19~6.
430. Beers" F. S., "Examiner's Bulletin Number 4." Athens, Georgia: Division of Publications of the Universi~ of Georgia, January: 9, 1937.
431. Beers, F. S., "Nonns for Georgia-South Carolina College Aptitude
Examinations." Athens, Georgia: Division of Publications of the
University of Georgia" October, 1938.
432. Beers, F. S., "Percentile Table for Fall Quarter Examinations, University System of Georgia, 1937-38.TI . Rep6rt of Examiner's Office, University System of Georgia, Athens, 1938.
433. Beers" F. S., "Percentile Table for Sophomore Examinations, Universi ty System of Georgia" May, 1938." Report of Examiner's Office" University S:ystem of Georgia, Athens, 1938.
434. Beers, F. S. "Percentile Tables, Entering Freshmen" University
System of Georgia." Report of the EXaminer's Office, University
Systcm of Georgia, l~thens, 1937.
435. Boers, F. S." "Percentile Tables for Spring Quarter Examinations, University System of Georgia, 1937-38." Report of EXc'Jniner's
Office" University System of Georgia, Athens.
436. Beers" F. S. "Southeastern Aptitude Ex:aminations: College Norms, 1939, 1940" 1941; Freshman and Sophomore Comparisons." Report of
Examiner's Office, University, Systan of Georgia, Athena, "November,
1941. .
437. Beers" F. S., "Tentative Percentile Tables, 1938 Freshman Place-
ment Examinations." Report of tho Examiner's Office, University
System of Georgia" Athens" September 28" 1938.
438. Bolton, Euri Belle, "S'lUl'lm9.ry of Tests given at G.S.C.W." Fall Quartor, 1950." Unpublished report of the Registrar's Office,
Georgia State College for Women, Yilledgeville.
439. Goorgia Southwestern Collego" "Frequency Tablos for Various Tests."
Unpublished study, Georgia Southwestern College.

148
L40. Osbcme, R. T., and Wilma B. Sanders, "Vocational Interest Patterns of Prospective Teachers," Unpublished study, Universiw of Georgia, Athens.
441. Whitley, Thomas Y., "Freshman Placement Test Results, September, 1948." UnpublishErl report, Office of the Dean of StUdents, South Gocrgia College, CollQge, Georgia, September, 1948.
442. Vv'hitley, Thomas Y. "Freshman Placement Test Results, September, 1949." Unpublished report, Office of the Dean of Students, South Georgia College, College, Georgia, September, 1949.
443. Whitley, '!'hcma,p Y., "Freshr.1an Placement Test Results, September, 1950." Unpublished report, Office of the Doon of Students, South Georgia Co11Qge, College, Georgia, September, 1950.
444. Whitley, 'Ihomas Y., "Freshman Placement l'aat Rf3Bults, September, 1951." Unpublished report, Office of the Dean of Students, South Georgia College, College, Georgia, September, 1951.
SEE ALSO
22. Powell, Franklin T., and Joni Pye Harmon, "Prcposea Method for Improvement of Test Construction."
112. Beers, F. S., "Effective Range of the 1938 Aptitude Test. 1I
113. Beers, F. S., "Equivalence Table - 1936 and 1937 English Examinations."
271. Beers, F. S., "Percentile Table for Exemptions in Mathematics, Science Courses, Freshman Placement Examinations, 1938."
324. Boers, F. S., and H. M. Cox, "Guidane e in thiS Junior College."
413. Beers, F. S. , "Examiner's Bulletin Number 2."
414. Beers, F. S. , ltExamincrl,s BUlletin Number 9."
426. 0 I Rear, M2 r3hal1 L,1' r'.Ld.rnir,:Lstering a Testing Program in the Guidan.:e Servicos of the W&ycrcss High School."

SECTION VIII
USE OF TESTS IN SELECTION, ADMISSION, hND ARTICUUTION
445. Grossman, Alvin, "Development and Application of a Suitable Criterion for the Selection of Counseling Majors in the Counse1orTraining Program in the College of Education, University of Georgia." Unpublished project in applied education, University of Georgia, Athens, 1950.
446. Jacob, Payton, "Junior College and Higher Schools," School and College, 25:75, April, 1937.
447. Medical College of Georgia, "Use of the Minnesota Multiphasic Personali ty Inventory as a Screening Devia e for Medical Schools." Personal Correspondence to the editor, March 5, 1952.
448. O'Kelley, George Ligon, Jr., "Development of Cri teria for the Selection of Prospective Teachers of Vocational Agriculture in Georgia." Unpublished Master's thesis, Universi ~ of Georgia, Athens, 1941.

PART III SU:;;;)I1A.RY OF HIGH SCHOOL COUNSELING SERVICF.B

SEXJTION I
HIGH SCHOOL COUNSELING SERVICES
R. T. OIbome
During the past few years there has been a growing concern on the part of Georgia schools and colleges for the improvement of instruction and of appraisal procedures in order that it might be determined how effective4r student needs are being met by present programs of instruction. As evidence of this increasing concern for the educational" vocational" and persmal adjustment of the student, many Georgia schools and colleges are now attempting to "personalize" instruction by providing individual counseling and guidance services for all students.
According to the Principals t Annual Report to the Georgia Accrediting Commission in the fall of 1951, 223 Georgia high schools in 114 counties were providing dai4r scheduled time for individual student counseling. From this report, which is swmnarized on pages
152-155J it is seen that in over 40 per cent of Georgia high schools
is found a school counselor who devotes at least one hour per day exclusively to counseling duties. Not in all cases are full time counselors available as most persons designated as counselors now have ether duties; some are classroom teachers; some are visiting t~achers; while others are home eoonomics or vocational agriculture teachers. Only 49 counselors in the State are certified by the State

151 Department of Education of Georgia. In 64 other cases the coun-
selors are now in training and most of these will ultimately quality for a provisional or professional counseling certificate.
This increasing recognition of a need fer improved professional competency on the part of persons who are now engaged in counseling is a wholesome sign and will undoubtedly result in improved services for the 67,023 Georgia high school students who are now being counseled and ivill also result in expanded services to the 309 high schools
now without scheduled counseling services.

SECTrOrr N GEORGIA SCHOOLS PROVIDING DAILY SCHEDULED TIME FOR COUNSELING

1951 - 1952

COUNTY

SCHOOL

BAXLEY HIGH, BAXLEY

BUER

BAKER C~TY HIGH, NEWTON

B~NKS

GILLSVILLE HI6H, GILLSVILLE

BARROW

STATHAM HIGH, STATHAM

BEN HILL

FITZGERALD HIGH, FITZGERALD QUEENSLAIro HIGH, FITZGERALD

BERRIEN

ALAPAHA HIGH, ALAPAHA ENIGMA HIGH, ENIGMA NASHVILLE HIGH, NASHVILLE RAY CITY HIGH, RAY CI TY

B1811

BALLARD-HUDSON HIGH, MACON GA. ACADEMY fOR BLIND, MACON

BROOKS

BROOKS COUNTY TRAINING, DIXIE BROOKS HIGH, QUITMAN

BULLOCK

G.T.C. (LA8.),COLLEGE80RO NEVILS HIGH, STATESBORO
PeRTAL HIGH, PORTAL STATESBORO HIGH, SYATEseORO
STILSON HIGH, STILSON
WH. JAMES HIGH, STATESBORO

BURKE

MI.VILLE JR. HIGH, MIDYllLE WAYNES80RO HIGH AND INDUSTRI-
AL, WAYNES80RO

CALHOUN

ARLINGTON HIGH, ARLINGTON EDISON HIGH, EDISON MORlAN HIGH, MORGAN

CAMDEN

CAMDEN CO. HIGH, WOODBINE

CANDLER

METTER HIGH, METTER

CARROll

CARROLLTON HIGH, CARROLLTON WHITESBURG HIGH, WHITESBURG

CATOOSA

LAKEVIEW HIGH, ROSSVILLE

CHAR:' TON

CHARLTON CO. HI6H, FOLKSTON

CHATHAM

ST. VINCENT ACAD., SAYANNAH

CHATTAN'OCHEE CUSSETA HIGH, CUSSETA

COUNTY CUTTOtu CHEROKEE CL ARKE CLAY CUYTON COBB
COFfEE COLQUITT COWETA CRAWFORO C111 SP
DECATUR
DEKALI
OOOGE 'OOLY DOUGHERTY

SCHOOL
LYERLY HIGH, LVEilLY MENLOI HIGH, MEIl~O
CANTON HIGH, CANTON RE1NHARDT ACADEMY, WALESKA
UNIVERSITY HIGH, ATHENS
A. SPEIGHT HIGH, FORT GAINU
FOREST PARK HI6H, fOREST PARK N. CLAYTON HIGH, COLLEGE PARK
FITZHUGH LEE HIGH, SMYRNA MABLETON HIGH, MAILETON MARIETTA HIGH, MARIETTA
SATILLA HIGH, SATllLA
DOERUN HIGH, DOERUN MOULTRIE HIGH, MOULTRIE
GRANTVillE HIGH, GRANTVILLE WESTERN HI6H, NEWNAN
CRAW'ORI CO. HIGH, ROIERTA
ARABI HIGH, ARABI CORDELE HIGH, CORDELE GILLI8PIE-SELDEN HIGH, CORIEll HOLSEy-COle INSTITUTE, CORDELl
ATTAPULGUS HIGH, ATTAPULGUS CLIMAX HIGH, CLIMAX MT. MoRIA. HIGH, CLIMAX Mr. PLEASANT HIGH, CLIMAX
DECATUR Boys HIGH, DECATUR DECATUR GIRLS HI6H, DECATUR DRUID Hlll$ HIGH, EMORY UNIV. SOUTHWEST DlKALB, DECATUR TUCKER HI6H, TUCKER
CNESTER HIGH, CHESTER DODGE HIIH, EASTKAN
ALBANY HIGH, ALBANY MONROE HIGH, ALBANY

COUNTY

SCHOOL

EARLY

E,fINGHAM EfFINGHAM ACA.EMY, S,RINGfIELD MARL OW HIGH, MARL OW

EL8ERT

BOWMAN HIGH, BOWMAN CENTRAL HIGH, ELBERTON

EMANUEL OAK PARK HIGH, Clu PAR'

EVANI

EYANS CO. TRAINING, CLAXTON

FANNJN

BLUE RIDGE HIGH, BLUE RIDGE EpWORTH HIGH, EpWORTH MCCAYSVILLE HIGH, MCCAYSVILLE

FAYETTE CO. HIGH, FAYETTEVILLE

FLOYII

ARMUCHEE HIGH, ARMUCHEE HOOEL HIGH, SHANNON PEPPERELL HIGH, LINOALE

FRANKLIN EMANUEL ACAO., FRANKLI~ SPRINGS ROYSTON HIGH, ROYSTON

FUL TON

BASS HIGH, An ANTA BOOKE~ T. WASHINGTON, ATLA~TA BROWN HIGH, ATLANTA CAMPBELL HIGH, FAIRBURN CARYER VOCATIONAL, ATLANTA CHRIST THE KING, ATLANTA COLLEGE PARK HIGH, COLLEGE pARK EAST POINT HIGH, EAST POINT FULTON HIGH, ATLANTA GA. MILITARY ACAO., COLLEGE PARK GRADY HIGH, ATLANTA HAPEVILLE HIGH, HAPEVILLE
HOWARO HIGH, AfLA.' .
MILTON HIGH, ALPHARETTA HuRPHY,HIGH, ATLANTA HORTH FULTON HIGH, ATlN/TA NORTHSIDE HIGH, ATLANTA O'KEEfE HIGH, ATLANTA ROOSEVELT HIGH, ATLANTA RoSWELL HIGH, ROSWELL RUSSELL HIGH, EAST POINT S"IT"H'''~~A'U''T.l ,I., H. SMITH-HUGHES Bus, SCH., ATL" TA SOUTH WEST HIGH, ATLANTA SYLVAN HILLS HIGH, ATLA8TA WASHINGTON SEMINARY, ATLANTA WEST FULTON, ATLANTA

GILMER

ELLIJAY HIGH, ELLIJAY

GLASCOCK GIBSON HIGH, GI8S0N

15.3

COUNTY

SCHOOL

GLYNN

GLYNN ACADEMY, BRUNSW'CK PREP HIGH, BRUNSWICK RISLEY HIGH, BRUNSWICK

GORDON

REO BUD HIGH, CALHOUN SONORAVILLE HIGH, CALHOUN

GRADY

WASHINGTON STREET, DUBLIN WHIGHAM HIGH, WHIGHAM

GRUNE

GREENSBORO COL. HIGH, GREENS80RO UNION POINT HIGH, UNION POINT,
(WHITE ) UNION POINT HIGH, UNION POINT,
(COLORED)

GWINEYT

BETHESDA HIGH, LAWRENCEVILLE DACULA HIGH, DACULA SNELLVILLE HIGH, SNELLVILLE SUUR HILL HI GH, BUfORO

HABERSHAM TALLUL All FALLS HIGH, TALLUlAH FALLS

HALL

AlA LIHE HIGH, GAINESVILLE

BRENAU ACADEMY, GAINESVILLE

GAINESVILLE HIGH, GAINESVILLE

LYMAN HALL, GAINESVILLE

RIVER BEND, GAINESYILLE

HARALSON BREMEN HIGH, BREMEN

HARRIS

HAMILTON HIGH, HAMILTON WAVERLY HALL HIGH, WAVERLY HALL

HART

HARTWELL HIGH, HARTWELL

HEARD

CENTRALHATCHEE HIGH, FRANKLIN

HENRY

HAMPTON HISH, HAMrTON HENRY CO. TRAINING, McDONOUGH

IRWIN

OCILLA HIGH, OCILLA

JACKSON BENTON HIGH, NICHOLSON

JE'f DAVIS JEff DAVIS COUNTY HIGH, HAZELHURST

JEf'ERSON AVERA HIGH, AVERA CARYER HIGH, DAWSON WRENS COLORED HIGH, WRENS

JENKINS MILLEN HIGH, MILLEN

JOHNSON

KITE HIGH, KIT! ~IGHTSVILLE HIGH, WRIGHTSYILLE

154

COUNTY

SCHOOL

LAURENS
LEI

DUDLEY HIGH, DUDlEY RENTZ HIGH, RENTZ
LEE COUNTY HIGH, LEESBUR8

LINCOLN

LINCOLNTON HIGH, liNCOLNTON

LONG

LUDOWICI HIGH, lUDOWICI

Lownu

DASHIR HIGH, VALDOSTA HAHIRA HIGH, HAHIRA VALDOSTA HIGH, VALDOSTA

LUMPKIN

LUMPKIN CO. HIGH, DAHLONEGA

MADISON

COLBERT HIGH, COLBERT ILA Hit",. ILA

MARION

MARION CO. HIGH, BUENA ViSTA

MCDufFIE

THOMSON HIGH, THOMSON

MciNTOSH

DARIEN HIGH, DARIEN

MERIWETHER lUTHERSVilLE HIGH, LUTHERSVILLE

MITCHELL

MITCHELL CO. HIGH, CoTTON PELHAM HIGH, PELHAM

MoNTGOMERY MONTGOMERY CO. HIGH, KIBBLE! MT. VERNON-AILlY HIGH, MT. VERNON

MORGAN

MORGAN CO. HIGH, MADISON

HURRAY

MURRAY CO. HIGH, CHATSWORTH

MUSCOGEE

COLUMBUS HIG H, COLUMBUS SPENCER HIGH, COLUMBUS

NElITON

COVINGTON HIGH, COVINGTON WASHINGTON ST. HIGH, COVINGTON

OCOHEE

BOGART HIGH, BOGAJJT

PICKENS

PICKENS COUNTY HIGH, JASPER

PI ERCE

BLl'leleAR HIGH, BLACKSHEAR PATTERSON HIGH, PATTERSON

POLK

ROCKMART HIGH, ROCKMART

PuLASK I

HAWKINSVILLE HIGH, HAWKINSVILLE

PUTNAM

EATONTON HIGH, EATONTON

RABUN

RABUN COUNTY HI GH, CL AYTON

COUNTY

SCHOOL

RICHMOND ACADEMY OF RICHMOND CO., AUGUSTA IMMACULATE CONCEPTION, AUGUSTA

ROCKDALE BRYANT STREET HIGH, CONYERS

SCHLEY SCHLEY CO. HIGH, ELLAVILLE

SCREVEN SCREVEN COUNTY HIGH, SYLVANIA SCREVEN CO. TRAINING, SYLVANIA

SPALDING SPAlDING COUNTY HIGH, GRIFFIN

STEPHENS TOCCOA HIGH, TOCCOA

STEWART RICHLAND HIGH, RICHLAND

SUMTER PLA INS HIGH, PLAINS

hUGt; TALBOT CO. HIGH, TALBOTTON

lATNAll COLLINS H'GH, COlliNS REIDSVILLE HIGH, REIOS'ILLE

TAYLOR BUTLER HIGH, BUTLER

TERRELL TERRELL Co.HIGH, DAWSON

THOMIS

80STON COLORED HIGH, BOSTON COLLIDGE HIGH, COLLIDGE MEIGS HIGH, MEIGS

TOOMBS PARKER-TOOMBS CENTRaL HIGH, LYONS

TREUTLEN TREUTLEN CO. TRAINING, SOPERTON

TROOP

WEST END HIGH, LAGRANGE

TURNER ASHBURN HIGH, ASHBURN

TWIGGS JEfFERSONVILLE VOc., JEFFERSONVILLE

WALtON

LOGANVillE HIGH, LOGANVillE MONROE HIGH, MONROE

WARE

CENTER HIGH, WAYCROSS W!A'RESBORO HIGH, WARES80RO WAYCROSS HIGH, WAYCROSS

WAYNE

OOUM HIGH, OOUM WAYNE CO. TRAINING, JESU'

WHEELER WHEELER CO. HIGH, ALAno

WHITFIELD COHUTTA HIGH, COHUTTA OAWNVllLE HIGH, DALTON EMERY STREET HIGH, DALTON

COONTY WILCOX WILKES WORTH

SCHOOL
ptltvllllWHIGH, PINEVIEW PITTS HIGH, PITTS
TIGNAll HIGH, TIGNAll WASHINGTON HIGH, WASHINGTON
SUMNER HIGH, SUMNER

155

APPENDIX

SUMMARY OF SUBCmlMITTEE REPORT OF TESTING NOW BEING DONE IN EACH UNIT OF THE UNIVERSITY SYSTEM
R. T. Osborne, Subcommittee Chairman September 12, 1951

1. FRESHMAN PLACEMENT TESTING

Alban;)r State:

Cooperative English Test Scl~ing-Clark-PotterHundred Problem Arithmetic Test Hennlcn-Nelson Mental Ability Test

Fort Valley:

A.C.E. Psychological Examination, High School Level Iowa High School Content Examination Iowa Silent Reading Test - Advanc ed :Form

Ga. Tech:

A.C.B. Psychological Examination Engineerir and Physical Science Aptitude Test Vocational Interest Blank for Men (Strong) Revised Minnesota Paper Form Board Test Georgia Tech. Mathematics Test Georgia Tech. English Test Plan to ac~nister Pre-Engineering Ability Test
in 1951.

G.S.C.V/,':

Cooperative English Test, Composite Form including vocabulary, reading, mechanics of expression, and effectiveness of expression.
A..C.B. Psychological E.:xamination

Ga. Teachers:

A.C.E. Psychological Examination Barnctt-&Jan English Test (Bureau of Educational
Measurements, Kansas State Teachers College)

Medical College: No information given in report on testing now being done.

:Middle Georgia:

Southeastern Aptitude Examinations, Form 7SF4l2;
English and Elements of Literary Appreciation General Science General Mathematics A.C.E. Psychological Examination

North Georgia:

Otis Quick-Scoring Mental Ability Test
Barrett-Ryan-Schran~elEnglish Test Cooperative General Achievement Test - Mathematics Cooperative General Achievement Test - General Science Kuder Preference Record

1$7

1. FRESHM.tJ~ PLACElffENT TESTING (cont'd)

Savannah State: otis Self-Administering Test of Mental Abili i: A.G.E. Psychological Test
CooperativG Acrdevement Batter,y

South Georgia:

A.C.E. Psychological Examination and the Ohio State Universi~ Psychological Test are administered on alternate years.
Galifornia Short-Form Test of Men tal Maturi i:;y, Advanc ed Progressive Reading Test, Advanced Cooperative Reading Test: Mechanics of Expression

Univ. of Ga.:

A.G.E. Psychological Examination
Cooperative English Test: Reading Comprehension University of Georgia Algebra Placement Test Bell ~djustment Inventor,y or Multiple Choice Rorschach

Valdosta State: ~.C.E. Psychological Examination Cooperative English Test General .l~chicvoment Tests

West Georgia: A.G.E. Psychological Examination

II. TESTING FOR i~LITSSION OF ACCREDITED trrGH SCHOOL GIktDUATES iu~D
TRQ~SFlli1 STUDn~TS

~Ubany State:

No infon~ation given in report of testing new being done.

Fort Valley:

No information given in report of testing n~T being done.

Ga. Tech.;

"The requirements for admission by c ertific ate, as prescntJ.~y constituted, do not include presentation of test results of any nature."

G.S.C.W.:

No information given in report of testing now being done.

Ga. Teachers:

No information given in report of testing now being done.

Medical College: The Medical College ~ldmiasion Test, together wi th an analysis of college records, is used in selecting students for first-year class.

158

II. TESTING FOR ADMISSION OF ACCREDITED HIGH SCHOOL GRADUATES AND TRANSFER S'WDENTS (cont' d.)

Medical College: The Minnesota Multiphasic Inventory was given to

(cont'd.)

applicants who were interviewed for admission in

1951. Results were used only to locate any marked

deviations from the normal.

:Wuddle Georgia: No information given in report of testing now being done.

North Georgia: No information given in report of testing now being done.

Savannah State: No general admission tests.

South Georgia: No information given in report of testing nmv being done.

Univ. of Ga.: No general admission tests.

The University of Iowa Veterinary Test is used as one of the bases of selecting students for admission to the University of G;orgi a School of Veterinary Medicine.

A battery of tests to determine pharmacy aptitude is administered to all applicants to the University of Georgia School of Pharmaqy.

The Graduate Record Examination is required for admission to the Graduate School.

In addition to the Graduate Record Examination, a battery of aptitude and interest tests is required of candidates for a graduate degree in the College of Education.

Valdosta State: "No admission test is administered or required."

West. Georgia: No information given in report of testing now being done.

III. TESTING FOR ADMISSION OF NON-PJ:GH SCHOOL GRADUATES :Jm GRADUATES
or NOIJ-ccn:"lH T:::D EIGH SCHOOLS

Albany State:

Stanford .i.chievement Test is given to students from non-accredited high schools.

159

III. TESTING FOR AD1USSION OF NON-h1:GH SCHOOL GRADUATES fJm GRADUATES OF NON-ACCREDIYBD HIGH SCHOOLS (contI d.)

Fort Valley:

Veterans are referred to a high schocl for "approval" of high school YfCrk

Ga. 'l'ech4:

~ applicant h~th 15 units, not eligible for ad-
mission by certificate, may qualify for admission by passi~~ cxaminaticns in English, advanced algebra, plane geomctr,y, and physics, or by satisfactorily completing remedial and refreSher courses in these subjects. Tests used are locally constructed and are not tho same as these uSed for froshman placement
tests.

G.S.C.Vl.:

,students of non-accrecli ted high schoo:l$ arc given the Sones-Harry High Schoo} .Achievement Test.

Ga. Teachers:

The USAFI Tests of General Lducational Development, High Scheol Level, are used as special entrance tests for non-high scheol graduates.

Xedical College: Not applicable.

:tli.ddle Georgia: No information givon 1 report of testing now being
done.

North Georgia:

The USAFI Tosts of General Educational Development, High Schoel Level, arc used as entrance examinations for veteran students.

Departmental heads construct tests to be given the small number of applicants from non-accredited high schools.

Savannah State:

The A. C. E. Psychological Test is used for admittance in cases where the student is from an accredited scheol or v;here there is a question ef the student's satisfying the requirements fer admittan:: e to the college.

South Georgia:

The USAFI Tests ef General Educational Development, High Schoel Level, are used as entrance examinations for students vme de not present a high school transcdpt and request admission as regular students.

Univ. of Ga.c

Ncn-high school graduates are admitted on the basis of
r~sults of USi~~ Tests of General Educational Development, High School Level. State Department ef Educaticn recommendations arc followed.

160

III. TESTING FOR AD!ITSSION OF NON-HIGH SCHOOL GRADUATES AND GRADUATES OF NON-ACCREDITED HIGH SCHOOLS (cont'd.)

Univ. of Ga.: Graduates of non-accredited high schools are also

(cont'd.)

admitted on the basis of G.E.D. Test results.

Valdos ta State: Veterans are admitted on the basis of G.E.D. Test results.

A graduate of a non-accredited high school is admitted
if he ranks above the lower third of the entering freshman class on the basis of placement tests administered during freshman week.

'West Georgia:

No information given in report of testing nov. being done

IV. TESTING FUR PLACEMENT IN P..:illTICULAR COURSES

JUbany State: Fort Valley:

The results of the ple.cement tests, together with high school records and the results achieved in the senior testing program for accredited high schools, are used to determine sections into which students will be placed. Test results are used for placing students in courses for remedial instruction.
The three placement tests are used to divide the entire freshman class into sections.

Results of the ~.C.E. Psychological Examination and the Iowa Silent Reading Test are used to locate stu-
dents who may profit from special work in remedial reading

Ga. Tech.:

Georgia Tech. Mathematics Test and Georgia Tech. English Test scores are used for placing students in first-quarter remedial courses in these subjects.

G.S.C.Vi.:

Results of the Cooperative English Test are USed as a basis for placement in freshman English classes for
non-credit English and fer exemption from first course in fresr~n English.

Ga. Teachers:

English Test scores from the placement battery are used to exempt students from English 102.

English Test scores arc used by English instructors for "diagnostic and instructional purposes."

161

IV. TESTING FOR PLACEM:ENT III PARTICULAR COURSES (contld.)

IIedical College: No infonnation given in report of testing now being done.

laddle Georgia: In certain instances the results of the Southeastern
Aptitude Examinations and the A.C.E. Psychological
Examination is. used to detennine whether a student
may be admitted to a given course.

The Mathematics Department administers the A. C.E. Cooperative Algebra Test. Students who fail the test are placed in intennediate algebra wInch is a preparator,y course for college algebra.

'!he college plans to use the Pre-Engineering Ability Test for those students who plan to follow the Engineering curriculum.

North Georgia:

Results of the Barrett-Ryan-Schrammel English Test and the Cooperati ve General Achievement Test in Mathematics are used to decide whether students should take remedial courses.

The Military Department administers the ArmY General Classification Test.

The Modern Foreign Language Department gives a placement test to those who present at least two high school credits in modern language.

Savannah State: '!he English and Mathematics Departments use the re-
sults of the Cooperative English and Mathematics Test to place students.

South Georgia:

Students r.~king high scores on the University of Georgia 1mthematics AptitUde Test are encouraged to transfer to the second course in algebra.

The Cooperative English Test results are used for sectioning English classes.

Students making Imv scores on the Progressive Read-
ing Test are encouraged to enroll in remedial reading classes.

Univ. of Ga.:

Cooperative Tests in French and Spanish are given to freshman students presenting two units of high school study in French or Spanish. Scores are used for

162

IV. TESTING FOR PLACEMENT IN PARTICULAR COURSES (cont'd.)

Univ. of Ga.: (cont' d.)

placing students in beginning or advanced courses in these sub j ects

Results of the Algebra Placement Test are used in placing students in remedial or regular freshman algebra courses.

Resul ts of the Cooperati ve Reading Tes t are us ed to determine which students will be required to take Remedial Reading (Psychology 99).

In 1951-52 the Military Department will make use of the A.C.E. Psychological Examination scores for placement purposes.

Valdosta State:

Placement test scores are used in conjunction with high school grades to place students in the bottom fifth cf the class in a "slow" section of social science, biology, physical science, art and music appreciation, etc.

'West Georgia:

No information given in report of testing now being done.

V. TESTING FOR EDUCATION.AL AIJD VOCATIONAL GUIDANCE

Albany State:

No information 61. ven in report of testing new being done.

Fort Valley:

IINo tests arc administered for the purposes indicated in Section II Ispecial testing for vocational and educational counseliniJ."

Ga. Tech.:

All plac emen t tes t resul ts ,other than plac ement tes ts in English and Mathematics, are used for group and individual guidanc e and counseling.

If further testing is needed, the most frequently used tests are:
Ohio State Psychological Examination Wechsler-Bellevue Scale Otis S-A Mental Abilit,y Test Vocational Aptitude Examination (Cleeton-Mason) Kuder Preference Record Design Judgment Test Mechanical Comprehension Test (Bennett, BB & CC)

163

V. TESTING FOR EDUCATIONAL AND VOCATIONAL GUIDANCE (cont' d.)

Ga. Tech.: (cont' d.)

Social Intelligence (Moss, Hunt, Oanwake) Bell Adjustment Inventory (Student) Bernreuter Personali"t Inventory ~linnesota 1mltiphasic Personality Inventory Stuqy Habits Inventory (Wrenn)

G.S.C.W. :

Tests used to diagnose certain potential sy~lls and personali"t problems are:
Bernreuter Personality Inventory Kuder Preference Record Thurstone Interest Test
California Personali t;v Test
Otis Quick-Scoring Mental Ability Test - Gamma Ydchigan Vocabulary Profile Test

Ga. Teachers:

"Very little special testing is at present being done at Georgia Teachers College."

The A.C.E. Psychological Examination scores are "used by facul"t advisers in planning students' programs and in general gui dane e ae tiviti es II

The Kuder Preferenc e Record is administered to certain groups and individuals for general guidance purposes.

" . have experimen ted some wi th. tes ting to determine fitness for teaching but as yet have not discovered a reliable and valid instrument."

Medical College: "There is no tes ting program in us e in personal adjustment counseling or in assisting with articula tion vri th college and professional school." Counseling is done by members of the staff in the Department of Psychiatry.

lliddle Georgia:

Tests used for those reported to be delinquent in class are:
Wrenn Study-Habi ts Inventory TYler-Kimber Study Skills Test Imva Silent Reading Test - Advanoed

Southeastern Aptitude Examinations are used for "guidance purpos es. "

North Georgia:

Results of placement tests are used to help place students in the classes best suited for them at that particular time.

164

V. TESTING FOR EDUCATIONAL AND VOCATIONAL GUIDANCE (contI d.)

North Georgia: Kuder Preference Record is uSed mainly for counsel-

(cont 'd.)

ing purpos es

During the year additional testing services are offered for counseling. The tests used are:
Strong Vocational Interest Blank Terman-McNemar Test of Mental Ability SRA Primar,y Mental Abilities Test '!he Adjustment Inventory - Bell ~ Stanford Scientific Aptitude Test Minnesota Clerical Test Minnesota Paper Form Board Test
McQuarrie Test for Mechanical Abili~ Coxe-Orleans Prognosis Test of Teaching Abili~ Hunt's kptitude Test for Nursing Moss' Scholastic Aptitude Test for Medical Schools

Savannah State: "On one or two occasions, the Bell Adjustment Inventory and the Bernreuter Personality Test have been used in personal counseling."

South Georgia:

Special testing now being done: Kuder Preference Record Bennett Test of Mechanical Comprehension, Form BB California Occupational Interest Inventory
1ti~~esota Clerical Test Mimlesota Multiphasic Personality Inventory Engineer.ing and Physical Science lqltitude Test Scholastic Aptitude for Medical Schools Wechsler-Bellevue Scale, Form I

Univ. of Ga.:

The results of tests administered during freshman orientatien arc used by registering officials, academic deans, .faculty advisers, and the Guidance Center staf.f .for educational and vocational counseling.
Students placed on academic probation are given group tests of I'lch:)lastic aptitude and interest during their probationary pEriod. Test results ara used to help students se18ct appropriat.e courses of study.
Students who have been excluded for academic delin~ que~cy arc required to take tests of aptitude and abih ty lor rcad.1lission. Tests are givan by the Guiua~ce Center and results are reported directly to the academic dean concerned.
Personal adjustment and clinical counseling is done by the staff of the University Guidance Center with

165

V. TESTING FOR EDUCATIONAL AND VOCATIONAL GUIDANCE (cont'd.)

Univ. of Ga.: (contI d.)

a psychiatrist in attendance.
Educational and vocational guidance and personal adjustment c}luseling services are provided by the Universi ty Guidance Center for all students on request or by referral from some other department of the University. Tests found most useful are:
A.C.E. Psychological Examination Ohio State University Psychological Test Kuder Preference Record Strong Vocational Interest Blank Minnesota Multiphasic Personality Inventory Individual Rorschach

Specialized aptitude and diagnostic tests are used as indicated in the individual case.
Valdosta State: Freshman counselors use results of placement tests.

West Georgia:

Special testing is done under the direction of the professor of educational psychology. Students s0ek her services on their own initiative or at the suggestion of their counselors or major professors. Tests used are:
Stanford-Binet Strog Vocational Interest Blank Kuder Preference Record Paper-and-Pencil personality tests 1linnesota Paper Form Board Test
"We do not require but we offer and the majority of students take advantage of Kuder Preference Record and Minnesota Multiphasic Personality Inventory."

VI. STANDARDIZED SUBJECT MATTER lJ'JD ACHIEVEMENT TESTING
Albany State: Comprehensive tests are administered to sophomores at the end of their sophomore year.
Comprehensive tests are administered to seniors covering their major field areas and English.
Satisfactory achievement must be shown in these tests.

Fort Valley:

A student must pass a sophomore comprehensive examination befere classification as a junior. The examination is formula ted by the staff and covers the areas of communication, mathematics, homemaking,

166

VI. STANDARDIZED SUBJECT :MATTER AND ACHIEVEMENT TESTING (cant' d.)

Fort Valloy: (Cont' d.)

biological science, education, and social science.
Senior comprehensive examinations are required for graduation. For liberal arts graduates, the examination is in the area of specialization. For gradua tes in secondary teacher training programs, a comprehensive examination in secondary education is required plus 2.n examination in the teaching field. In elementary education, the exa~nation covers the area of elementary education plus the areas of instruction normally considered as applicable to the elementary level. The examinations are constructed by the staff.

~t the end of each quarter each student is required to evaluate himself and to be evaluated by his advis er on invantory forms. On the basis 0 f a test in English which is a part of the inventory some juniors and seniors are required to pursue further work in functional Englis~.

Ga. Tech.:

No information given in report of testing now being done.

G.S.C.W.:

Cooperative EngJish Test is administered a second time to the beginning juniors and transfer students to determine the need for further remedial instruction in the basic English requirements.

Cooperate wi th the Uni.versi ty of Georgia in choice of test materials for general chemistr,y.

Ga. Teachers:

"No standardized subject-matter and achievement testing is now boing done."

Medical College: "No general testing program of this type is in use at the Hedical College."

Department of Oncology administers a standardized test in the subject matter of cancer.

Middle Georgia: No information given in report of testing now being done.

North Georgia:

"We are just not doing it l".:tandardized subjcctmatter and achievement testing] in cmy systematic matter."

167

VI. STANDAl1DIZE.D SUBJECT-MATTER iJJD ACHIEVEMENT TESTING (cont'd.)

North Georgia: (cont' d.)

The English Department administers the English Test used in the placement batter-j" at the end of English ;. and :nglish 101.

One or two other departments have been doi.ng some "spasmodic II rechecking.

Savannah State: No information given in report of testing now being done.

South Georgia:

The Universit,v of Georgia Mathematics Aptitude Test
is administered to all beginning algebra sections at the beginning and end of the course.

Univ. of Ga.. :

The French Departmen t adminis ters the Coopera ti ve French Test at the end of each lIJirter.

Valdosta State: "No sophomore or senior general achievement testing progra'll."

West Georgia:

IIAt present we are not using any standardized subjectrna t ter and achi Gvement tes ts "

VII. MISCELLANEOUS TESTING

Albany State:

No information given in report of testing now being done.

Fort Valley:

No information given in report of testing now being done.

Ga. Tech.:

Kuder Preference Record is administered during freshman orientation course.

G.S.C.W.:

The Graduate Record Examination is administered as "a measure of potent.ia1 graduate work."

Ga. Teachers:

No information given in report of testing now being done.

Medical College: No information given in report of testing now being done.

12iddle Georgia: No information given in report of testing now being done.

168
VII. Jv~SCELLIJJEOUS TESTING

North Georgia: The Graduate Record Examination is administered twice yearly.

All candidates for a degree must take a writt.en examinati on on t.ho Cons ti tution of the Uni ted States and the Constitu tion of Georgia provided they have not taken courses that 'will exempt them from these two tests.

Applicants to a medical scheel take the examination given each spring under the direction of the Head of the Biology Department.

Savannah State: No information given in report of testing nmv being dono.

South Georgia:

California Occupational Interest Inventor,y is administered to all freshmen as a part of tho freshman orientation course.

Univ. of Ga.:

'!he Eedical College ~i.dmission Test is administered in cooperation vIi th the Educational Testing Service.

~ battory of interest and aptitude tests is given studo.'1ts 8nrolled in Education 303, Individual .l'ulalysis and Professional Planning.

Valdosts State: No information given in report of testing now b8ing done.

West Georgia:

In the orientation class, which meets twice weekly during the fall quarter, all freshmen are given:
Otis Cuick-Scoring Mental Abili ty Test Iowa Silent neadir~ Test - Advanced Form

n.b.: Replies from Abraham Bal&vin l~ricultural College, Atlanta Di\~sionJQnd Georgia Southvvestcrn College wore not received by t.he subcommitteo chairman.

AUnIOR INDEX

A
Aaron, I. E., 202. Acree, J. K., 191. Adams, J. C., 317. Adams, S. D., 203. Aderhold, O. C., 1, 266, 267.
Ainsworth, J. M., 48.
Akin, C. B., 49. Allan, M. E., 126, 143. Allgood, L. E., 318 Anglin, T. 0., 237
Askew, J. T., 28.
B
Baggs, B. C., 27.
Baile,y, A. 245. Bai1e,y, A. N., 410. Bai1e,y, E. M., 268. Baker, W. H., Jr., 319. Ballard, E. T., 246.
Barron, R. T., 269. Barrow, D., 50.
Bates, F. B., 320.
Beers, F. s., 51-54, 107-117, 270,
271, 312, 321-324, 408, 411417, 429-437. Bennett, E. B., 55. Benson, A. J., 418. Bi11ue, J. C., 238. Bixler, H. H., 2, 25, 272, 325327. Blackmon, W. F., 192 Blanchet, W. W. E., 3, 29, 30, 273. Bledsoe, E., 328. Bledsoe, J. C., 56. Boatright, J. A., 417.
Bolton, ~. D., 4-6, 144, 145, 329,
438. Boman, J. C., 166. Bouley, L. H., 167. Bradford, M. L., 204.
Bramlett, D. W., 330.
Brewster, F. M., 205. Bright, H. A., 127

Brock, S. N., Jr., 331.
Broome, F., 128. Brough, R., 274.
Brown, C., 275. Brown, L., 206.
Brown, L. P., 207.
Brown, S. J.,276. Bruce, H. J., 332.
Buchanan, B. E., 247
Burke, R. F., 333.

C

Cadenhead, C. C., 118.

Caldwell, E.,Jr., 57.

Cannon, A. W., 277

Cannon, D. J., 278.

Cash, A. S., 31.

Cash, E., 208.

Cason, J. F., 334.

CaUble, M., 157.

Chambers, G. R., 209.

Chapman, P. W., 335-338.

Chester, H. M., 417.

Christenbuzy, E. S., 255.

Clyburn, T. B., Jr., 177.

Cocking, W. D., 279.

Collins, J. J., 129.

Comer, Cook,

J. A.

Q.,.,

248. 210.

Cornell, E. L., 327~

Cowan, M. L., 249.

Cox, H. M., 115, 280, 323, 324.
Cox, w. c., 193

Crisp, G. L., 168.

Cunningham, B. W., Jr., 339.

Cunningham, L. C., 419.

Cutts, H. C., 281.

D'

Danner, W. N., 282. Davis, E. G., 211. Davis, E., 340.
Davis, K., 58. Dekle, O. T., 178.

170
Author Index

Derrick, A. W., 341. Divine, S. S., 212. Dunaway, D., 119.

Gressette, B., 15. Griffeth, J. L., 121
Grossman, A., 445.

E

H

Edwards, A. S., 7-12, 59, 120, 130132, 158-165, 283-285.
Ekstrom, G. F., 1.
Elder, K. M., 213. Enlow, E. R., 13, 303. Evans, R. W., 239.
F
Findle.Y, W. G., 286, 297. Firor, D.,256. Flanigan, A. F., 287. Folger, D. F., 257. Forrest, E. C., 214. Fowler, W. W., 288. Franseth, J., 289-292. Freeman, E. C., 60.
G
Garrard, A. J., 342. Garrison, K. C., 146, 343, 344. Georgia Southwestern College, 61,
439.
Georgia State College for Women,
345. Giddens, H. D., 420. Gordy, A. R. B., 250. Goudelock, R., 346. Gouge, A. H., 240. Gould, A. B., 215. Grant, K., 293. Gray, G. H., 294. Gray, J. 5., 347. Green, C. C., 348. Greene, G. T., 349, 350. Greene, J. E., 14, 32, 62, 79, 80,
82, 92, 135, 136, 148, 149, 153, 286, 295-297, 351, 421, 422.

Haley, W. A., 298. Hallford, E. R., 299. Hampton, W.O., 352. Hardy, W. M., Jr., 63. Harmon, J. P., 22. Harper, A. A., 216. Harrell, F. L., 217. Harrell, R. H., 300. Harrell, S. H., 64. Harris, L. A., 218. Harris, T. G., 353.
Harsh, C. M., 280.
Haskew, L. D., 354. Hatcher, A., 219 Havighurst, R. J., 327. Haygood, M., 65. Head, E., 133. Hearon, M. A., 251.
Henderson, Z. s., 423.
Heule, A. M., 301. Higgins, R., 355. Hill, M. M., 356. Hodgson, S., 66. Hollingsworth, T. Vi., 150. Hou, F., 16. Hudson, E. A., 357. Hughes, E. L., 302. Hunter, H. R., 303. Hussey, J. B., 175.
I
Ingram, I. S., 258.
J
Jacob, J. s., 33.
Jacob, P., '446. Johnson, R. B., 358. Jolley, O. K., 359.

Author Index
Jones, D. J., 220.
Jones, J. J., 360.
Jones, L., 120. Jones, O. W., 361. Jones, T. C., 362.
Jordan, F., 34, 35, 304. Jordan, M. S., 221.
Jowers, E., 363.
K
Kahn, S. V., 364.
Kibler, Z. A., 36. Kickliter, R., 17.
Kimbrough, J. 0., 169. King, D., 305.
L
Lancaster, B. P., 222. Lancaster, E. E., 67. Linton, C., 327.
Lockliear, U. J., 179.
Lowe, C., 180. Luckett, H. F., 365. Lumsden, M. I., 18.
M
Mansfield, E. F., 223. Mashburn, S., 366. Massey, B. T., 68, 69. May, E. W., 367. Mayfield, S., 181. McCo:l~, C. F., 70. McDonald, M. S., 306. McDowell, B. M., 122. McGlaun, G., 368. McKenzie, D. K., 424. McKinney, S. L., 307. McKinnon, K. W., 369. Medical College of Georgia, 71,
447. Middle Georgia College, 72. Miller, C.L., 194.
Mills, H. M., Jr., 370.

171

Mincey, E., 371.

Mines, R. F., 99.

Mock, M. L., 62, 73.

Monroe, S. E., 308.

Moore, F. C., 74.

Moore, J. E., 19, 20, 75, 123, 149,

372.

Moore, K. T., 124.
Moore, M. E., 182.

Moore, N. J., 373.
Morgan, J. w., 374.

Morgan, T. W., 241.
Morris, J. T., 76.

Morris, Moses,

MV.,.

C., 309. 375.

Murray, T. T., 224.

Murry, T. T., 225.

N

Needham, G., 376. Newton, E. J., 252. Newton, G. F., 242. Newton, S. A., 77.
Noell, G., 134. Norris, D. E., 425.
o

Odom, H., 78.
Ogletree, P., 377.
O'Kelley, G. L., Jr., 448. O'Rear, M. L., 426. Osborne, R. T., 14, 21, 32, 37, 79,
80, 83, 92, 135, 136, 151-153, 259, 440.

P

Parker, G. E., 183. Parker, L. M., 226.
Patrick, J. B., 310. Patterson, S. C., 292.
Pattillo, V. A., 378. Patton, D. M., 379. Payne, L. G., 137.

172 Author Index

Pearce, L. M., 380.

Peebles, E. B., 170.

Pennington, M. F., 253.

Perkins, M. J., 381.

Perkins, M. E., 227.
Perry, V., 81.

Persells, L. H., 154.

Phillips, Phillips,

wC..

H.,
S.,

195.
82, 83,

138.

Pinkston, 1trs. B. A., 260.

Pique, F. C., 147.

Pitts, M. L., 427.

Pitts, R. J., 84, 85, 196.

Pitts, V. A., 139.

Poole, E. 0., 382.

Powell, H. G., 140.

Powell, F. T., 22, 86, 87.

Pridgeon, L. I., 383.

Pruitt, D. M., 228.

Pullen, E., 197.

Punke, H. H., 38-43, 88, 311, 384,

385.

Purcell, T. W., 184.

Purcell, W. E., Jr., 386.

Simmons, E. P., 25. Simpson, B. W. F., 393. Singleton, S., 313.
Slivka, P. G., 94.
Smi th, H., 394.
Smith, J. M., Jr., 395.
V., Smith, M. E., 396.
Smi th, M. 314. Smith, S. J., 125.
Sperry, I. V., 26, 27.
Staton, T. F., 95, 149, 351. Stewart, F. G., 397. Still, C. N., 171. Strickland, J. A., 45.
Stroup, T. B., 229.
Stumpf, W. A., 266, 267.
SturgiS, H. w., 46, 198, 243. Sullivan, D. e. , 199.
Sutton, J. M., 230. Sutton, R. S., 262, 263. Swain, E. 231, 232. Sweeney, J. M., 96.
T

R
Reed, H. 0., 23, 89.
Roberts, A. F., 24. Robinson, M. E., 90. Rogers, F., 387. Rooks, I., 185.
Rowe, H. G., 388. Rozar, G. W., 186.
Rutland, S. E., 389.
S

Tabor, A. E., 233. Tanner, R., 176.
Tate, W., 398, 399. Taylor, H., 97. Teasley, M., 98.
Thigpen, C. H., 99.
Thompson, M. B., 400. Thurmond, S., 141. Torrance, P., 401. Tracy, B., 200. Trawick, G. T., 100. ~son, R. K., 264.

Sanders, W. B., 14, 79, 80, 87, 91,
92, 135, 136, 151-153, 440.
Sanford, S. V., 312.
Scarborough, B. B., 390. Scott, I. C., 391. Seagraves, S. R., 392.
SeweJ.lt R. E., 93. Sh;;o"'r3~ R. L." 44. Shepard, M. N., 261.

U Underwood, S., 172.
V Ver Nooy, M., 155.

173
Author Index
W
Walker, B. P., 201. Walker, C. C., 187. Waller, B. G., 402. Walsh, R. D., 234. Watkins, R. G., 254. Watson, G. B., 101. Weaver, O. P., 315. Westmoreland, L. N., 102.
~~eeler, J. T., 403.
Whi tley, H. C., 404. ~~itle.Y, T. Y., 103, 104, 188, 316,
405, 441-444.
Wiley, E., 235.
Williams, A. H., 173. Williams, G. S., Jr., 244. Williamson, H. V., 406. Wilson, E. G., 407. Wilson, M. M., 189. Wimberly, K., 105.
Winn, N. rt., 236.
Womack, J. C., 265. Wood, B. D., 408. Woodall, H. R., 409. Woodruff, W., 422, 428. Woods, E. G., 190. Wynn, F. E., 106.
y
Young, F., 47, 142, 143, 156.
Young, L. B., 174.

TEST INDEX
American Council on Education Psychological Test: High School Edition, 341, 396.
American Council on Education Psychological Test; College Edition, 10, 51, 52, 68, 69, 72, 74-76, 79, 80, 83, 84, 87, 88, 91, 92, 96, 97, 103, 117, 118, 121, 125, 126, 130, 131, 134, 135-137, 143, 224, 232, 238, 265, 283285, 316, 324, 328, 345, 398, 399, 405, 423, 431, 438,
442, 444.
Algebra Placement Test (University of Georgia), 22, 67, 74, 87, 104, 121, 136, 238, ~5.
American Optical Company Sight Screener, 157.
Analytical Scales of Attainment in Arithmetic (Educational Test Bureau), 199.
Application of Educational Principles Test (Roberts), 24.
Arithmetic Fundamentals Operations Test (Sullivan), 199.
Army Air Force Physical Fitness Test, 167.
Army General Classification Test, 232, 332.
Arthur Point Performance Scale, 141.
A-S Reaction Study, 268. Ataxiameter (Edwards), 9, 11, 12, 158, 159, 161, 164~ Audiometer Test, 171, 172, 173, 216, 228.
Autobiography, 348.
Ayers' Spelling Scale, 141, 162.
Barrett-Ryan Schramel English Test, 386.
Ba~c Concepts and Principles of General Mathematics, 194.
Bausch and Lomb Ortha-Rater, 157.
Beliefs about Family Relationships (Kibler), 36.

175
Test Index
Bell Adjustment Inventory: Student Form, 44, 60, 102, 105 173, 318, 330, 358, 387, 406, 418.
Bell Adjustment Inventory; Adult Forn, 57, 82, 83, 95, 98,135, 136, 148, 149, 153, 265, 328, 351, 448.
Bernreuter's Personali~ Inventory, 58, 82, 95, 98, 148, 149, 154, 155, 328, 332, 348, 351, 390, 448.
Betts' Ophthalmic Telebinocular, 56, 90.
Bidell's Adaptation of the Opinionnaire, 264.
Bixler's Spelling Scales~ Elementary, 181.
Blackstone Stenographic Proficiency Tests, 245, 251.
Bryng-Brynge1son Speech Record Test, 178.
Buswell-John Diagnostic Test for FUndamental Processes in Arithmetic, 193.
Byrd Health Attitude Scale, 173.
California Capacit,y Questionnaire, 48, 195.
California Mental Health Analysis: Elementary, 274.
California Occupational Interest Inventory: Intermediate, 219, 239, 315, 319, 334, 353, 355-359, 368, 373, 376, 382, 383, 388, 391, 392, 396, 400, 402, 404, 425.
California OccuPational Interest Inventory: Advanced, 332, 361, 362, 388, 389.
California Progressive Achievement Testss Primary, 206, 218, 393, 420, 424.
California Progressive Achievement Tests: Elementary, 119, 201, 210, 228, 235, 269, 300, 363, 373, 400, 420, 424, 425.
California Progressive Achievement Tests: Intermediate, 119, 205, 207, 219, 315, 318, 332, 333, 334, 340, 353, 355, 356, 358, 361, 362, 365, 368, 376, 381, 383, 388~ 392, 396, 402, 404, 409, 418, 420, 424, 425, 426.

176
Test Index
California Progressive Achievement Tests: Advanced, 57, 58, 14h, 145, 188, 197, 274, 300, 318, 319, 332-334, 340, 356, 361, 362, 382, 388, 391, 395, 396, 404, 405, 441-444..
California Surve.Y of Working Speed and Accuracy, 147. California Test of Mental Maturity: Primary, 208, 216,
393, 400, 424. California Test of Mental Maturity: l1.ementary, 201, 202,
209, 220, 248, 261, 277, 363, 379, 400, 424, 425. California Test of Mental Maturity: Intermediate, 137, 205,
210, 219, 225, 274, 300, 318, 332-334, 355, 358, 362, 381, 383, 394, 396, 400, 404, 409, 424, 425. California Test of Mental Maturity: Advanced, 185, 300, 318, 333, 361, 362, 394, 395, 443, 444. California Test of Personality: Primary, 371, 393. California Test of Personality: Elementary, 248, 261, 363.
California Test of Personality: Intermediate, 49, 219, 274, 315, 319, 332, 334, 346, 355, 356, 359, 373, 376, 383, 392, 402, 420.
California Test of Personality: Secondary Series, 49, 255, 361, 389, 395.
Case of Micke.Y Murphy, 58. Chicago Non-verbal Examinations, 16.
Cincinnati PubJic School Articulation Test, 234. Clark's Reading Readiness Test, 208, 213, 234. Cleeton Vocational Interest Record, 389. College Entrance Board Examina tion, 75. Columbia Research Bureau Plane Geometry Test, 192. Columbia Vocabulary Test, 438.

177
Test Index
Columbia Research Bureau Algebra Test, 63, 198, 199.
Cooperative Algebra Test: 1~ementary Algebra Through Quadratics, 200.
Cooperative Biology Test, 412.
Cooperative Chemistr,y Test, 75, 412.
Cooperative Contemporary Affairs Test, 345, 439.
Cooperative English Test, 50, 75, 87, 88, 92, 121, 136,
232, 251, 255, 324, 345, 396, 412, 438, 439,443, 444. Cooperative General Culture Test, 412. Cooperative General Mathematics Test: High School, 75, 88,
255, 345, 352, 396, 412, 439. Cooperative General Science Test: High School, 88, 255,
345, 352, 396.
Cooperative Literary Comprehension and Appreciation Test,
185. Cooperative Mathematics Test: Grades 7, 8, and 9, 396. Cooperative Physics Test, 75, 412. Cooperative Science Test: Grades 7, 8, 9, 396.
Cooperative Social Studies Test: Grades 7, 8, 9, 396. Cooperative Spanish Test: Elementary, 186. Cooperative Test in United States History, 387.
Cooperative Test of General Proficiency in the Field of
Natural Sciences, 255, 345, 439.
Cooperative Test of General Proficiency in the Field of
Social Studies, 88, 255, 345, 412, 439. Cooperative World Histor,y Test, 352. Coxe-Orleans Prognosis Tests of Teaching Ability, 95, 98,
138, 351.

178
Test Index
Criteria for Evaluating Guidance Programs in Seconda~
SchoolE', 264. Davis Test cf Functional Competence in Mathematics, 84, 85,
196. Detroit Ad~2nced First Grade Intelligence Test, 190. Detroi~ Mech2~ical Aptitude Examinations, 374. Differential Aptitude Tests, 318, 418, 420. Dolch's Basic Sight Vocabulary, 207. Drake Musical Momor,y Test, 367.
Durrell-Sullivan Reading Capacity and Achievement Tes t:
Primar,y, 233.
Durrell-Sullivan Reading Capacit,y and Achievement Test:
Elementary, 223.
Durrell-Sullivan Reading Capacity and Achievement Test:
Intermediate, 220, 379. Edwards' Finger Tromometer, 7, 94, 160, 162, 163. Engineering and Physical Science Aptitude Test, 68, 69,
75. Engle-Stenquist Home Economics Test, 176.
English Placernent Test (Georgia Ins ti tute of Technology),
69, 96. English Placement Test (Kickliter), 17. E.R.C. Stenographic Aptitudes Test, 332. Ferguson Form Boards, 410. Garris on Fi rs t Year Reading Tes ts, 190. Gates-Strang Health Knowledge Test, 169, 173. General Aptitude Test Battery, 395.

179
Test Index
General Test on Occupations (Lumsden), 18 Gentry Vocational Inventory, 348 George Washington University Social Intelligence Test, 448. George Washington University Teaching Aptitud.e Test, 95,
98, 351, 448. Georgia English Commission Test, 413, 430.
Gilliland Morale Scale, 144, 145.
Glenn-~ielton Chemistry Achievement Test, 237, 244. Graduate Record Exanunation, 62, 73. Gray-Votaw-Rogers Gcnral Achievement Test, 215. Gray's Standardized Oral Reading Paragraphs, 207, 212, 232. Gregory Test in American Histo:ry: Test III, 387. Hagerty Intelligence r~amination, 310. Hagerty-Olson-Wickman Behavior Rating Schedule, 66, 298. Hagerty Reading Examination, 212. Hand Steadiness Apparatus (Edwards), 8. Handwriting Scale, 141. Harrower Multiple Choice Rorschach, 80, 92, 150, 151. Hartsholne and May's Guess Vfuo Test, 65. Health Inventory Questionnaire, 166. Healy. Instruction Box, 130. Henderson's Physics Unit Tests, 199. Henmon-Nelson Test of Mental Ability: F.J.e1!lentary, 261. Henmon-Nelson Test of Mental Ability: High Scheol, 44, 302,
310, 331, 346, 360, 367, 387, 390,406, 422, 428.

180
Test Index
Henmon-Nelson Test of Mental Abilit,y: College, 57, 324, 328. Herring-Binet Test of Intelligence, 132.
Hinckley Scales of Attitudes Toward the Negro, 4, 6.
How I Teach (Kelley and Perkins), 57, 255, 260, 268, 306, 307, 314" 328.
"How Would You Help a Child Like This'l"261. Hudelson ~pical Composition Abilit,y Scale, 182. Identif'<J Your Educational Philosophy (Enlow), 13. Illinois F~amination, General Intelligence, 141. Indiana State High School Tests in Food, 176.
Information Test on Foods, 176. Ingraha:n-Clark Diagnostic Reading Test, 78.
Interest Inventory (Teacher-made)" 203, 205, 228, 234, 235, 301.
Interpretation of Data Test (Progressive Education Association), 84.
Inventory for Measuring Vocational Interestscof .~ (Phillips), 138.
Iowa Basic Skills Test, 291~ 422. Iowa Chemistry Aptitude Test, 75.
Imva English Training Examination, 75, 188, 405, 441, 442.
Iowa Every Pupil Tests of Basic SkillS, 277, 287, 394, 428.
Iowa High School Content Examination, 75, 83, 84, 103, 135, 265, 405, 441, 442.
Iowa Mathematics Aptitude Test, 75.

181
Test Index
Iowa Mathematics Training Test, 75.
Imva Revision of the Brace Scale of Motor Abili"GY Tests,
170. Iowa Silent Reading Test; Elementary, 123, 202, 209, 222,
223, 227, 228, 231, 308, 370. Iowa Silent Reading Test: Advanced, 75, 84, 85, 106, 123,
203, 224, 225, 232, 320, 324, 346.
Ishihara Color-Vision Test, 56.
Jacobs Rating Scale of Teaching Efficiency, 138. Job Satisfaction Blanks (Strickland), 45. John's Health Practice Inventory, 173. Jones Personalit,y Rating Scale, 375. Jorgenson Test, 99.
Kefauver-Hand Guidance Tests and Inventories: Inventory
of Student Plans, 390. Kent-Rosanoff Free Association T~st, 155. Keystone Telebinocular Tests of Visual Efficiency, 157,
171, 232, 376. Knauber Art Ability Test, 367. Knight and Knight Aptitude Test, 332.
Knowledge Test About the Negro (Bolton), 4.
Knowledge Test of Folk Dancing and Music (Peebles) 170. Knowledge Test on Human Biology (Boman), 166. Knox Cube Test, 410. Kuder Preference Record: Vocational, 57, 58, 102, 121,
135, 238, 265, 318, ~28, 330, 332, 340, 348, 360, 364, 366, 367, 369, 375, 387, 389, 390, 406, 418, 420, W~o.

182 Test Index

Kuhlman-Anderson Intelligence Test, 124, 181, 226, 250, 302, 308.

KwalvTasser-Dykema Tests of l'.iusical Ability, 90.

Kwalwasser-Ruch Test of Musical Accomplishment, 90.

Lee-Clark Reading Readiness Test, 226, 383.

Lee-Clark Reading Test: First Reader, 206, 371.

Lewerenz Test of Art Ability, 249.

Logassa-Wright Tests for Appreciation of Literature, 185.

Logical Reasoning Test (Progressive Education Association), 84.

Los f~geles English Diagnostic Test, 201.
MacQuarrie Test for Mechanical Ability, 245, 251.

Manson Occupational Inventory Blank, 138.

~1anual Serios of For~ Placc~ont Tests, 293.

Massachusetts Vision Test, 228.

MeS.thema tics Plac emen t (Ge orgia Ins titute of Technology),
69.

}I
l~tllematics Placement

Test

(Gressette),

15

Mathematics Vocabulary Test (Edwards), 10

McCall-Herring-Loftus School Practices Questionnaire, 93.

Medical Aptitude Test, 110.

Medical College Admission Test, 71.

Memory Test vvith the Ronschburg Menory Apparatus, 130.

Merrill-Palmer Intelligence Test, 126, 133, 142, 143.

183
Test Index
Metropolitan Achievement Tests: Primary I Battery, 2, 208,
223, 294, 299, 301, 307, 310, 379. Metropolitan Achievement Tests; Primary II Battery, 2, 56,
212, 226, 294, 299, 307.
Metropolitan Achievement Tests: Elementary, 204, 212, 220, 223, 230, 233, 253, 281, 294, 299, 307, 319, 419.
Metropolitan Achievement Tests: Intermediate, 2, 86, 240, 294, 298, 299, 307, 379, 419.
Metropolitan Achievement Tests: Advanced, 2, 77, 230, 294, 299, 307, 370, 406.
Metropolitan First-Year Readiness Tests, 218, 230, 293, 379.
Midget Wiggly Block Test, 23, 89.
Minnesota Clerical Test, 251, 389.
Minnesota Intelligence Test, 133. Minnesota Multiphasic Personality Inventory, 148, 149,
278, 447. Minnesota Paper Form Board Test, 69, 389.
Minnesota Rate of Manipulation Form Board, 20, 147. Minnesota Test of Social Attitudes, 329.
Minnesota Vocational Interest Blanks, 389.
Mitchell Test of Emotional Maturity, 155.
Modern School Achievement Tests, 313.
Monroe Diagnostic Reading Test, 212.
Monroe Silent Reading Test, 141, 248.
Monroe's Basic Reading Tests, 206, 208, 214.
Monroe's General Survey Scale in Arithmetic, 141.

184 Test Index
Monroe's Hand, ~e, Foot Dominance Test, 234.
Mont":Je's Standardized Reading Test, 204.
Mooney Problem Check List: Junior High School Form, 339. Moore Color Matching Test, 20. Moore 1ye-Hand Coordination Test, 19, 20. Moreno's Sociometric Plan, 65, 105. Morris Trait L. Index Test, 95, 98, 138, 351, 448. Moss-Hunt Teaching Aptitude Test, 138. Motor Rhythm Test (Peebles), 170. MYers-Ruch High School Progress Test, 49, 77, 119, 185,
191, 237, 390, 406. National Achievement Test: Literature, 185. National Geography Test, 250. National Intelligence Test (Hou), 16.
Natural. Science Test (Gordy), 250.
Nature of Proof Test (Progressive Education Association), 84.
Nature's Health and Beaut,y Score Card, 173. Neilson and Cozens Rating Scale, 168. Nelson-Denny Reading Test, 60, 75, 106, 182. Nelson's High School English Test, 182. Nelson Silent Reading Test, 63. New California Short-Fonn Test of Mental Maturity: Ele-
menta~J, 269, 287.

185
Test Index
New California Short-Form Test of Mental Y.aturity: Inter-
mediate, 207, 315, 319, 320, 353, 365, 373, 376, 388, 391, 392, 402, 426.
New California Short-Form Test of Mental Maturity: Ad-
vanced, 58, 382, 388.
New Standard High School Spelling ScaJe (Simmons and
Bixler), 25. O'Connor Finger-Tweezer Test, 20. Ohio Committee Selections, 419. Ohio Social Acceptance Scale, 168, 197, 219, 419. Ohio State P~Tchological Test, 57, 58, 75, 83, 87, 95,
98, 103, 128, 135, 138, 140, 265, 332, 351, 405, 441, 443. Ophthalmograph, 172, 232. Orleans Algebra Prognosis Test, 63. Orleans Geometry Prognosis Test, 192. Orleans Plane Geometry Achievement Test, 192. O'Rourke Clerical Aptitude Test, 367.
Otis Classification Test, 242, 305.
Otis Group Intelligence Scale: Primary, 56, 212, 253, 301. Otis Group Intelligence Scale: Elementary, 16, 66, 253,
301. Otis Group Intelligence Scale: Intermediate, 301, 341. Otis Group Intelligence Scale: Advanced, 90, 123, 254,
324, 341. Otis Q. S. Test of Mental Ability: Alpha, 206, 211, 217,
223, 233, 307, 379, 419, 420.

186
Test Index
Otis Q. S. Test of Mental Abili ty: Beta, 49, 63, 105, 123, 193, 197, 199, 204, 211, 215, 217, 222, 223, 228, 235, 240, 276, 298, 307, 314, 342, 357, 359, 367, 370, 375, 379, 418, 419, 420.
otis Q. S. Test of Mental Ability: Gamma, 49, 57, 58, 83, 85, 100, 104, 123, 128, 135, 140, 188, 191, 199, 217, 237, 251, 265, 288, 314, 317, 328, 330, 332, 340, 342, 346,
348, 350, 356, 359, 360, 366, 368, 369, 375, 378, 386,
405, 418, 420, 441, 442.
Otis Self-Administering Test of Mental Ability: Intennediate Examination, 55, 60, 65, 78, 86, 119, 124, 193, 389, 390, Lo6, 407.
Otis Self-Administering Test of Mental Ability: Higher ~ tation, 37, 75, 119, 144, 145, 155, 170, 173, 182, 200, 241, 320, 324, 390.
Peaboqy Library Information Test, 187.
Pennsylvania Bi-Manua1 Dexterity Test, 20.
Pharmaceutical Arithmetic Test (University of Georgia),
87.
Pintner-Cunningham Intelligence Test, 218.
Pintner-Cunningham Primary Test, 226, 230, 371.
Pintner-Dorest Elementary Test, 230.
Pintner General Ability Test: Intermediate, 288.
Pintner General Ability Test: Advanced, 203, 230, 386.
Porteus Maze Test, 410.
Pre-Engineering Inventory, 75, 96.
Preferential Training Needs Record (Osborne), 21, 259, 260.
Pressey's Test for Interest - Attitudes, 66. Pressey X-o Tests for Investigating Emotions, 155.

187
Test Index
Primary Teachers' Self Check Sheet for Improvement of Reading, 313.
Progr&ssive Education Association Test, 60.
Progressive Standard Tests, 291.
Projective Instrument (Sperry), 27.
Purdue Pegboard, 147.
Purdue Scale for Measuring Attitudes Toward any School Subject, 5, 48.
Purdue Scale for Measuring Atti tudes Toward the English, the Russians, the Japanese People, the Japanese War Leaders, and the Nazi Leaders, 144, 145.
Questionnaires and Opinionnaircs (Non-standardized), 26, 28, 29, 30, 35, 38-43, 46, 47, 100, 137, 173, 175, 179, 180, 191, 205, 221, 222, 242, 256, 264, 269, 291, 302, 306, 315, 318-320, 330-333, 340, 342, 346, 348, 350, 353, 355362, 364-369, 374-376, 378, 381, 382, 384, 387, 388, 390, 392, 394, 397, 402, 404-406, 426, 448.
Rating SCD.les and Check Lists (Non-standardized), 32-34, 37, 45, 105, 298, 448.
R8ading Readiness Test, 381.
ReD_ley Primary Reading Tes ts, 216.
Roger's Porsonality Adjustment Test, 65.
Rorschach Test, Incividual, 99, 148, 149, 152, 445.
Rowe-Peterson Reading Reacliness Test, 180, 227, 367.
Rueh-Popcnal General Science Test, 237.
Scnlc for ;loasuring Attitudes Towards Mathematics (Bolton), 5.
SC2.1c for Hoasuring l~tti tudes Towards tho Negro (Bolton), 6.
School Inventory, 100.

188
Test Index
Schor1ing-C1ark-Potter Arithmetic Test, 193.
Schorling Instructional Tests in Algebra, 199.
Seashore's Measures of Musical Abi1i~, 90.
Second Reading Readiness Test, 367.
Second Year Reading Readiness Test, 371.
Shanks Tests of Reading Comprehension, 225.
Sim's Score Card for Socio-Economic Status, 56, 60, 64, 65, 70, 95, 98, 100, 102, 105, 119, 138, 298, 351, 374, 407, 448.
Snellen Letter Chart, 157, 172, 173, 331.
Social Acceptance Test (Sheets), 44.
Social Rejection Test (Young), 174.
Socio-gram, 168, 350, 371, 376.
Sones-Harry High School Achievement Test, 16, 56, 70, 122, 310, 324, 378.
Southeastern Aptitude Examination: Biology, no, 111, 114,
271, 414, 431, 433, 434, 437.
Southeastern Aptitude Examination: Chemistry, 53, 107, 110, 111, 114, 271, 414, 433, 434, 437.
Southeastern Apti tude Examination: Chemistry and Geology, 431.
Southeastern Aptitude Examination: Contemporary Georgia, 53, 107, 432.
Southeastern Aptitude Examination: English, 10, 52, 53, 72, 88, 107-114, 116-118, 125, 229, 271, 324, 329, 352, 398, 399, 414, 423, 429, 431-437.
Southeastern Aptitude Examination: Functional Mathematics, 52, 115, 323.

189
Test Index
Southeastern Aptitude Examination: General Science, 10, 52, 72, 88, 108-112, 114, 116-118, 125, 284, 324, 329, 398, 399, 414, 423, 429, 433, 434, 436.
Southeastern Aptitude Examination: History, 52, 117, 284, 324, 329, 398, 399, 429.
Southeastern Aptitude Examination: Human Biology I, 52, 53, 107, 115, 323, 432, 435.
Southeastern Aptitude Examination: Human Biology II, 52, 115, 323, 432, 435.
Southeastern Aptitude Examination: Humanities 1,107,432, 435.
Southeastern Aptitude Examination: Humanities II, 432, 435.
Southeastern Aptitude Examination: Library Use: 423, 436.
Southeastern Aptitude Examination: Literary Appreciation,
72, 108, 116, 125, 423, 436.
Southeastern Aptitude Examination: Mathematics; 10, 52, 53, 72, 88, 107-111, 114, 116-118, 125, 271, 284, 324, 329, 398, 399, 414, 423, ~29, 431-437.
Southeastern Aptitude Examination: Physical Science I, 52, 53, 107, 115, 323, 432, 435.
Southeastern Aptitude Exarnina tion: Physical Science II, 52, 115, 323, 432, 435.
Southeastern Aptitude Examinationz Physics, 110, Ill, 114, 271, 414, 433, 434, 437.
Southeastern Apti tude Examination: Physics and Astronomy,
431.
Southeastern Aptitude Examination: Social Progress II, 52.
Southeastern Aptitude Examinationz Social Science, 53, 107, 109, 432, 435.
Southeastern Aptitude EXamination: Social Studies, 88, 110112, 114, 414, 431, 433, 434, 437.

190
Test Index
Southeastern Aptitude Ex:amination: Study Skills, 423, 436. Southeastern Problems and Prospects, 118, 423, 436. Stanford Achievement Tests: Primary, 180, 211,217, 226,
258, 261, 290, 308, 310, 317, 379. Stanford Achievement Tests: Intermediate, 16, 56, 70,
124, 180, 181, 189, 193, 211, 217, 222, 226, 231, 236, 242, 247, 252, 256, 258, 261, 287, 290, 291, 301, 306, 308, 314, 317, 330, 375, 379, 407. Stanford Achievement Tests; Advanced, 44, 66, 90, 105, 122, 177, 197, 211, 217, 221, 225, 241, 258, 290, 291, 301, 306, 310, 314, 317, 324, 328, 330, 332,
346, 348, 350, 359, 360, 366, 367, 379, 407.
Stanford-Binet, 132, 148, 149, 185. Stanford-Binet (Revised) 126, 141, 143. Stenquist Mechanical Aptitude Test: Form I, 367, 420, 448. Stenquist Mechanical Aptitude Test: Form II, 420.
Strong Vocational Interest Blank, 14, 75, 265, 448.
Study of Adolescent Opinions (Cash), 31. Study of Barry Black, 255. Study of Connie Casey, 255. study of Values, 268. Survey of Social Behavior (Williamson and Darley), 54, 352. Survey of Social Preferences (Williamson and Darley), 54,
352. Survey of Working Speed and Accuracy, 94.
Survey Test in Elemen~ Algebra (Douglas and Patterson), 48,
195. Teacher Attitude Inventory (Collis), 255.

191
Test Index
Teachers f Rating Scale, 313.
Teaching Situation Test, 146.
"Telling What I DO"- Baker, 66. Terman Group Tes t of Men tal Ability, 16, 56, 66, 70, 90,
106, 122, 134, 182, 192, 198, 231, 245, 249, 324, 374. Terman Intelligence Test, 177. Terman-Merrill Revision of Stanford-Binet, 126, 143, 212. Terman-Merrill Vocabulary Test, 410.
Test of Knowledge of Fact and Principle in Human Growth and Development - Horrocks and Troyer, 255.
liThe Best Thing to DO" - Tomlin, 66.
Thematic Apperception Test, 148, 149. Thurstone ~ttitude Tests of War, Evolution, Prohibition,
and Sunday Observance, 154, 155. Thurstone Psychological Examination, 4, 329.
Thurstone Tests of Attitudes Towards Patriotism, the Constitution of the U. S., the Germans, the Chinese, and Conununism, lL~4, 145.
Thurstone V. Factor, 75. Triggs Diagnostic Reading Test (Surve,y Test): Word Attack,
232. 1'uberculosis Patch Test, 113. Turse-Durost Shorthand Achievenent Test, 254. TUrse Shorthand Aptitude Test, 254. Tyler-Kimb:er Stuctr Skills Test, 328.
Unit Scales of Attainment in Foods and Household I~age ment, 176.

192
Test Index
United States Employment Office Tests, 320. USAFI Tests of General Zducational Development, 83, 84,
135, 265. Value-l'yLE Problemmaire (Hardin), 255. Van Wagenen's Reading Readiness Test, 234. Van Wagenen's Silent Reading 8omprehsnion Test, 96.
Visual Screening Test, 207.
Washburne Social-i1.djustment Inventory, 390. Wasserman Test, 173. Wechsler-Bellevue, 127, 129, 148, 149, 152, 328. Wechsler Intelligence Scale for Children, 139. Weekly Reader Reading Test, 363. Western Electric h-B Jludiometer, 56, 90. Willoughby Emotional Maturity Scale, 95, 98, 351.
Witt,y-Kopel Interest Questionnaire, 207.
Wrenn's Study Habits Inventory, 00, 95, 96, 98,138, 328, 351, 448.
Wrightstone and O'Toole's Prognostic Tests of Mechanical
Abili ties, 332. Yale Personnel Test II, 75. Yale Scholastic Aptitude Test, 75.