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Jennifer C. Greene: Advances in Mixed-Method Evaluation: The Challenges and Benefits of Integrating Diverse Paradigms

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Language Dominance: Annotated Bibliography

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Adams-Gary-L. (1984). Comprehensive Test of Adaptive Behavior. (ETS# TC013670) The Comprehensive Test of Adaptive Behavior was designed to be both a descriptive and prescriptive test. It assesses six skill categories and samples 497 male behaviors and 527 female behaviors. It is used for prescribing instructional objectives and sequences by teachers of retarded students. The purpose of the CTAB is to evaluate how well a retarded student is functioning independently in the environment. It provides information about the student's adaptive behavior level in comparison to handicapped and nonhandicapped peers. The CTAB was designed for accountability and fits well into the Individualized Education Plan (IEP) process. Subtests: Self-Help Skills; Home Living Skills; Independent Living Skills; Social Skills; Sensory and Motor Skills; Language and Academic Skills. Age Range: AGE 0-17, Adults. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.

American College Testing Program, Iowa City, IA. (1988). ACT Proficiency Examination Program: Reading Instruction, Application. (ETS# TC017884) The ACT Proficiency Examination Program (PEP), is designed to grant credit in college level coursework for learning taking place outside the college, as through advanced high school courses, service experience, correspondence courses, or home study. Content covered is similar to that of a master's degree level course. Completion of basic courses in reading education is expected. For this examination the student is tested for evidence of knowledge, and understandings concerning: reading and writing as language processes; measurement, assessment and evaluation; teaching of reading; instructional materials; professional role. Content of the examination refers to developmental, corrective and remedial reading instruction applied to readers in the elementary and secondary schools, and severely disabled readers. Consists of five case studies with related questions. The examinee develops an intervention for the reading problem described in each case. Number of Test Items: 5. Testing Time: 360 minutes. Age Range: Adults. Grade Level(s): Higher Education. Contact: American College Testing Program, Proficiency Examination Program; P.O. Box 4014; Iowa City, IA 52243.

American College Testing Program, Iowa City, IA. (1989). ACT Proficiency Examination Program: Reading Instruction, Theoretical Foundations. (ETS# TC017882) The ACT Proficiency Examination Program (PEP), is designed to grant credit in college level coursework for learning taking place outside the college, as through advanced high school courses, service experience, correspondence courses, or home study. Content covered is similar to that of a master's degree level course. Completion of basic courses in reading education is expected. For this examination the student is tested for evidence of knowledge, and understandings concerning: reading and writing as language processes; assessment and evaluation; preparation, content and implementation in teaching of reading, professional development. Number of Test Items: 150. Testing Time: 180 minutes. Age Range: Adults. Grade Level(s): Higher Education. Contact: American College Testing Program, Proficiency Examination Program; P.O. Box 4014; Iowa City, IA 52243.

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Barber-Gertrude-A, & Others. (1978). D.A.L.E. System Developmental Assessment of Life Experiences: An Inventory to Assess Competencies in Community Living. (ETS# TC010896) Checklist for recording the quantity and quality of behaviors necessary in institutional, transitional or group home settings for exceptional individuals. Level I lists tasks for severely and profoundly mentally retarded subjects. Level II lists tasks for higher functioning behaviors. Subtests: Sensory Motor; Language; Self-Help; Cognition; Socialization; Personal Hygiene; Personal Management; Communication Skills; Residence/Home Maintenance; Community Access. Number of Test Items: 642. Age Range: AGE 6-17, Adults. Contact: Gertrude A. Barber Center, Inc.; 136 East Avenue, Erie, PA 16507.

Barr, Mary A., & Syverson, Margaret A. (1997 Test Type: Portfolio Content: Reading/Writing in L1 and L2 Language: Mult. Lang. See Abstract Target Population: English only, Native speaker of Any L2 Grade Level: K,1,2,3,4,5,6,7,8,9,10,11,12). The Learning Record Assessment System. (ETS# TC019737) The Learning Record Assessment System™ is an expanded form of the Primary Language Record that can be used with Grades K-12. Adapted with permission from the Centre for Language in Primary Education in London, it is a descriptive instrument designed to record the progress of students in all grades in the areas of listening, speaking, reading and writing. This sort of record can be helpful to a student s future teachers who are not yet acquainted with the student s level of progress, and is a source of information for school administrators and parents. Part A of the Record is completed early in the school year and is a summary of the conferences between teacher and parents about the student s language activities at home, as well as a conference between the teacher and student about her uses of language and his learning interests. In the middle of the year, the teacher (and as she matures, the student) completes Part B by commenting on how the student uses speech in a variety of environments and how well the student is reading and writing according to the performance scales provided. At the end of the year, parents are given the opportunity to comment on the Record in Part C, and the teacher and student have a conference in which the student evaluates his own progress. A final section is available for comments to update the student s record of achievement. A data collection instrument on which teachers (and older students) record their observations accompanies the Record and prompts teachers to comment on the social contexts of interaction, the strategies the student uses in reading and writing, and the student s remarks and attitudes to various language tasks. This is both a descriptive and a quantifiable instrument. It is being used as both an informal measurement and a formal one. Validity and reliability reports are published annually by the Center for Language in Learning in print and on the Center s web site: http://www.learningrecord.org/lrorg Test Name: The Learning Record Assessment System

Bass-Willard-P. (1977). Test of Language Dominance. ELNAS Version. Revised Edition. (ETS# TC009815) Measures a child's proficiency in each of two languages and compares proficiency to determine language dominance. Both receptive and expressive skills are measured in Spanish-English and Navajo-English. Subtests: Receptive Skills (English); Receptive Skills (Spanish); Expressive Skills (English); Expressive Skills (Spanish). Age Range: AGE 5-8. Contact: Southwest Research Associates; P.O. Box 4092; Albuquerque, NM 87106.

Beringer-Marjorie-L. (1976). Ber-Sil Spanish Test, Revised Edition. (ETS# TC013720) Developed as an individual screening instrument to evaluate Spanish speaking children in southern California. Non-Spanish speaking examiner can observe the way the child responds to his or her native language. Test is divided into three sections: vocabulary, action responses to directions, and visual-motor activity involving writing and drawing. Directions and vocabulary are on tape. Test assists examiner in determining direction for further study of child. Test was developed in response to California legislation mandating that child be screened for language dominance before an approved intelligence test could be administered and before child can be placed in a special education program. Number of Test Items: 118. Testing Time: 30; approx minutes. Age Range: AGE 5-11. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: The Ber-Sil Company; 3412 Seaglen Drive, Rancho Palos Verdes, CA 90274.

Beringer-Marjorie-L. (1984). Ber-Sil Spanish Test, Secondary Level, Revised. (ETS# TC013721) Developed as a quick individual screening test to evaluate Spanish speaking secondary students in southern California. Test was developed in response to state legislation mandating that child be screened for language dominance before an approved intelligence test can be administered and before child can be placed in a special education program. Test assesses knowledge and ability in four areas of Spanish: vocabulary, grammar, punctuation and spelling. Also assesses knowledge of basic processes in mathematics. Can be administered by non-Spanish evaluators, using a cassette tape. The test is also available in Tagalog or Ilokano (Philipine). Number of Test Items: 175. Testing Time: 45; approx minutes. Age Range: AGE 13-17. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: The Ber-Sil Company; 3412 Seaglen Drive, Rancho Palos Verdes, CA 90274.

Bernard Cohen Research and Development Inc., New York, NY., INSTITUTIONAL, Cohen-Bernard., & Bernard Cohen Research and Development Inc., New York, NY. (1980). Language Assessment Umpire. (ETS# TC010751) Designed for use with Bilingual Students. This individual diagnostic test identifies language dominance, based on cognitive criteria, from a choice of eight languages: English, Spanish, French, Italian, Portuguese, Tagalog, Creole, Chinese (Cantonese), Korean, Samoan and Armenian. All subtests are not used with all languages. Subtests: Sentence Memory; Associations; Antonyms; Digits Reversed. Number of Test Items: 94. Testing Time: 5-15; Approx minutes. Age Range: AGE 5-13. Contact: Santillana Publishing Co., Inc.; 901 West Walnut Street, Compton, CA 90220-5109.

Brigance-Albert-H. (1981). Brigance Diagnostic Inventory of Essential Skills. (ETS# TC010893) Criterion-referenced measure designed for use with special needs students in secondary programs for assessment, diagnosis, record keeping and instructional planning. Covers basic academic and applied skills relevant to functioning as citizen, consumer, worker and family member. Ten rating scales cover traits, behaviors, attitudes and skills. Subtests: Reading; Language Arts; Mathematics; Life Skills. Number of Test Items: 3887. Grade Level(s): 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Curriculum Associates, Inc.; 5 Esquire Rd., North Billerica, MA 08162.

Brigance-Albert-H. (1983). Brigance Diagnostic Assessment of Basic Skills, Spanish Edition. (ETS# TC012161) A diagnostic assessment designed for use with Spanish-speaking, elementary-aged children. Designed to determine functioning level in Spanish; learning problems and language barriers; and basic skills. The items were translated into Spanish from the Brigance Diagnostic Inventory of Basic Skills (TC011925). Several items are provided in English and Spanish to aid in determining language dominance. Subtests: Readiness; Speech; Functional Word Recognition; Oral Reading; Reading Comprehension; Word Analysis; Listening; Writing and Alphabetizing; Numbers and Computation; Measurement. Number of Test Items: 102. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: Curriculum Associates, Inc.; 5 Esquire Road, North Billerica, MA 01862-2589.

Bruininks, Robert-H, & Others. (1984). Scales of Independent Behavior: Woodcock Johnson Psycho-Educational Battery, Part 4. (ETS# TC013356) The Scales of Independent Behavior (SIB) is a wide-age-range; comprehensive set of tests for measuring functional independence in motor development, social development, language, self-help, and community adaptation. The tests are individually administered through a structured interview, and norms are provided from the infant level to the mature adult level. SIB includes 14 subscales of developmental and social independence, a short form scale, an early development scale, and a measure of problem behaviors. There are a total of 226 items although the short form contains 32 tasks selected from all of the 14 sub-scales. This form is designed for use when a brief, overall screening or evaluation is appropriate. The administration time is approximately 10-15 minutes. The scale used gives 4 ratings: 0 for never or rarely performs the task to 3, does the task very well always or almost always. An Early Development (ED) Scale is provided. This scale is designed for use with subjects whose development level is below approximately 2 1/2 years of age. There are 32 tasks in this scale sample from 12 of the 14 developmental areas. This scale may be particularly suitable for assessing the development of young children and of severely and profoundly handicapped children and adults. The administration time is approximately 10 to 15 minutes. In addition to evaluating functional independence and adaptive behavior, the SIB includes a scale for identifying problem behaviors that often limit personal adaptation and community adjustment. The SIB is statistically linked to the Woodcock-Johnson Psycho-educational Battery. The SIB may be administered and interpreted independently of the Woodcock-Johnson. Subtests: Gross-Motor Skills; Fine-Motor Skills; Social Interaction; Language Comprehension; Language Expression; Eating and Meal Preparation; Toileting; Dressing; Personal Self-Care; Domestic Skills; Time and Punctuality; Money and Value; Work Skills; Home/Community Orientation; Problem Behaviors. Number of Test Items: 226. Testing Time: 60; approx minutes. Age Range: AGE 0-17, Adults. Contact: Riverside Publishing Co., 8420 Bryn Mawr Avenue, Chicago, IL 60631-3476.

Burt-Marina-K, & Others. (1975). Bilingual Syntax Measure. (ETS# TC006175) Designed to measure childrens' oral proficiency in English and/or Spanish grammatical structure by using natural speech as a basis for making judgments. The test is available in both English and Spanish. Grade Level(s): K; 1; 2. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.

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Contact: California Learning Record, Center for Language in Learning, 10610 Quail Canyon Road, El Cajon, CA 92021.

Caldwell-Bettye-M, & Bradley-Robert-H. (1979). HOME Inventory Scale for Families of Preschool Age Children. (ETS# TC012417) Designed to assess the quantity and quality of intellectually stimulating behavior available to the preschool child in his or her home. The child's relationship with the parent is observed. Subtests: Stimulation Through Toys, Games and Reading Materials; Language Stimulation; Physical Environment; Pride, Affection and Warmth; Stimulation of Academic Behavior; Modeling and Encouraging of Social Maturity; Variety of Stimulation; Physical Punishment. Number of Test Items: 55. Testing Time: 60; approx minutes. Age Range: AGE 3-6. Contact: Center for Child Development and Education; University of Arkansas at Little Rock, 33rd & University Ave., Little Rock, AR 72204.

Caldwell-Bettye-M, & Others. (1984). Home Observation for Measurement of the Environment, Revised Edition. (ETS# TC013755) The Home Observation for Measurement of the Environment was developed to assess the quality of a child's environment. The Inventory is administered by a person who goes into the home when the child is awake and can be observed in the normal routine for that time of day. There are two forms: one is for infants and toddlers, ages 0-3 years, and the other for preschoolers, ages 3 to 6 years; the one for infants and toddlers contains 45 items and the version for older children has 55 items. There is no standard interview used to get information to score the items and the interviewers are free to use their own techniques although it is essential to find out how the mother or caretaker feels and what she does with her child. The areas covered in the interview deal with trips out of the home and visits into the home, toys that are available to the child, the way the family arranges the daily routine, and discipline. Testing Time: 60; approx minutes. Age Range: AGE 0-6. Contact: University of Arkansas at Little Rock; Center for Child Development and Education, 33rd and University Avenue, Little Rock, AR 72204.

Carew-Jean-V, & Others. (1981). Child-Focused Toddler and Infant Experiences: Revised Form. (ETS# TC011109) Observational coding system describing infant and toddler experiences pertaining to socio-emotional and intellectual development in normal settings such as home or day-care center. Includes coding of child's solitary behavior. Said to be free of cultural bias. Broad coding categories allow interpretation of behavior. Subtests: Activity; Interaction Type; Facilitate by Interactor; Language by Interactor; Child Mobility; Source of Activity; Control by Interactor; Emotion by Interactor; Media; Mastery by Child; Individualization; Issue of Control; Language by Child; Music; Caregiver Location; Identity of Interactor; Emotion by Child; Objects. Age Range: AGE 1-3. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Caso-Adolph. (1981). Caso Two Language Battery of Tests. (ETS# TC011453) Used with limited English speaking or native language proficient students and adults to assess oral proficiency, written comprehension, initial letters and spelling, and reading, listening and writing skills. Goals include determining extent of native and English language skills and proficiency, to establish current language dominance, to determine point of bilinguality, to help determine LAU categories, to help diagnose weak and strong language points, to help discover motor and/or other handicaps or disabilities, to evaluate rate of language acquisition and/or loss, to make available quick visual comparison between levels of proficiency of native language and English, to help make placement decisions, to help make program exit decisions. The Oral Proficiency section is optional. Test is available in English-Spanish, English-Italian, English-Portuguese, English-Vietnamese, English-French, English-German, and English-Cambodian. Administrator does not need to be proficient in the language. Subtests: Phonetics; Comprehension Situations; Writing; Oral Proficiency. Testing Time: 21 minutes. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Branden Press Publishers; 17 Station Street, Box 843; Brookline Village, MA 02147.

Caso-Adolph. (1983). Bilingual Two Language Battery of Tests. (ETS# TC016259) The Bilingual Two Language Battery of Tests (BTLBT) is criterion-referenced. It can be given to any pupil who has any proficiency in his/her native language, in English, or in one language only. It can be used to determine LAU categories, and point of bilinguality. Instruction is given by tape, therefore administrator needs no language proficiency. Scoring is standardized. Can also be used to determine extent of native and/or English language skills and proficiency, to establish current language dominance, to diagnose language strengths and weaknesses, to screen for motor and/or other handicaps or disabilities, to evaluate rate of language acquisition or loss, to make quick comparisons between levels of native language and English language proficiency, to aid in program placement decisions and program exit decisions. Testing Time: 40; approx minutes. Age Range: AGE 5-17, Adults. Contact: Branden Press; 21 Station Street, P.O. Box 843; Brookline Village, MA 02147.

Chicago Area Bilingual Centers, IL. (1974). Bilingual Center Parent Questionnaire. (ETS# TC007839) Designed to assess the attitudes of parents, whose children attend the Chicago Area Bilingual Centers, toward the centers themselves. Questions are included which gather information on dominant language, language used in various situations and communication ease in English. Forms are available in English, Greek, Chinese, Arabic, Italian, Korean, Japanese and Tagalog. Subtests: Background and Language; About the Bilingual Center; Parents Feelings. Number of Test Items: 38. Age Range: Adults. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Clark, John L. D., & Li, Ying-che (1992). Chinese Proficiency Test (CPT). (ETS# TC019989) The Chinese Proficiency Test is designed to evaluate the levels of proficiency in Chinese attained by American and other English-speaking learners of Chinese. It is intended for examinees who have completed or are completing at least two years of regular college-level instruction in Chinese (or an equivalent number of contact hours in high school). In general, students at any level above second year high school who speak Chinese at home will find the CPT more appropriate. It consists of a listening comprehension section (through a tape recording) where a variety of spoken passages in Chinese will be given (spoken by native Chinese speakers speaking Mandarin) and a reading comprehension section where a variety of printed materials ranging from single sentences to paragraph length material are provided. The test is in multiple-choice format with 150 questions and options written in English. The testing time is two hours. (JW) Materials: 1. Combined Examinee Handbook 2. Combined Test Interpretation Manual Contact: Center for Applied Linguistics, 1118 22nd Street, NW, Washington, DC 20037.

Crane-Barbara-J. (1978). Crane Oral Dominance Test: Spanish/English. (ETS# TC015231 ) Instrument used to determine the dominant language of elementary and high school pupils who speak both English and Spanish. Eight words are read to the pupil, each word being said twice. Four of the words are Spanish words and four are English. The pupil then is asked to recall the words he or she has been presented. This procedure is repeated eight times, using different words each time. Examines the number of words recalled which were Spanish and the number which were English. Also notes the number of times the pupil translates a Spanish word into English and vice versa. The results of these observations determine which language is dominant for the pupil. A list of questions concerning language use at home is also presented to the pupil. With modifications the test may be administered to preschool children. Number of Test Items: 8. Testing Time: 20; approx minutes. Age Range: AGE 4-17, Adults. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Crane Publishing; 1301 Hamilton Avenue, P.O. Box 3713; Trenton, NJ 08629.

Critchlow, Donald E. (1996). Dos Amigos Verbal Language Scales. (ETS# TC020024) The Dos Amigos Verbal Language Scales is a screening and diagnostic language test for children that is designed to reveal the comparative development of a child's English and Spanish and identify the child's dominant language. It also serves as a screening instrument to determine if further evaluation is needed. The test consists of two separate scales, English and Spanish, each of which contains a list of 85 stimulus words and their opposites, arranged in ascending order of difficulty. The child gives the opposite of the stimulus words for each scale. The test is an individual test that can be given and scored in approximately 10 minutes for each scale. It yields a separate measure of the child's language development in English and Spanish. The test may be administered by any person who has a reading and speaking knowledge of Spanish and English. Comparative data and cutoff scores for different ages are provided and any child who scores below the cutoff in both English and Spanish should be evaluated further to determine whether the problem lies with the child's language skills or overall cognitive ability. (JL) Materials: 1. Manual 2. Scale Contact: Academic Therapy Publications, 20 Commercial Boulevard, Novato, CA 94949-6191.

Critchlow-Donald-E. (1974). Dos Amigos Verbal Language Scales. (ETS# TC007545) Designed to determine cognitive level of language functioning, in both English and Spanish, among individual students. Useful where mixed language proficiency exists to determine child's dominant language. Reveals comparative scores in Spanish and English development, and identifies functional language levels. Examiner must be fluent in both English and Spanish. Number of Test Items: 170. Testing Time: 20; approx minutes. Age Range: AGE 5-13. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: United Educational Services; P.O. Box 1099; Buffalo, NY 14224.

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Dailey-John-T. (1977). Language Facility Test. (ETS# TC011521) Measures ability to use oral language independent of vocabulary information, pronunciation and grammar. May be administered in Spanish, sign language, or other languages or dialects and scored by same basic scale and criteria. Particularly valuable with individuals whose family language experiences have been atypical. Test plates have copyright date of 1965. Number of Test Items: 12. Testing Time: 10 minutes. Age Range: AGE 3-15. Contact: Allington Corpp. P.O. Box 125; Remington, VA 22734.

Dial, Jack, & Others (1986). Survey of Functional Adaptive Behaviors. (ETS# TC017872) An assessment for disabled persons of residential, daily living, academic and vocational skills. Individual's skill level may be observed or inferred from sources such as interviews, behavioral observation and case history. The individual is rated on a scale ranging from zero, which indicates task not performed (unable or unwilling), one, which indicates the task is performed inadequately or requires assistance, or two, which indicates task is performed independently (accommodations permitted). Independent performance represents normal, acceptable skills (or behavior) for adults living in the community. This instrument is divided into four sections. Section I items pertain to the basic skills necessary for adjustment in the home or residential setting. Section II items pertain to basic skills necessary for adjustment in the community setting. Section III items pertain to basic academic, language and problem solving skills. Section IV items pertain to basic skills and behaviors associated with many areas of vocational functioning. Subtests include: Personal Management (Self-Care); Home Management Skills; Functional Skills; Community Resources Skills; Travel Skills; Numerical Reasoning and Mathematics Skills; Functional Language, Literacy and Writing Skills; Physical Ability Skills; Vocational Behaviors Skills. (TJS) Materials: 1. Survey Contact: McCarron-Dial Systems; PO Box 45628, Dallas, TX 75245

Dunn-Lloyd-M, & Others. (1986). Test de Vocabulario en Imagenes Peabody: Adaptacion Hispanomerica. (ETS# TC014811) This measure of Spanish hearing vocabulary is a version of the Peabody Picture Vocabulary Test developed for use with Spanish speaking children and adolescents. It was standardized in Puerto Rico and Mexico. The manual is available in both Spanish and English. When it is used as an achievement test, it may be used to show student progress when Spanish is the language of instruction or when assessing proficiency in Spanish as a second language. It may be used as a screening test of scholastic aptitude when Spanish is the language of the home and community and when Spanish is the language of instruction. It is individually administered and does not require reading, verbal or written responses. Also said to be useful for screening at the kindergarten and first grade level for follow-up assessment, to determine language of instruction for bilingual children. The examinee points to one of a series of plates in response to an oral stimulus. Norms for Hispanic children and youth on the U.S. mainland will be developed if examiners volunteer to test a group of these students. Number of Test Items: 125. Testing Time: 15 minutes. Age Range: AGE 2-17, Adults. Contact: American Guidance Service; Publishers' Building, Circle Pines, MN 55014.

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Education., Missouri Department of Elementary and Secondary (1978). Missouri Kindergarten Inventory of Developmental Skills, Revised. (ETS# TC015501) Designed for use in screening children prior to entrance into kindergarten. Norms are based on a representative sample of children drawn from within the state. This version is for use with children aged 54-72 months and can be given in the spring or summer preceding kindergarten or at entrance. See the Alternate Form (TC 015502) for a version beginning at 48 months. A parent questionnaire elicits information about the child at home. Subtests: Number Concepts; Language; Verbal Concepts; Paper and Pencil Skills; Auditory and Visual Skills; Gross Motor Skills. Testing Time: 35 minutes. Age Range: AGE 4-6. Grade Level(s): K. Contact: University of Missouri-Columbia; Center for Educational Assessment, 403 South Sixth Street, Columbia, MO 65211.

Education., Missouri Department of Elementary and Secondary (1981). Missouri Kindergarten Inventory of Developmental Skills, Alternate Form. (ETS# TC015502) A version of the original test (see TC 015501) designed for use at an earlier age level (48 months to 72 months). It is also for screening children prior to entrance into kindergarten. Norms are based on a representative sample of children drawn from within the state. May be given in the spring or summer preceding kindergarten or at entrance. A parent questionnaire elicits information about the child at home. Subtests: Number Concepts; Language; Verbal Concepts; Paper and Pencil Skills; Auditory and Visual Skills; Gross Motor Skills. Testing Time: 35 minutes. Age Range: AGE 4-6. Grade Level(s): K. Contact: University of Missouri-Columbia; Center for Educational Assessment, 403 South Sixth Street, Columbia, MO 65211.

Educational Testing Service, Princeton, NJ (1994). Scholastic Assessment Tests I and II (SAT). (ETS# TC019350) The Scholastic Assessment Tests consist of the SAT I: Reasoning Test and SAT II: Subject Tests. The SAT I has a total of seven verbal and math sections, one of which is not scored and is used to put scores on the SAT scale and to develop future tests. The SAT I takes 180 minutes to complete. The SAT I consists of verbal and mathematics sections. In the verbal section, there are critical reading questions and other verbal questions (analogies, sentence completion). This reflects an increased emphasis on critical reading. The mathematics section covers arithmetic reasoning, algebraic reasoning, geometric reasoning, and miscellaneous reasoning. Students may use calculators when answering questions in the mathematics section, if they wish. The SAT II: Subject Tests replaces the tests formerly known as the College Board Achievement Tests. The SAT II measures students' knowledge or skills in a particular subject and the ability to apply that knowledge. The tests fall into five general categories: English, History and Social Studies, Mathematics, Sciences, and Foreign Languages. Each subject test takes 60 minutes to complete and consists of multiple-choice questions, except for the writing test which consists of a 20-minute essay and 40 minutes of multiple-choice questions. The subject tests are writing, literature, American history and social studies, world history, mathematics level I, mathematics level IIC (with calculator), biology, chemistry, physics, Chinese with listening, French, French with listening, German, German with listening, modern Hebrew, Italian, Japanese with listening, Latin, Spanish, Spanish with listening. The English Language Proficiency Test (ELPT) is also part of SAT II. ELPT is usually taken by students in American high schools whose primary language is not English and who have completed two to four years of English language instruction in an English as a Second Language (ESL) course or students who usually speak a language other than English at home. THe ELPT assesses the ability to use English in academic and everyday situations. It is a 60-minute test consisting of 2 42-item parts with multiple-choice questions. It covers listening and reading skills. ELPT scores are used by institutions of higher education to make admissions and placement decisions and by community colleges for assessment purposes.(MH) Materials: 1. Taking the SAT II subject tests, the official guide to the new SAT II: Subject Tests, May and June 1994 2. The New SAT I: Reasoning Test, a preview of the test coming in 1994, c. 1993 3. Mathematics Practice Questions for the new PSAT/NMSQT and SAT I: Reasoning Test, c. 1992 4. Verbal Practice Questions for the New PSAT/NMSQT and SAT I: Reasoning Test, c. 1992 5. Counselor's handbook for the new SAT program, answers to your questions about the SAT I: Reasoning Test and SAT II: Subject Tests, March 1994 through March 1995, a supplement to the SAT program guide 6. Admission officer's handbook for the new SAT program, answers to your questions about the SAT I: Reasoning Test and SAT II: Subject Tests, March 1994 through March 1995, a supplement to the SAT program guide 7. Counselor's handbook for the new SAT program, answers to your questions about the SAT I: Reasoning Test and SAT II:Subject Tests, September 1994 through March 1995, updated September 1994, a supplement to the SAT Program Guide 8. Taking the Achievement Tests 1993-94, c. 1993 9. Instructions for administering the SAT I: Reasoning Test to Students with Learning Disabilities, c. 1994 10. Brochure, "A Completely Redesigned SAT Will Be Administered Beginning in the Spring of 1994" 11. Taking the SAT II Subject Tests, 1995-1996 12. Registration bulletin, 1996-97 International 13. ELPT, practice test 14. AN introduction;the new SAT II: English Language Proficiency Test 15. Brochure: SAT Program: Taking the SAT II Subject Tests, 1996-97 16. Brochure: English Language Proficiency Testing: ELPT or TOEFL 17. Understanding scores from the ENglish Language Proficiency Test, green brochure 18. Understanding scores from the ENglish Language Proficiency Test, pink brochure 19. sample score report for ELPT 20. Tables 3 and 4: SAT scores received by ELPT Test Takers at each proficiency level and SAT scores received byELPT test takers at each total scaled score 21. Table 5: ELPT percentiles, means, standard deviations, and SEMs for the November 1995 administration 22. audiotape ELPT practice test 23. Audiotape: Korean with listening pilot test 24. Admission staff: handbook for the SAT program, 1996-97 Contact: Educational Testing Service, Rosedale Road, Princeton, NJ 08541.

El Paso Public Schools, TX. (1979). Oral Language Proficiency Measure. (ETS# TC013942) A measure of students' proficiency in Spanish and English that elicits speech in each language and compares it to the performance of bilingual and monolingual students. Can be used to determine language dominance, as a placement test for grouping in English or Spanish as a Second Language classes, Spanish for Spanish Speakers, transfer of reading skills, and language arts. May be used as a rough diagnostic measure since it elicits specific structures. Should be administered and scored by those with native proficiency in the languages tested. Number of Test Items: 32. Testing Time: 7 minutes. Grade Level(s): 4; 5; 6. Contact: El Paso Independent School District; Business Office, 6531 Boeing Drive, El Paso, TX 79925.

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Frederickson-Charles. (1975). Short Tests of Linguistic Skills: Pilot Version Spanish-English. (ETS# TC007896) Measure has been developed in English and ten other languages by teachers and language specialists. Tests in other languages are not translations from the English version. Parallel format is used throughout all the tests using the same linguistic areas, subtests, and parallel selection of items. Items are culturally specific and language specific. Tests are available in Arabic, Chinese, Greek, Italian, Japanese, Korean, Filipino, Polish and Vietnamese as well as Spanish. Uses a contrastive linguistic approach to determine language dominance and proficiency of children bilingual in English and Spanish. Listening, reading and writing subtests are administered in groups. Speaking subtest is individually administered and requires about 8 minutes. Subtests: Listening; Reading; Writing; Speaking. Number of Test Items: 80. Testing Time: 90; approx minutes. Grade Level(s): 3; 4; 5; 6; 7; 8. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

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Gardner-James-M, & Breuer-Anne-Marie. (1984). California Adaptive Behavior Scale. (ETS# TC013870) Computerized assessment instrument to measure significant developmental milestones across 24 areas. Is applicable to gifted children as well as with severely and profoundly retarded persons. Behavioral items have age equivalencies ranging from less than one year to 19 years of age. Also provides estimates of school readiness and vocational readiness. Various versions are available including practitioner version, school version, workshop version, and residential version. Subtests: Toileting; Dressing; Fastening; Eating; Bathing; Grooming; Toothbrushing; Personal Interaction; Group Participation; Leisure; Receptive Language; Expressive Language; Gross Motor; Perceptual Motor; Prevocational; Work; Academic; Translocation; Money Handling; Personal Management; Home Management; Health Care; Community Awareness; Responsibility. Number of Test Items: 329. Testing Time: 15; approx minutes. Age Range: AGE 0-17, Adults, Older Adults. Contact: Planet Press Enterprises; P.O. Box 3477; Newport Beach, CA 92663-3418.

Gardner-Morrison-F. (1985). Receptive One-Word Picture Vocabulary Test. (ETS# TC013830) Individually administered, norm-referenced, untimed test developed to obtain an estimate of a child's one-word hearing vocabulary based on what child has learned from home and formal education. When used alone, provides a means for evaluating receptive vocabulary of those with expressive difficulties, such as bilingual, speech-impaired, immature and withdrawn, and emotionally or physically impaired children. Norms for the Receptive One-Word Picture Vocabulary Test and the Expressive One-Word Picture Vocabulary Test are equivalent. When both tests are used, comparison of results provides information about differences in these language skills that could be due to specific language impairment, language delay, bilingualism, non-stimulating home environment, cultural differences, learning difficulties or other factors to be investigated. Spanish Forms are also available to obtain an estimate of a child's Spanish vocabulary. Testing Time: 20; approx minutes. Age Range: AGE 2-11. Contact: Academic Therapy Publications; 20 Commercial Boulevard, Novato, CA 94947-6191.

Gardner-Morrison-F. (1990). Expressive One-Word Picture Vocabulary Test, Revised. (ETS# TC017307) Assesses a child's speaking vocabulary. Measures a child's verbal expression by means of a child's ability to make word-picture associations based on what the child has learned from home and from formal education. Can be used to screen for possible speech defects, or learning disorders, to estimate a bilingual student's fluency in English or to screen for school readiness or placement. The 1990 revision features new norms and standardization, larger test plates with improved illustrations and a revised format of the Individual Record Form. Test can also be used to assess expressive language of Spanish speaking children. Number of Test Items: 100. Testing Time: 10; approx minutes. Age Range: AGE 2-11. Contact: Academic Therapy Publications; 20 Commercial Boulevard, Novato, CA 94949-6191.

Gomez-Valdez-Christina. (1985). Bilingual Health and Developmental History Questionnaire. (ETS# TC016832) This parent interview was designed for use in obtaining a detailed case history of children referred to special education. It is used with parents whose home language is Spanish. Its purpose is to discover possible physical causes for problems observed in the school setting. Questions cover physical injuries, illnesses, defective hearing and other factors that could be responsible for school-related problems. Questions are given in both English and Spanish. The interview is not designed to be used as the sole instrument for determining special program placement. It should be used in conjunction with other appropriate measures. Number of Test Items: 31. Age Range: Adults. Contact: Academic Communication Associates; P.O. Box 6044; Oceanside, CA 92056.

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Harms-Thelma, & Clifford-Richard-M. (1989). Family Day Care Rating Scale. (ETS# TC016327) This scale is designed to assess the quality of family day care defined as that which is given in an individual's home for a small group of children, often including the provider's own children. Each scale item rates some aspect of day care according to four levels of quality: inadequate (does not even meet custodial care needs) to excellent (high quality personalized care). Reliability and validity information are provided. May be used for self-evaluation by care providers, for supervision and monitoring by agency staff, and for research and program evaluation. Subtests: Space and Furnishings for Care and Learning; Basic Care; Language and Reasoning; Learning Activities; Social Development; Adult Needs. Number of Test Items: 32. Age Range: AGE 0-5. Contact: Teachers College Press; P.O. Box 2032; Colchester, VT 05449.

Harris-Albert-J. (1958). Harris Tests of Lateral Dominance. (ETS# TC002743) Series of tests designed to assess hand dominance, eye dominance, and foot dominance. Designed for use in examining subjects with reading, spelling or writing disabilities, speech defects or neurological difficulties. Subtests: Knowledge of Right and Left; Hand Preferences; Simultaneous Writing; Handwriting; Tapping; Dealing Cards; Strength of Grip; Monocular Tests; Binocular Tests; Stereoscopic Tests; Foot Dominance. Age Range: AGE 7-17, Adults. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.

Harrison-Patti-L, & Others. (1990). AGS Early Screening Profiles. (ETS# TC017014) Nationally normed assessment battery that measures cognitive, language, motor, self-help/social, articulation, health development and the home environment of children aged two through six. Useful for identifying children who are at risk for later learning problems and for identifying potentially gifted children. Individually administered. Consists of three profiles supplemented by four surveys. Subtests: Cognitive/Language Profile; Motor Profile; Self-Help/Social Profile. Testing Time: 40; approx minutes. Age Range: AGE 2-6. Contact: American Guidance Service; Publishers Building, P.O. Box 99; Circle Pines, MN 55014-1796.

Henderson-Robert-W. (1967). College Interest Inventory. (ETS# TC003351) Measures student interest in college curricular areas. Designed to assist students in selection of college courses. Yields scores in areas of accounting, agriculture, biological science, business administration, civil engineering, education, electrical engineering, fine arts, foreign language, home economics, law, literature and journalism, mechanical engineering, physical science, and social science. Number of Test Items: 45. Grade Level(s): 9; 10; 11; 12; Higher Education. Contact: Psychological Development Center; 7057 W. 130th St., Parma, OH 44130.

Henderson-Ronald-W, & Others. (1972). Henderson Environmental Learning Process Scale. (ETS# TC007068) HELPS is designed to measure characteristics of the home environment related to the intellectual and scholastic performance of young children. The interview schedule elicits information on the aspiration level of the home, the range of environmental stimulation available to the child, the parental guidance or direct teaching provided, the range of adult models available, and the nature of reinforcement practices used to influence the child's behavior. Both English and Spanish forms of the scale are available and the interview is conducted in the language of choice of the respondents. Number of Test Items: 55. Testing Time: 30; approx minutes. Age Range: Adults. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Herbert-Charles-H. (1979). Basic Inventory of Natural Language. (ETS# TC008359) A criterion-referenced language assessment system designed to measure language dominance, fluency, complexity of language, and language development or growth. Forms A and B are kits designed for grades K-6. Forms C and D are kits designed for grades 7-12. Computer scoring and analysis are available. Tests may be scored in 32 different languages. May be administered to groups or individuals. Found to be particularly useful in bilingual, English as a second language, and language development programs. Also used in speech and language remediation programs by therapists and language specialists. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: CHECpoint Systems, Inc.; 1520 N. Waterman Avenue, San Bernardino, CA 92404.

Hewitt Research Foundation, Washougal, WA (1987). Personalized Achievement Summary System. (ETS# TC017915) This testing program is designed for use as a standardized evaluation of home-schooled students in grades 3-8. It is administered through the Hewitt Research Foundation which develops and scores the tests. Their departure from the production of tests to fit a grade level requires students to be tested at one of eight overlapping levels of achievement as determined by a placement test. The Foundation's level system assigns the most appropriate test to a student and translates results into a common scale called Rasch Units designed for use in calculating norms and identifying the progress of the student. Test items are from a large item bank with over 11,000 field-tested items calilbrated to stable longitudinal scales. Items are periodically recalibrated. Items cover reading, mathematics, and language usage. The tests are linked to the Metropolitan Achievment Tests in order to provide national norms. Specially developed Hewitt Research Foundation norms compare the child to other home-schooled students. Tests may be administered by a parent or other responsible person although certain states do not recognize the results of tests unless they are administered by a certified teacher. Not all states recognize the PASS as acceptable for home-schooled children. (ADM) Materials: 1. information packet 2. placement test, reading, grade 3 3. placement test, reading, grade 5 4. placement test, reading, grade 8 5. level tests, upper grades, mathematics, form W 6. level tests, lower grades, mathematics, form E 7. level tests, reading, form H 8. level tests, language, form M Contact: Hewitt Research Foundation; P. O. Box 9, Washougal, WA 98671

High/Scope Educational Research Foundation, Ypsilanti, MI. (1987). Child Observation Record and Child Assessment Record. (ETS# TC017118) This Child Assessment Record (CAR) is an evaluative tool designed to help the teaching team record anecdotes of children's development. It provides a systematic way of assessing children's growth and helps teachers as they plan to meet the needs of the individual child and the groups as a whole. This tool can serve as the primary source of information for those who are completing The Child Observation Record (COR). COR, which is also an evaluation instrument, assesses the educational progress of individual children and/or groups; the curriculum as a whole and/or specific areas; the specific characteristics of the children being served; the changes over time and/or single points in time; and as part of an assessment profile and/or alone. Parents, staff, administrators, funding sources, and researchers and program evaluators who are interested in the educational progress of the children and the effectiveness of high/scope curriculum are those to whom the COR results would be relevant. Subtests: Social/Emotional Development; Using Language; Seriation; Temporal Relations; Representing; Number Concept; Movement Classification; Spatial Relations. Number of Test Items: 32. Age Range: AGE 3-5. Contact: High Scope Press; 600 North River Street, Ypsilanti, MI 48198.

Hodder & Stoughton, Sevenoaks, Kent. (1986). Graded Assessment in Modern Languages: French. (ETS# TC810742) Part of a program of graded assessment in a range of subjects. This particular program measures achievement in learning the French language. Intended for students ages 11-16 in order to encourage and reward students' achievement, to enable teachers to monitor students' progress, and to build students' confidence - enabling them to take responsibility for their own progress. Divided into eight levels, levels 1 and 2 are appropriate for all students at the first stage of learning, and include the following modules: introducing myself, family and home life, school life, finding the way, using public transport, shopping for food/drink/presents, shopping for clothes, at the cafe, going out, and holidays and free time. Subsequent levels develop these themes into more sophisticated areas of language. Age Range: AGE 11-16. Contact: Hodder & Stoughton; Mill Road, Dunton Green, Sevenoaks, Kent TN13 2YA.

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Kirsch-Irwin, & Jungeblut-Ann. (1986). Young Adult Literacy Assessment: Background and Activity Questionnaire. (ETS# TC017647) A background and attitude questionnaire designed as part of a National Assessment of Educational Progress profile on the literacy of 21- to 25-year-old Americans. Questionnaires are administered by an interviewer who asks the questions and records the responses. Items deal with family background, respondent characteristics, educational attainment, educational barriers, literacy and work, literacy and home/community, and literacy practices, including leisure reading. Following administration of the questionnaire, respondents participate in simulation tasks and an oral language interview, which are described in detail in the source report. Results enable researchers to understand the extent of literacy problems among young adults. Technical data are included. Number of Test Items: 124. Age Range: Adults. Contact: Kirsch, Irwin; Jungeblut, Ann. Literacy: Profiles of America's Young Adults: Final Report. Princeton, NJ: National Assessment of Educational Progress, 1986.

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LaForge-Rolfe. (1977). Interpersonal Check List. (ETS# TC015380) Designed for use in obtaining a self-description of personality as it relates to a small group environment. It is not to be used as a personality test, but only to stimulate group discussion. Part of a large kit of instruments that may be reproduced as needed (up to 100 copies) without permission. For use by human resources development professionals in educational and training activities. It is in non-technical language and no training is necessary for use. Scales are: dominant, submissive, hostile, loving. Number of Test Items: 134. Testing Time: 15 minutes. Age Range: Adults. Contact: University Associates; 8517 Production Avenue, San Diego, CA 92121.

Leavell-Ullin-W. (1961). Leavell Hand-Eye Coordinator Tests. (ETS# TC002351) Designed to determine cause of reading difficulties. If problem is due to confusion arising from lack of eye-hand coordination, exercises are suggested. Program is useful with mirror writers, non-verbal children, and reversal speech cases. Subtests: Hand Food Preference Tests; Eye Ear Preference Tests; Hand Dexterity Preference Test; Visual Imagery Pointed Objects; Visual Imagery, Incomplete Objects; Visual Imagery, Moving Objects. Age Range: AGE 8-14. Contact: Keystone View; 2212 East Twelfth St., Davenport, IA 52803.

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Martinek-Thomas-J, & Zaichkowsky-Leonard-D. (1977). Martinek - Zaichkowsky Self Concept Scale for Children. (ETS# TC008405) Designed to measure global self concept of children in grades one through eight. Nonverbal, culture free instrument which does not require reading ability nor an understanding of the English language. Subtests: Satisfaction and Happiness; Home and Family Relationships and Circumstances; Ability in Games, Recreation and Sports; Personality Traits and Emotional Tendencies; Behavioral and Social Characteristics in School. Number of Test Items: 25. Testing Time: 15; approx minutes. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8. Contact: Psychologists and Educators; P.O. Box 513; St. Louis, MO 63017.

Martinez-Paul-E. (1981). Home Environment Variable Questionnaire. (ETS# TC012589) The questionnaire was used to identify home environment variables which might predict academic achievement for 5th graders. The questions were given to the students' guardians and the students in bilingual-bicultural education programs in Espanola, New Mexico. The questionnaire covered parent level of education, family size, verbal interaction, learning materials in the home, encouragement of the child to read, parent aspirations toward education and future employment of the child, parental trust in school, home stability, and income levels. Number of Test Items: 44. Age Range: Adults. Contact: ERIC Reproduction Service; 3900 Wheeler Avenue, Alexandria, VA 22304 (ED 212421; 17 pages).

McCarney-Stephen-B. (1991). Preschool Evaluation Scale. (ETS# TC018122) A screening instrument to obtain developmental information for pre-school children. The Scales are divided into two separate forms based on age. One scale has 94 items and is used on children from birth through 35 months. The other scale has 85 items and is used on children ages 36 months through 72 months. Used to provide educators, diagnosticians, pediatricians, and psychologists with a profile development from birth to 60 months of age. Irregularities in normal development are easily determined in order to provide the most appropriate intervention plan to remediate or otherwise intervene. Can be completed by a parent or child care professional. The child should be rated by those with primary observational opportunities. May be used to rate a student at intervals throughout the school year. Can also be completed at the child's home or while other screening activities are taking place. Internal consistency, test-retest, diagnostic, and construct validity are documented and reported for the scale. Subtests: Large Muscle Skills; Small Muscle Skills; Cognitive Thinking; Expressive Language; Social/Emotional Behavior; Self-Help Skills. Testing Time: 20; approx minutes. Age Range: AGE 0-6. Contact: Hawthorne Educational Services, Inc.; 800 Gray Oak Drive, Columbia, MO 65201.

Mosychuk-Harry. (1969). Differential Environmental Process Variables Scale. (ETS# TC830305) A structured interview designed to be used with boys, from families with both parents living at home. The interview is administered to the boy's mother. It is intended to examine the home environment in terms of ten dynamic processes: academic and vocational aspirations and expectations of parents; knowledge of and interest in child's academic and intellectual development; material and organizational opportunities for the use and development of language; quality of language in the home; female dominance in child rearing; planfulness, purposefulness, and harmony in the home; dependency fostering-overprotection; authoritarian home; interaction with physical environment; and opportunity for and emphasis on initiating and carrying through tasks. Number of Test Items: 59. Testing Time: 90; approx minutes. Age Range: AGE 8-12. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

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National Council of State Boards of Nursing, Chicago, IL Nurse Aide Competency Evaluation Program (NACEP). (ETS# TC018583) The evaluation is used to assess the minimum competence of nurse aides to perform their jobs safely and effectively. It is sponsored by the National Council of State Boards of Nursing which conducted a job analysis of activities performed in nursing homes, home health care agencies, and hospitals. There are two parts to the examination: a written (or oral evaluation) and a manual skills (clinical performance) evaluation. The examination covers physical care skills (including basic nursing skills, basic restorative services and personal care skills) and psychosocial skills (including mental health and social needs and patient/resident rights). The written part consists of 75 multiple-choice questions. The performance part is situation-based and covers five tasks of varying levels of difficulty. Trained raters observe the task performance. There are machine scorable test booklets, alternative written forms, oral forms with audiotapes, and a Spanish language version with audiotape. All items are field tested and forms are equated. The recommended pass score is set by a panel of experts. The test is administered according to schedules set by either the Psychological Corporation or individual states or jurisdictions. (MH) Materials: No material. See publisher's catalog. Contact: Psychological Corporation, 555 Academic Court, San Antonio, TX 78204-2498.

New York City Board of Education, NY. (1982). Language Assessment Battery, 1982. (ETS# TC014112) A revised version of the Language Assessment Battery (1977, Riverside Publishing Company, Chicago) for use in the New York City Schools. It was designed to be of average difficulty for limited English speakers and separate norms are available for them and the English proficient student so that comparisons can be made for placement purposes. The test is group administered and multiple choice, except for the speaking subtest which is individually administered and requires free-response from the student to each of a series of line drawings. The Reading, and part of the Listening subtests use modified cloze procedure. The Writing subtest measures knowledge of language usage elements necessary for good writing. The Spanish version is not a translation but parallel in content, and is used to measure language dominance. Parallel forms are available to measure gain in proficiency. Times and numbers of items vary with levels. Subtests: Reading; Writing; Listening; Speaking. Number of Test Items: 130. Testing Time: 60 minutes. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Dr. Muriel M. Abbott; Board of Education of the City of New York, 110 Livingston Street, Room 738; Brooklyn, NY 11201.

Northwest Evaluation Association, Lake Oswego, OR. (1991). Menu Of Posible Contents For Classroom Portfolios: Language Arts. (ETS# TC018077) Menu serves as a collection of possible choices. Items can be selected from each section for use in a student's portfolio system. Primary students may need some teacher assistance in making selections. Student proficiency in selecting portfolio material at all grades will develop as they gain practice and confidence in portfolio use. A cover letter written by the student should be an integral part of the portfolio, since the value of the portfolio is often measured by the quality of the cover letter: what the student has internalized about his or her own learning. Instruments included in the menu are Reading Summary Sheet, which measures reading strategies, comprehension strategies, behavioral aspects of reading, and home/school strategies for reading growth; Holistic Criteria For Judging Narrative or Expository Retellings; Reading Attitude Inventory/Interview; Listening Awareness Assessment Questionnaire; Listening Profile; Speaking Skills Checklist: K-3; Time-Use Evaluation; Classroom Portfolio Assessment; and Student Portfolio, which includes subject area menus showing categories that exemplify the major types of curriculum and instructional goals. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Northwest Evaluation Association; 5 Centerpointe Drive, Lake Oswego, OR 97035.

Nurss, Joanne R. (1995). Metropolitan Integrated Performance Tasks. (ETS# TC019585) Metropolitan Integrated Performance Tasks were designed to assess children's developing levels of specific concepts and skills through age-appropriate thematic tasks in Language/Literacy and Quantitative/Mathermatics. It is a portion of the Metropolitan Early Childhood Assessment Program. Level One Tasks assess objectives taught in Prekindergarten or the beginning of Kindergarten. Level Two Tasks assess objectives usually taught at the end of Kindergarten or in the beginning of Grade One. (JW) Materials: 1. Preliteracy Inventory 2. Homer the Goose 3. Home Literacy Environment Inventory 4. Developmental Inventory 5. Parent Teacher Conference Report (3 Pages) 6. Classroom Literacy Environment Inventory 7. Teacher Observation Form for Integrated Performance Tasks 8. Integrated Performance Task Level 1 (1,2, Buckle My Shoe) 9. Integrated Performance Task Level 2 (Birthday Surprise) 10. Activity Cards for Buckle My Shoe (4) 11. Activity Cards for Birthday Surprise (4) 12. Directions for Administering Buckle My Shoe 13. Directions for Administering Birthday Surprise 14. Scoring Guide for Buckle My Shoe 15. Scoring Guide for Birthday Surprise 16. Four pages of pictures for level 2, Pizza 17. Integrated performance task, level 2, Pizza 18. Scoring guide with technical data, integrated performance task, level 2 19. Directions for administering integrated performance task, level 2, Pizza 20. Houses, level 1 21. Five sheets of pictures for Houses, level 1 22. Scoring guide with technical data, Integrated Performance Task, level 1 23. Directions for administering integrated performance task, level 1, Houses Contact: The Psychological Corporation, 555 Academic Court, San Antonio, TX 78204-2498.

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Psychological Corporation, San Antonio, TX. (1978). Bilingual Syntax Measure II. (ETS# TC008983) An extension of the Bilingual Syntax Measure. Measures language dominance (Spanish or English), structural proficiency in English as a second language, and the degree of maintenance or loss of basic Spanish structures. Number of Test Items: 26. Testing Time: 15; approx minutes. Grade Level(s): 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.

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Redlinger-Wendy-E. (1977). Language Background Questionnaire for the Bilingual Child. (ETS# TC012710) This questionnaire is designed for use in gathering information on the home linguistic background on both pre- and school-aged bilingual children. The questionnaire probes a series of demographic and environmental variables which define a bilingual child's sociolinguistic milieu, and is directed to the mother or the caretaker of the child. The questionnaire is appropriate for use by both researchers and educators in studying and evaluating language development in bilingual children. Age Range: AGE 2-12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 148 184; 21 pages).

Rescorla-Leslie. (1991). Language Development Survey. (ETS# TC018009) A screening instrument to identify expressive language delay in two year old children. It combines a vocabulary checklist with inquiries about the child's production of word combinations. The words on the checklist were chosen on the basis of data drawn from studies of early lexical development. Three hundred ten different words are arranged in 14 semantic categories, with a core set of high-frequency words that most children would say, as well as a variety of other words in each domain that are less common in early vocabularies. This list appears sufficient to cover a wide range of early vocabulary words without seeming overwhelming. This tool is designed to be used with children of about 24 months of age. However, it can provide useful information for many children in the age range from 18-to-30 months. Can be completed by a parent in a pediatric waiting room, in the home, or in a day care center. Testing Time: 10; approx minutes. Age Range: Adults. Contact: Leslie Rescorla; Department of Human Development, Bryn Mawr College, Bryn Mawr, PA 19010.

Rossetti-Louis. (1990). Rossetti Infant Toddler Language Scale. (ETS# TC017124) This criterion referenced instrument is designed to provide the clinician with a comprehensive tool that assesses the preverbal and verbal aspects of communication and interaction in the young child. It measures interaction-attachment, pragmatics, gesture, play, language comprehension, and language expression. The results from this assessment tool reflect the child's mastery of skills in each of the areas assessed at three-month intervals. Items are included only when they are considered chronologically appropriate and developmentally discriminating. This scale promotes the family's role as a full partner and may be administered in the home, diagnostic center, school, clinic, or hospital setting. Subtests: Interaction Attachment; Pragmatics; Gesture; Play; Language Comprehension; Language Expression. Age Range: AGE 0-3. Contact: LinguiSystems, Inc.; 3100 4th Avenue, East Moline, IL 61244.

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San Bernardino City Unified School District, CA. (1975). Language Dominance Survey. (ETS# TC009854) This five-part survey was designed to identify students with problems in the development of English and/or Spanish language skills and to identify the dominant home language. Covers aural-oral skills in grades K-1 and listening, speaking, reading, writing and home language usage in the upper grades. Subtests: Listening; Speaking; Reading; Writing; Home Language Usage. Number of Test Items: 37. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Shutt-D-L. (1976). Shutt Primary Language Indicator Test (Spanish-English). (ETS# TC008674) Designed to assess the child's primary language proficiency. Items are appropriate for Cuban, Puerto Rican, and Mexican-American children. Listening Comprehension in Spanish and English and Reading Comprehension in Spanish and English must be administered as individual tests by bilingual examiners. The reading comprehension tests are suitable only for students in grades three to six. Subtests: Listening Comprehension - Spanish; Listening Comprehension - English; Verbal Fluency - Spanish; Verbal Fluency - English; Reading Comprehension and Grammar - Spanish; Reading Comprehension and Grammar - English. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: McGraw Hill Book Co.; Webster Division, 1221 Avenue of the Americas, New York, NY 10020.

SKI HI Outreach, Logan, UT. (1978). Monthly Parent Advisor Evaluation Form. (ETS# TC013015) Designed to assess young child's progress at home in hearing-aid use and auditory and language development. Parental behaviors which may affect the child's progress are also assessed, as well as parental competency in managing child's hearing aid and encouraging language and auditory development. Instrument is also available from EDRS; PO Box 190, Arlington, VA 22210 (ED 162 451, 386 pages). Age Range: Adults. Contact: Home Oriented Program Essentials (HOPE); 1780 N. Research Parkway, Suite 110; Logan, UT 84321.

Skoczylas-Rudolph-V. (1971). Home Bilingual Usage Estimate. (ETS# TC007332) Designed to measure language usage in the home-family domain of students. Yields a single score which classifies subject as English dominant, English monolingual, apparent bilingual, Spanish dominant or Spanish monolingual. Adult is interviewed concerning child's home language environment. Testing Time: 6; approx minutes. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: R.V. Skoczylas; 7649 Santa Inez Court, Gilroy, CA 95020.

Southeastern New Mexico Bilingual Program, Artesia. (1972). Item Response Test. (ETS# TC009635) Questionnaire designed to determine if the student's responsiveness in Spanish and English has increased or decreased during the year's instruction. Based on the observation that due to cultural factors in the home, Spanish children are less willing to respond in class. Number of Test Items: 12. Grade Level(s): K; 1; 2; 3. Contact: Southeastern New Mexico Bilingual Program; Artesia Public Schools, 1106 West Quay Avenue, Artesia, NM 88210.

Southwestern Cooperative Educational Laboratory, Albuquerque, NM. (1975). Comparative Language Dominance Test. (ETS# TC009123) Designed as a comparative measure of language dominance in bilingual individuals ages 2 years to adults. Instrument is structured to sample concept identification in English and Spanish. Items are arranged in order of increasing difficulty. The manual suggests appropriate starting points for several age groups. Number of Test Items: 150. Testing Time: 20; approx minutes. Age Range: AGE 2-17, Adults. Contact: Southern Cooperative Educational Laboratory Publishers; 229 Truman, N.E., Albuquerque, NM 87108.

Spolsky-Bernard, & Holm-Wayne. (1973). Navajo-English Language Dominance Interview. (ETS# TC007342) An experimental instrument was developed to provide validity data on teacher rating in a study of the language use of Navajo children. The instrument should be administered by two bilingual interviewers, one of whom speaks only English while the other uses only Navajo during the interview. The test is administered to one child at a time. Number of Test Items: 24. Age Range: Adults. Grade Level(s): 1. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Spolsky-Bernard. (1970). Spanish-English Dominance Assessment Test. (ETS# TC007341) Designed to classify children who are bilingual in Spanish and English or monolingual in one of the above. Administrator of test and recorder should both be bilingual. Subtests: Entrevista Part A; Word Availability Part B; Interview Part C; Word Availability Part D; Taped Speech Sample Part E. Number of Test Items: 29. Testing Time: 10 minutes. Grade Level(s): 1; 2. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Stansfield, Charles W., & Others (1992). Preliminary Chinese Proficiency Test (Pre-CPT). (ETS# TC019993) The Preliminary Chinese Proficiency Test is designed to evaluate the levels of proficiency in Chinese attained by American and other English-speaking learners of Chinese. It is intended for examinees who have completed or are completing at least one year of regular college-level instruction in Chinese (or an equivalent number of contact hours in high school). In general, students at any level above second year high school who speak Chinese at home will find the CPT more appropriate. The test consists of a listening comprehension section (through a tape recording) where a variety of spoken passages in Chinese will be given (spoken by native Chinese speakers speaking Cantonese or Mandarin) and a reading comprehension section where a variety of printed materials ranging from single sentences to paragraph length material are provided. The test is in multiple-choice format with 125 questions and options written in English. The testing time is two hours. (JW) Materials: No 1. Examinee Familiarization Sheet Cantonese Pre-CPT (1.) Combined Examinee Handbook in TC019989 (2.) Combined Test Interpretation Manual in TC019989 Contact: Center for Applied Linguistics, 1118 22nd Street, NW, Washington, DC 20037.

Swiercinsky-Dennis. (1978). Adult Neuropsychological Evaluation. (ETS# TC012173) A battery of standardized tests assembled for use in clinical neuropsychology to aid in the diagnosis of brain damage. Assesses areas of mental functioning sensitive to brain impairment. Must be administered individually by trained personnel. Subtests: Hand/Foot Dominance Survey; Visual Acuity; Visual Dominance; Screening Survey of Motor Functions; Finger Tapping; Hand Dynamometer; Grooved Pegboard; Trail Making Tests; Auditory Sensitivity Survey; Rhythm Test; Tactile Sensitivity Survey; Stereognosis Survey; Finger Agnosia; Graphesthesia; Visual Sensitivity and Perimetry; Spatial Relations; Tactual Performance Test; Aphasia Language Performance Scales; Speech Sounds Perception; Wechsler Adult Intelligence Scale; Shipley Institute of Living Scale; Modified Wechsler Memory Scale. Testing Time: 480 minutes. Age Range: Adults. Contact: Charles C. Thomas Publisher; 2600 South First St., Springfield, IL 62717.

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Testing., New York City Board of Education. Office of (1982-1991). Language Assessment Battery (LAB): English Level I. (ETS# TC019843) The Language Assessment Battery (LAB) is a measure of English language proficiency, that is the ability to convey and receive information through oral and written language. It is designed for use with non-native speakers of English whose English language proficiency may be limited. For those students who have a Hispanic background, the administration of the Spanish version may be used in conjunction with the English version to determine language dominance. Tasks are presented in the context of normal language usage. Tests include: listening and speaking, and beginning reading and writing. The beginning reading test is designed for beginning grade 1 students and is meant to be administered either at the end of kindergarten (spring) or at the beginning of grade 1 (fall). The test has two purposes: to identify students as limited-English-proficient (LEP) or English-as-a-second-language (ESL) for inclusion in instructional programs and support services, and to evaluate the progress of LEP students through these entitlement programs. Reliability and validity are discussed. Norms are provided. (JW) Materials: 1. Test, Form A 2. Test, Form B 3. Short Lab Administration Manual 4. Examiner's Directions, Form A 5. Examiner's Directions, Form B 6. Norms 7. Summary description Contact: New York City Public Schools, 110 Livingston St, Brooklyn, NY 11201.

Testing., New York City Board of Education. Office of (1982-1991). Language Assessment Battery (LAB): English Level III. (ETS# TC019845) The Language Assessment Battery (LAB): English Level III is a measure of English language proficiency, that is the ability to convey and receive information through oral and written language. It is designed for use with non-native speakers of English whose English language proficiency may be limited. For those students who have a Hispanic background, the administration of the Spanish version may be used in conjunction with the English version to determine language dominance. Tasks are presented in the context of normal language usage. Tests include: listening and speaking, and reading and writing. The test has two purposes: to identify students as limited-English-proficient (LEP) or English-as-a-second-language (ESL) for inclusion in instructional programs and support services, and to evaluate the progress of LEP students through these entitlement programs. Reliability and validity are discussed. Norms are provided. (JW) Materials: 1. Test, Form A 2. Test, Form B 3. Examiner's Directions, Form A 4. Examiner's Directions, Form B Contact: New York City Public Schools, 110 Livingston St, Brooklyn, NY 11201.

Testing., New York City Board of Education. Office of (1982-1991). Language Assessment Battery (LAB): English Level II. (ETS# TC019844) The Language Assessment Battery (LAB): English Level II is a measure of English language proficiency, that is the ability to convey and receive information through oral and written language. It is designed for use with non-native speakers of English whose English language proficiency may be limited. For those students who have a Hispanic background, the administration of the Spanish version may be used in conjunction with the English version to determine language dominance. Tasks are presented in the context of normal language usage. Tests include: listening and speaking, and reading and writing. The test has two purposes: to identify students as limited-English-proficient (LEP) or English-as-a-second-language (ESL) for inclusion in instructional programs and support services, and to evaluate the progress of LEP students through these entitlement programs. Reliability and validity are discussed. Norms are provided. (JW) Materials: 1. Test, Form A 2. Test, Form B 3. Examiner's Directions, Form A 4. Examiner's Directions, Form B Contact: New York City Public Schools, 110 Livingston St, Brooklyn, NY 11201.

Testing., New York City Board of Education. Office of (1982-1991). Language Assessment Battery (LAB): English Level IV. (ETS# TC019846) The Language Assessment Battery (LAB): English Level III is a measure of English language proficiency, that is the ability to convey and receive information through oral and written language. It is designed for use with non-native speakers of English whose English language proficiency may be limited. For those students who have a Hispanic background, the administration of the Spanish version may be used in conjunction with the English version to determine language dominance. Tasks are presented in the context of normal language usage. Tests include: listening and speaking, and reading and writing. The test has two purposes: to identify students as limited-English-proficient (LEP) or English-as-a-second-language (ESL) for inclusion in instructional programs and support services, and to evaluate the progress of LEP students through these entitlement programs. Reliability and validity are discussed. Norms are provided. (JW) Materials: 1. Test, Form A 2. Test, Form B 3. Examiner's Directions, Form A 4. Examiner's Directions, Form B Contact: New York City Public Schools, 110 Livingston St, Brooklyn, NY 11201.

Testing., New York City Board of Education. Office of (1982-1991). Language Assessment Battery (LAB): Spanish Level I. (ETS# TC019847) The Language Assessment Battery (LAB): Spanish Level I is a measure of Spanish language proficiency, that is the ability to convey and receive information through oral and written language. It is designed for use with non-native speakers of English whose English language proficiency may be limited. The Spanish version may be used in conjunction with the English version to determine language dominance. Tasks are presented in the context of normal language usage. Tests include: listening and speaking, and beginning reading and writing. The beginning reading test is designed for beginning grade 1 students and is meant to be administered either at the end of kindergarten (spring) or at the beginning of grade 1 (fall). The test has two purposes: to identify students as limited-English-proficient (LEP) or English-as-a-second-language (ESL) for inclusion in instructional programs and support services, and to evaluate the progress of LEP students through these entitlement programs. Reliability and validity are discussed. Norms are provided. (JW) Materials: 1. Test, Form A 2. Test, Form B 3. Short Lab Administration Manual 4. Examiner's Directions, Form A 5. Examiner's Directions, Form B 6. Norms Contact: New York City Public Schools, 110 Livingston St, Brooklyn, NY 11201.

Testing., New York City Board of Education. Office of (1982-1991). Language Assessment Battery (LAB): Spanish Level II. (ETS# TC019848) The Language Assessment Battery (LAB): Spanish Level II is a measure of Spanish language proficiency, that is the ability to convey and receive information through oral and written language. It is designed for use with non-native speakers of English whose English language proficiency may be limited. The Level II test is for students in grades 3, 4, and 5. The administration of the Spanish version may be used in conjunction with the English version to determine language dominance. Tasks are presented in the context of normal language usage. Tests include: listening and speaking, and reading and writing. The test has two purposes: to identify students as limited-English-proficient (LEP) or English-as-a-second-language (ESL) for inclusion in instructional programs and support services, and to evaluate the progress of LEP students through these entitlement programs. Reliability and validity are discussed. Norms are provided. (JW) Materials: 1. Test, Form A 2. Test, Form B 3. Examiner's Directions, Form A 4. Examiner's Directions, Form B Contact: New York City Public Schools, 110 Livingston St, Brooklyn, NY 11201.

Testing., New York City Board of Education. Office of (1982-1991). Language Assessment Battery (LAB): Spanish Level III. (ETS# TC019849) The Language Assessment Battery (LAB): Spanish Level III is a measure of Spanish language proficiency, that is the ability to convey and receive information through oral and written language. It is designed for use with non-native speakers of English whose English language proficiency may be limited. The Level III test is for students in grades 6, 7, and 8. The administration of the Spanish version may be used in conjunction with the English version to determine language dominance. Tasks are presented in the context of normal language usage. Tests include: listening and speaking, and reading and writing. The test has two purposes: to identify students as limited-English-proficient (LEP) or English- as-a-second-language (ESL) for inclusion in instructional programs and support services, and to evaluate the progress of LEP students through these entitlement programs. Reliability and validity are discussed. Norms are provided. (JW) Materials: 1. Test, Form A 2. Test, Form B 3. Examiner's Directions, Form A 4. Examiner's Directions, Form B Contact: New York City Public Schools, 110 Livingston St, Brooklyn, NY 11201.

Testing., New York City Board of Education. Office of (1982-1991). Language Assessment Battery (LAB): Spanish Level IV. (ETS# TC019850) The Language Assessment Battery (LAB): Spanish Level IV is a measure of Spanish language proficiency, that is the ability to convey and receive information through oral and written language. It is designed for use with non-native speakers of English in High School whose English language proficiency may be limited. For those students who have a Hispanic background, the administration of the Spanish version may be used in conjunction with the English version to determine language dominance. Tasks are presented in the context of normal language usage. Tests include: listening and speaking, and reading and writing. The test has two purposes: to identify students as limited-English-proficient (LEP) or English- as-a-second-language (ESL) for inclusion in instructional programs and support services, and to evaluate the progress of LEP students through these entitlement programs. Reliability and validity are discussed. Norms are provided. (JW) Materials: 1. Test, Form A 2. Test, Form B 3. Examiner's Directions, Form A 4. Examiner's Directions, Form B Contact: New York City Public Schools, 110 Livingston St, Brooklyn, NY 11201.

Thonis-Eleanor. (1973). Marysville Test of Language Dominance. (ETS# TC007938) Designed to determine extent of English language and native language proficiency. Children in pre-school and kindergarten should be tested on oral sections (listening and speaking) and the cultural variables only. Subtests: Test of Listening Comprehension; Speaking; Reading; Writing; Cultural Variables. Age Range: AGE 3-10. Contact: Marysville Joint Unified School District; 1919 B St., Marysville, CA 95901.

Trudeau-Gerard. (1985). Multicultural Vocabulary Test - Spanish. (ETS# TC018103) An expressive vocabularly test designed to assess vocabulary development among children three through 13 years of age who are monolingual in Spanish or who later have acquired any degree of bilingualism in English. Two design features form the basis of this instrument. These design features are: 1) a specially selected vocabulary, naming body parts, which would be familiar to persons of any culture; and 2) testing of bilingual children in both languages. In this way, if the child does not know any item in one language but can name it in the second language, credit is given. Vocabulary consists entirely of body parts, since children of all ages have most likely heard the words for body parts since infancy; and body parts would be unchanging in many countries where Spanish is the primary language spoken. May be used to group children for kindergarten pre-reading instruction; speech articulation, voice quality and speech fluency; test language dominance based on vocabulary proficiency. Intended for use by specialists who work in the identification or management of individuals who have communication handicaps, speech and language specialists, and school psychologists. Testing Time: 10; approx minutes. Age Range: AGE 3-13. Contact: Los Amigos Research Associates; 7035 Galewood, San Diego, CA 92120.

Tuckman-Bruce-W, & Montare-Alberto-P-S. (1975). Educational Goal Attainment Tests: Spanish Version. (ETS# TC008083) Designed to assess the broad range of educational goals common to many communities. Tests were designed for program improvement rather than diagnosis of individual student performance. Test booklets are randomly distributed to students and they do not identify themselves on test booklets. Spanish speaking students should have both Spanish and English versions unless they are clearly dominant in the use of one language. Subtests: Arts and Leisure; Careers; Civics; General Knowledge; Human Relations; Life Skills; Reasoning, Self Test; Latin America. Testing Time: 100; approx minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Phi Delta Kappa, Center for the Dissemination of Innovative Programs; 8th and Union, Box 789; Bloomington, IN 47401.

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United Cerebral Palsey of the Bluegrass, Inc., Lexington, KY. (1977). Lexington Developmental Scales: Short Form. (ETS# TC010720) Designed as a screening tool for assessment of young children's developmnt in the areas of motor, language, cognitive, and personal social skills. May be used by teachers, nurses, social workers, and homemakers during clinic or home visit. Scales are arranged according to age levels from birth to six years of age. The scale is composed of behavioral and experiential items. Subtests: Motor; Language; Cognitive; Personal-Social. Number of Test Items: 212. Testing Time: 45; approx minutes. Age Range: AGE 0-6. Contact: Child Development Centers of the Bluegrass, Inc.; 465 Springhill Drive, P.O. Box 8003; Lexington, KY 40503.

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Valencia, Humberto (1985). Index to Measure "Hispanicness". (ETS# TC014723) An Index to Measure "Hispanicness" measures the rate or degree of acculturation of Hispanic consumers living in the United States. Acculturation is defined as the process of learning a culture other than the one to which one was born. The index has 6 indicators (from the 6 questions) that are summed and range from 6 to 23. The English language ability item is reverse scored. The index is designed to measure: 1) strength of ethnic identification; 2) understanding of the English language; 3) extent of Spanish language maintenance; 4) length of time lived in the American culture; and 5) marital relationships (i.e. miscegenation). (JL) Materials: 1. Descriptive material 2. Test Contact: Bearden, William O., Others. Handbook of Marketing Scales: Multi-Item Measures for Marketing and Consumer Behavior Research. Newbury Park, CA: Sage Publications, 1993.

Variety Preschoolers Workshop, Syosset, NY. (1987). Five P's: Parent Professional Preschool Performance Profile. (ETS# TC015299) An assessment instrument for use with children who have learning, language and behavior problems, who function between the ages of 6 to 60 months and for whom standardized testing is not adequate. Both parent and teacher rate the child according to observations in home and school. Five P's can be used to gather information for the preparation of individualized education programs (IEPs). The thirteen scales are composed of 458 skills. Both developmental skills and behaviors that interfere with these skills are evaluated. Evaluation is done in fall and spring, at home and in school. Spanish and Hebrew versions are available. Subtests: Classroom Adjustment; Communicative Competence; Toileting and Hygiene; Mealtime Behaviors; Dressing; Receptive Language; Expressive Language; Emerging Self-Relationships to Adults; Relationships to Children; Gross Motor/Balance/Coordination Skills; Perceptual/Fine Motor Skills; Cognitive Development Scale. Age Range: AGE 2-6. Contact: Variety Preschoolers Workshop; 47 Humphrey Drive, Syosset, NY 11791.

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Wolfe-Richard. (1964). Home Environment Interview and Scale. (ETS# TC010199) Interview schedule and associated set of rating scales by which a family is rated according to environmental variables related to intellectual development present in the home. It was developed for use with parents of ninth grade girls. Questions cover intellectual expectations, aspirations, child's intellectual development, rewards for intellectual accomplishment, language use of parents and child, opportunities for enlarging vocabulary, opportunities for learning in and outside the home, availability of learning supplies and books, and assistance provided to facilitate learning. Age Range: Adults. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Woodcock-Richard-W. (1981). Bateria Woodcock de Proficiencia en el Idioma. (ETS# TC011435) Measures oral language, reading, and written language. Battery consists of eight subtests all taken directly from the Woodcock Johnson Psycho-Educational Battery. Individually administered. Subtests: Vocabulario sobre Dibujos; Antonimos Sinonimos; Analogias; Identificacion de Letras y Palabras; Analisis de Palabras; Comprehension de Textos; Dictado; Comprobacion; Punctuacion y Empleo de letras Mayuscalas; Ortografia; Concordancia. Testing Time: 45; approx minutes. Age Range: AGE 3-17, Adults, Older Adults. Contact: Riverside Publishing Co., 8420 Bryn Mawr Avenue, Chicago, IL 60631-3476.

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