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Spanish Reading Assessment Tools

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American Association of Teachers of Spanish and Portuguese, Frederick, MD. (1962). National Spanish Examinations. (ETS# TC011896) Standard, objective examinations with multiple-choice items to test aural comprehension, vocabulary mastery, grammatical control, and reading skills. Use of a tape recorder or cassette recorder or language laboratory is mandatory for test administration. Is part of a national contest sponsored by the American Association of Teachers of Spanish and Portuguese (AATSP). Only students of teachers who are membrs of AATSP are eligible to participate in the contest. There are four levels of the test. The level of the test given to students depends on how many years they have studied the language. Number of Test Items: 80. Testing Time: 60 minutes. Grade Level(s): 9; 10; 11; 12. Contact: The American Association of Teachers of Spanish and Portuguese; P.O. Box 6349; Mississippi State, MS 39762.

American Council on Education, Washington, D.C. General Educational Development Testing Service. (1979). Official GED Practice Test, Form A. (ETS# TC011735) Designed to provide an opportunity to adults to earn a high school equivalency diploma or certificate. Purpose is to assess as accurately as possible the major and lasting outcomes generally associated with four years of general high school instruction. Areas tested correspond to general organization of most high school curricula. Candidates are tested on broad knowledge and concepts rather than on details, historical facts or precise definitions. Test batteries are available in French, Spanish and, for handicapped, in braille, large print, or on audiotapes. Tests are administered only to adults who meet eligibility requirements established by their state, territorial, or provincial department of education. Practice tests are one-half the length of the full-length GED tests. Subtests: Writing Skills; Social Studies; Science; Reading Skills; Mathematics. Number of Test Items: 145. Testing Time: 180; approx minutes. Age Range: Adults. Contact: Prentice Hall Regents; Order Department, 200 Old Tappan Road, Old Tappan, NJ 07675.

American Council on Education, Washington, D.C. General Educational Development Testing Service. (1980). Pruebas Muestras Oficiales Del GED. Forms A and B. (ETS# TC011734) Designed to provide an opportunity to adults to earn a high school equivalency diploma or certificate. Purpose is to assess as accurately as possible the major and lasting outcomes generally associated with four years of general high school instruction. Areas tested correspond to general organization of most high school curricula. Candidates are tested on broad knowledge and concepts rather than on details, historical facts or precise definitions. Test batteries are available in French, Spanish and, for handicapped, in braille, large print, or on audiotapes. Tests are administered only to adults who meet eligibility requirements established by their state, territorial, or provincial department of education. Practice tests are one-half the length of the full-length GED tests. Subtests: La Expression Escrita; Los Estudios Sociales; Las Ciencias; La Lectura; Las Matematicas. Number of Test Items: 142. Testing Time: 180; approx minutes. Age Range: Adults. Contact: Cambridge, The Adult Education Company; 888 Seventh Avenue, New York, NY 10106.

American Council on Education, Wshington, DC. (1988). Tests of General Educational Development, 1988 Revision. (ETS# TC015711) This test battery is used to determine an individual's eligibility to receive a high school equivalency certificate. It is designed for use by anyone who has not completed a four-year high school education program. There are five subtests. The Writing Skills subtest includes an essay section and items concerning sentence structure, usage, mechanics. Social Studies content includes history, economics, political science, geography and behavioral sciences (anthropology, psychology, sociology). Science covers life sciences and physical sciences. The language section covers popular literature, classical literature and a commentary section on film, art, theater, etc. Mathematics covers arithmetic, algebra, geometry. Information about computer literacy has been integrated into the context of questions in several of the subtest areas. The test items measure skills relevant to adult experiences. Items require understanding of broad concepts and generalizations and measure the general ability to evaluate, synthesize, and draw conclusions. The GED battery is available in French, Spanish, Braille, large print, and on audio cassettes. These tests were originally developed by the Examination Staff of the United States Armed Forces Institute (a committee of civilian educators) as a method of evaluating military personnel who lacked a high school diploma. After the Second World War, the use of the test battery was extended to civilians also. Generally, changes in the examination consist of requiring examinees to use high level thinking skills and problem solving skills rather than merely supplying factual answers. The teacher's manual for the test can be purchased from Contemporary Books, 180 N. Michigan Ave., Chicago, IL 60601. Subtests: Writing Skills; Social Studies; Science; Interpreting Literature and the Arts; Mathematics. Age Range: Adults, Older Adults. Contact: GED Testing Service; American Council on Education, One Dupont Circle, Suite 20; Washington, DC 20036.

Austin Independent School District, TX Bilingual Program. (1974). Spanish Criterion Referenced Test. (ETS# TC009697) Designed to assess mastery level in a Spanish language reading program for bilingual students in grades K-5. Covers phonetic and structural analysis and comprehension. Grade Level(s): K; 1; 2; 3; 4; 5. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

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Barandiaran-Estela. (1980). Prueba De Lenguaje Santillana, Level G. (ETS# TC010747) Designed for bilingual students who have an intermediate or advanced reading level in Spanish, this group or individual diagnostic placement test covers reading comprehension, grammar and study skills. Levels G-J available. Subtests: Reading Comprehension; Grammar; Study Skills. Number of Test Items: 89. Grade Level(s): 5. Contact: Santillana Publishing Co., Inc.; 901 West Walnut Street, Compton, CA 90220-5109.

Barandiaran-Estela. (1980). Prueba De Lengajue Santillana, Level H. (ETS# TC010748) Designed for bilingual students who have an intermediate or advanced reading level in Spanish, this group or individual diagnostic placement test covers reading comprehension, grammar and study skills. Subtests: Reading Comprehension; Grammar; Study Skills. Number of Test Items: 87. Grade Level(s): 6. Contact: Santillana Publishing Co., Inc.; 901 West Walnut Street, Compton, CA 90220-5109.

Barandiaran-Estela. (1980). Prueba de Lenguaje Santillana, Level I. (ETS# TC010749) Designed for bilingual students who have an intermediate or advanced reading level in Spanish, this group or individual diagnostic placement test covers reading comprehension, grammar and study skills. Levels G-J available. Subtests: Reading Comprehension; Grammar; Study Skills. Number of Test Items: 88. Grade Level(s): 6; 7. Contact: Santillana Publishing Co., Inc.; 901 West Walnut Street, Compton, CA 90220-5109.

Barandiaran-Estela. (1980). Prueba De Lenguaje Santillana, Level J. (ETS# TC010750) Designed for bilingual students who have an intermediate or advanced reading level in Spanish, this group or individual diagnostic placement test covers reading comprehension, grammar and study skills. Levels G-J available. Subtests: Reading Comprehension; Grammar; Study Skills. Number of Test Items: 88. Grade Level(s): 8. Contact: Santillana Publishing Co., Inc.; 901 West Walnut Street, Compton, CA 90220-5109.

Benton-A-L, & de-Hamsher-K. (1989). Multilingual Aphasia Examination, Second Edition. (ETS# TC016892) Designed to evaluate the presence, severity, and qualitative aspects of aphasic disorder. This instrument assesses different aspects of oral expression, oral verbal understanding, reading comprehension, and spelling. Although speech articulation and the fluency-nonfluency dimension of expressive speech are rated, they are not systematically sampled. Writing is evaluated from performance on the written spelling test. There are French, Spanish, and German translations of the English version. The Spanish version is in the process of standardization. Normative data based on clinically impaired and normal children are available. Subtests: Visual Naming; Sentence Repetition; MAE Token Test; Rate of Articulation; Written Spelling; Block Spelling; Controlled Word Association; Oral Spelling; Aural Comprehension of Words and Phrases; Reading Comprehension of Words and Phrases; Rating of Praxic Features of Writing. Age Range: AGE 6-17, Adults, Older Adults. Contact: AJA Associates; 504 Manor Drive, Iowa City, IA 52246.

Bernard Cohen Research and Development Inc., New York, NY., INSTITUTIONAL, Barandiaran-Estela., & Bernard Cohen Research and Development Inc., New York, NY. (1979). English Reading Assessment. (ETS# TC010746) Designed for use with bilingual students. This group or individual test covers English oral language development, word recognition and comprehension skills. Eight levels of difficulty including an oral comprehension assessment to determine general language readiness. Group administration requires approximately 45 minutes. Subtests: Ready to Go; Easy to Start; Able to Read; Discovering; Imagining; Navigating; Galloping; Lickety Split. Number of Test Items: 40. Testing Time: 25; Approx minutes. Grade Level(s): K; 1; 2; 3; 4. Contact: Santillana Publishing Co., Inc.; 901 West Walnut Street, Compton, CA 90220-5109.

Blanchard-Jay-S. (1985). Computer-Based Reading Assessment Instrument. (ETS# TC014597) Informal reading instrument consisting of word lists, reading passages, and comprehension questions. There are two forms at each of eight graded readability levels. Available in either English or Spanish versions. Some parts of the inventory may be computer-administered. Either the computer-based version or the non-computer-based inventory may be used for individualized testing or for group testing. For computer-administered testing, software is available for Apple, IBM, Commodore, Texas Instrument or Tandy microcomputers. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8. Contact: Kendall Hunt Publishing Company; 2460 Kerper Boulevard, Dubuque, IA 52001.

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.

Burgemeister-Bessie-B. (1972). Columbia Mental Maturity Scale - Levels A-H. Third Edition. (ETS# TC006818) Designed to yield estimate of general reasoning ability of children aged 3.5 to 9.11. Child takes level indicated for his or her chronological age. From 51 to 65 items are actually presented depending upon level administered. Requires no verbal response and a minimal motor response. CMMS is suitable for use with brain damaged children, as well as those with mental retardation, visual handicaps, speech impairment, or hearing loss. Instrument does not depend on reading or language skills, making it suitable for non-English speakers. Spanish directions are included in manual. Number of Test Items: 92. Testing Time: 20; approx minutes. Age Range: AGE 3-10. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

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CALI, Inc., Orem, UT. (1988). COMPUTEST: S CAPE. (ETS# TC016997) The Computerized Adaptive Language Tests are intended for use as placement exams or as measures of general language proficiency. Each test administration is individually tailored to match the ability level of the examinee, is self-paced, reduces testing time, eliminates cheating, and will operate in monochrome. Results are available immediately. The Spanish exam (S-CAPE) is designed to indicate achievement levels corresponding to the first four semesters of college Spanish. The test evaluates four areas of language proficiency: listening, reading, grammar, and vocabularly. Grade Level(s): Higher Education. Contact: CALI, Inc.; 526 East Quail Road, Orem, UT 84057.

Carlson, Kenneth A. (1987). Psicologico Texto. (ETS# TC017873) Designed to assess and classify criminal offenders Others who have come to the attention of the criminal justice or social welfare system. The scale scores in this tool represent four content areas and one validity check: chemical abuse, thought disturbance, antisocial tendencies, self-depreciation, and validity. Using a multiple-choice format, this tool requires only a fourth grade reading level. It is an adaptation of the Carlson Psychological Survey (CPS), and is specifically written for the Spanish-literate offender. It takes into account the cultural and linguistic differences. A handbook is included and describes test development, scale norms, reliabilities and intercorrelations and includes a discussion of unique findings attributed to cultural differences. Special scoring sheets and profiles have been designed. Suitable for adolescents and adults. This test may be given either in groups or individually. Substests include: Chemical Abuse; Emotional Disturbance; Anti-Social Tendencies; Self Depreciation; Validity. (TJS) Materials: 1. Handbook 2. Test Booklet Contact: Sigma Assessment Systems, Inc.; 1110 Military Street, PO Box 610984, Port Huron, MI 48061-0984

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.

CFKR Career Materials, Auburn, CA. (1992). Explora el Mundo del Trabajo. (ETS# TC018017) Spanish edition of Explore the World of Work for adults and high school students. Used as a counseling tool for job awareness, exploration, and implementation for those seeking job training and placement. Offers a quick screening and decision making format for job analysts, high school counselors, job training specialists, Others who motivate job seekers into the job market after assessment and counseling. Written at a low reading level and consists of three parts: job interest assessment; matching of job groups and jobs based on the assessment; and exploring a selected job. The six job groups rated in the assessment phase are based on Holland's six vocational and personality types: conventional, realistic, artistic, social, enterprising, and scientific. Testing Time: 40; approx minutes. Age Range: Adults. Grade Level(s): 9; 10; 11; 12. Contact: CFKR Career Materials; 11860 Kemper Road, Unit 7; Auburn, CA 95603.

Coan-Richard-W, & Others. (1976). Early School Personality Questionnaire, Spanish Edition. (ETS# TC010211) A general measure of personality for use with school children for counseling and guidance. Measures 13 primary personality traits. Questions are read aloud to child who responds on a non-reading answer sheet. Group administered. Subtests: Reserved-Warmhearted; Dull-Bright; Affected by Feelings-Emotionally Stable; Undemonstrative-Excitable; Obedient-Dominant; Sober-Enthusiastic; Disregards Rules-Conscientious; Timid-Venturesome; Tough-Tender-Minded; Vigorous-Doubting; Forthright-Shrewd; Self-Assured-Guiltprone; Relaxed-Tense. Number of Test Items: 160. Testing Time: 60 minutes. Age Range: AGE 6-8. Contact: Institute for Personality and Ability Testing; P.O. Box 188; Champaign, IL 61820.

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.

CTB/McGraw-Hill, Monterey, CA. (1992). Lista de Destrezas en Desarrollo. (ETS# TC019876) Lista de Destrezas en Desarrollo is the Spanish version of the Developing Skills Checklist (TC016740). It is part of a program to assist with screening, diagnosing, and instructional planning for young children. The components of the system are the Primary Test of Cognitive Skills, the Early School Assessment, and the Developing Skills Checklist. The Developing Skills Checklist measures skills that children typically develop between prekindergarten and the beginning of first grade. It is individually administered, and measures prereading and premathematics skills, social and emotional skills, fine and gross motor development, and print and writing concepts. It is useful in determing appropriate instructional programs and identifying children for Chapter 1 programs. (JW) Materials: 1. Un Dia en la Escuela (Mi primer librito) 2. Hoja para escribir Y dibujar 3. Manual de conceptos de lenguaje escrito 4. Resumen Diagnostico 5. Formulario de Conferencia con los Padres 6. Inventario del Hogar 7. Letter 8. Planilla para el aula por objetivos 9. Hoja de Evaluacion 10. Dear Customer Letter 11. Libro 3 12. Libro 2 13. Libro 1 Contact: CTB McGraw-Hill, 20 Ryan Ranch Road, Monterey, CA 93940-5703.

CTB/McGraw-Hill, Monterey, CA (1994). Tests of Adult Basic Education (TABE), Espanol. (ETS# TC019781) The Tests of Adult Basic Education (TABE) Espanol are norm- referenced tests designed to assess the basic reading, mathematics, and language skills of adults whose primary language is Spanish. TABE Espanol provides information about the relative ranking of adults against a norm group as well as information about performance relative to specific skills. This information can be used by teachers, program directors, and other service providers who are charged with designing appropriate instructional programs for adult clients. TABE Espanol has two overlapping levels that cover the following estimated grade ranges: Level E grades 1.6 to 3.9 and Level M (Medium) 3.6 to 6.9. (JW) Contact: CTB/McGraw-Hill, 20 Ryan Ranch Road, Monterey, CA 93940-5703.

Curriculum AssociatesNorth Billerica, MA. (1991). Test Ready. (ETS# TC018121) A quick study program that includes a series of tests to help students feel comfortable and confident about the testing situation, while helping to improve students' test scores. This instrument is useful in three ways: to prepare and review, identify known skills at the beginning of the school year, and offer additional practice in summer-school programs. It takes 20 minutes each day for 13 days prior to testing, and requires no advance teacher preparation. The Test Ready series includes reading and vocabulary, practice with cloze, mathematics, and mathematics-Spanish edition, and algebra. Testing Time: 20; approx minutes. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8. Contact: Curriculum Associates, Inc.; 5 Esquire Road, North Billerica, MA 01862-2589.

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Dade County Public Schools, Miami, Fla. Div. of Elementary and Secondary Education. (1975). Examen de Lectura en Espanol. (ETS# TC010163) A Spanish reading placement test for grades 7-12. The test consists of thirty multiple choice questions, two of which are samples. Number of Test Items: 30. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

DeAvila-Edward-A, & Duncan-Sharon-E. (1990). Language Assessment Scales: Oral-Spanish, Form 1B. (ETS# TC017542) Measures oral proficiency in both Spanish and English languages. This tool is a means of identifying limited or non-English speaking children who can benefit from bilingual programs. The English version is available in two forms, C and D. The Spanish version is available in form B. Each form is divided into two parts - The Oral and the Pronunciation components. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. This instrument may be used in conjunction with the Language Assessment Scales Reading/Writing (LAS-R/W) to provide a complete assessment of listening, speaking, reading, and writing skills. No formal time limits, but a reasonable amount of time should be allocated to the students. Subtests: Vocabulary; Listening Comprehension; Sentence Completion; Story Retelling. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: CTB/Macmillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940.

DeAvila-Edward-A, & Duncan-Sharon-E. (1990). Language Assessment Scales: Oral-Spanish, Form 2B. (ETS# TC017543) Measures oral proficiency in both Spanish and English languages. This tool is a means of identifying limited or non-English speaking children who can benefit from bilingual programs. The English version is available in two forms, C and D. The Spanish version is available in form B. Each form is divided into two parts - The Oral and the Pronunciation components. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. This instrument may be used in conjunction with the Language Assessment Scales Reading/Writing (LAS-R/W) to provide a complete assessment of listening, speaking, reading, and writing skills. No formal time limits, but a reasonable amount of time should be allocated to the students. Subtests: Vocabulary; Listening Comprehension; Sentence Completion; Story Retelling. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: CTB/Macmillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940.

DeAvila-Edward-A, & Duncan-Sharon-E. (1990). Language Assessment Scales: Oral English, Form 1C and 1D. (ETS# TC017544) Measures oral proficiency in both Spanish and English languages. This tool is a means of identifying limited or non-English speaking children who can benefit from bilingual programs. The English version is available in two forms, C and D. The Spanish version is available in form B. Each form is divided into two parts - The Oral and the Pronunciation components. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. This instrument may be used in conjunction with the Language Assessment Scales Reading/Writing (LAS-R/W) to provide a complete assessment of listening, speaking, reading, and writing skills. No formal time limits, but a reasonable amount of time should be allocated to the students. Subtests: Vocabulary; Listening Comprehension; Sentence Completion; Story Retelling. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: CTB/Macmillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940.

DeAvila-Edward-A, & Duncan-Sharon-E. (1990). Language Assessment Scales: Oral-English, Forms 2C and 2D. (ETS# TC017545) Measures oral proficiency in both Spanish and English languages. This tool is a means of identifying limited or non-English speaking children who can benefit from bilingual programs. The English version is available in two forms, C and D. The Spanish version is available in form B. Each form is divided into two parts - The Oral and the Pronunciation components. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. This instrument may be used in conjunction with the Language Assessment Scales Reading/Writing (LAS-R/W) to provide a complete assessment of listening, speaking, reading, and writing skills. No formal time limits, but a reasonable amount of time should be allocated to the students. Subtests: Vocabulary; Listening Comprehension; Sentence Completion; Story Retelling. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: CTB/Macmillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940.

Duncan-Sharon-E, & DeAvila-Edward-A. (1991). Adult Language Assessment Scales, Oral, Form B. (ETS# TC018087) Designed to provide complete information about language proficiency of adults who speak English as a Second or Foreign Language (ESL or EFL). Adult Language Assessment Scales (A-LAS) consists of two test batteries in English: The Adult Language Assessment Scales-Oral (A-LAS-O), which measures listening and speaking proficiency, and the Adult Language Assessment Scales R/W/M/, (not yet available from publisher), which assesses reading, writing, and math skills. This instrument has two components. The Oral Language Component (Short Form) measures vocabulary, comprehension, and production. The Pronunciation Component measures aural discrimination and pronunciation. These components may be administered separately or combined to comprise the Long Form of the test. A-LAS-O measures those English oral language skills necessary for functioning in a monolingual environment. Although it is not an achievement test, it measures achievement in course content to the extent that course objectives include the development of listening and speaking abilities. A-LAS-O provides parallel, equivalent forms - A and B. It may be used to measure growth or change across time. Subtests: Vocabulary; Conversations; Making Sentences; Newscast; Same or Different; Sounds In Words. Testing Time: 30; approx minutes. Age Range: Adults. Contact: CTB-MacMillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940-9921.

Duncan-Sharon-E, & Others. (1991). Adult Language Assessment Scales, Oral, Form A. (ETS# TC018123) Designed to provide complete information about language proficiency of adults who speak English as a Second or Foreign Language (ESL or EFL). Adult Language Assessment Scales (A-LAS) consists of two test batteries in English: The Adult Language Assessment Scales-Oral (A-LAS-O), which measures listening and speaking proficiency, and the Adult Language Assessment Scales R/W/M/, (not yet available from publisher), which assesses reading, writing, and math skills. This instrument has two components. The Oral Language Component (Short Form) measures vocabulary, comprehension, and production. The Pronunciation Component measures aural discrimination and pronunciation. These components may be administered separately or combined to comprise the Long Form of the test. A-LAS-O measures those English oral language skills necessary for functioning in a monolingual environment. Although it is not an achievement test, it measures achievement in course content to the extent that course objectives include the development of listening and speaking abilities. A-LAS-O provides parallel, equivalent forms - A and B. It may be used to measure growth or change across time. Subtests: Vocabulary; Conversations; Making Sentences; Newscast; Same or Different; Sounds In Words. Testing Time: 30; approx minutes. Age Range: Adults. Contact: CTB-MacMillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940-9921.

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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Educational Testing Service, Princeton, N.J. Advanced Placement Program: Spanish Language. (ETS# TC002841) Designed to assess achievement in college level third-year Spanish. Objective questions on listening and reading; free response writing and speaking. The number of test items may vary from year to year. The Advanced Placement Program has been sponsored by the College Board since 1955. Candidates may take either or both Spanish examinations. Testing Time: 165 minutes. Grade Level(s): 10; 11; 12. Contact: Educational Testing Service; Advanced Placement Program; Princeton, NJ 08541.

Educational Testing Service, Princeton, NJ. DANTES Subject Standardized Tests: Beginning Spanish I. (ETS# TC013309) The DANTES program is a series of secured tests administered by postsecondary institutions to grant credit by examination for education gained outside the classroom. Examinations may be worth from two to six credit hours in a baccalaureate program, baccalaureate upper division program, or a technical program. A minimum score for credit has been established by the American Council on Education. Individual institutions administer examinations, as well as set the fees and schedules. These instruments complement the College Board's College Level Examination Program (CLEP) with several instruments in applied technology. They were originally developed for military personnel. Major areas of assessment include mathematics, social science, physical science, business, foreign language, and applied technology. For each test a fact sheet containing the curriculum specifications of the course, a list of texts on which the test is based and statistical information are available. Qualified administrators and faculty may borrow sample tests for a period of thirty days. Tests are revised regularly, but generally the following topics commonly taught in courses on this subject are covered in this examination: listening comprehension, structure, vocabulary, reading comprehension. Number of Test Items: 110. Testing Time: 90; approx minutes. Age Range: Adults. Contact: Educational Testing Services; DANTES Program Office, Princeton, NJ 08540.

Educational Testing Service, Princeton, NJ. MAPS: College Entry Level Assessment. (ETS# TC014793) This series of tests is for use by colleges, for admissions, placement of students, remedial or developmental studies, exemption, guidance and counseling. Some of the tests are drawn from the national Admissions Testing Program, including the Test of Standard Written English, Scholastic Aptitude Test and Achievement Tests. Some are self-scoring (English, Mathematics). Subtests: English; Mathematics; Reading; Written English Expression; Computation; Applied Arithmetic; Elementary Algebra; Intermediate Algebra; Test of Standard Written English; Scholastic Aptitude Test; Biology; Chemistry; English Composition; French Reading; German Reading; Mathematics Level 1; Physics; Spanish Reading; Mathematics Level 2; Conventions of Written English; Critical Reasoning. Grade Level(s): Higher Education. Contact: Multiple Assessment Program and Services of the College Board; Box 2869; Princeton, NJ 08541.

Educational Testing Service, Princeton, NJ. DANTES: Beginning Spanish II. (ETS# TC014933) The DANTES program is a series of secured tests administered by postsecondary institutions to grant credit by examination for education gained outside the classroom. Examinations may be worth from two to six credit hours in a baccalaureate program, baccalaureate upper division program, or a technical program. A minimum score for credit has been established by the American Council on Education. Individual institutions administer the examinations, as well as set the fees and schedules. These instruments complement the College Board's College Level Examination Program (CLEP) with several instruments in applied technology. They were originally developed for military personnel. Major areas of assessment include mathematics, social science, physical science, business, foreign language, and applied technology. For each test a fact sheet containing the curriculum specifications of the course, a list of texts on which the test is based, and statistical information, is available. Qualified administrators and faculty may borrow sample tests for a period of thirty days. Tests are revised regularly, but generally the following topics commonly taught in courses on this subject are covered in this examination: listening comprehension, structure, vocabulary, reading comprehension. Number of Test Items: 115. Testing Time: 90; approx minutes. Age Range: Adults. Contact: Educational Testing Service; DANTES Program Office, Princeton, NJ 08541, Attn: Ruth Hendricks

Educational Testing Service, Princeton, N.J. (1968). Evaluation Measures for Use with Neighborhood Youth Corps Enrollees. (ETS# TC004702) Used with disadvantaged Black, White and Spanish-speaking students in the evaluation of a Youth Corps program. Data was also gathered from a rural southern population. Measures employment related skills, attitudes, and interests. Administered orally to individualls or small groups or may be read by examinees. Used with an out-of-school population. Scales are included for enrollee ratings of their feelings about the project, their counselors, and work supervisors. Subtests: Job Knowledge-Male Form Female; Vocational Plans-Male Female; Vocational Aspirations-Male Female; Interest in Vocational Tasks-Male Female; Attitude Toward Authority-Male Female; Self Esteem-Male Female; Deferred Gratification; Job Seeking and Job File Sorting; Enrollee Rating Scale; Counselor and Work Achievement; Practical Reasoning, Map Reading, Zip Coding, File Sorting; Enrollee Rating Scale; Counselor and Work Supervisor Rating Scale. Number of Test Items: 245. Testing Time: 125 minutes. Age Range: AGE 16-17, Adults. Contact: Dr. Norman E. Freeberg; Educational Testing Service, Princeton, New Jersey 08541.

Educational Testing Service, Princeton, N.J. (1981). College-Level Examination Program: Subject Examination in College Spanish, Levels 1 and 2. (ETS# TC008042) CLEP enables both traditional and nontraditional students to earn college credit by examination. Tests are updated periodically. Levels 1 and 2 designation indicates examination is focused on skills achieved from the end of first year through the second year of college study. Knowledge and ability in the following areas are assessed: vocabulary mastery, grammatical control, reading comprehension and listening comprehension. Subtests: Reading; Listening. Testing Time: 90 minutes. Age Range: Adults. Grade Level(s): Higher Education. Contact: Educational Testing Service, College Board Programs, Princeton, NJ 08541, Attn: Gloria Berenson.

Educational Testing Service, Princeton, NJ. (1982). NTE Specialty Area Tests: Spanish. (ETS# TC011857) Part of a standardized, secure measure of academic achievement for college students in, or completing, teacher education programs. Used by associations, school systems, state agencies, and institutions, for decisions about the certification and selection of teachers. One of 27 tests measuring understanding of the content and methods applicable to teaching in subject areas. This test covers: comprehension in specific language skills, listening, reading and structure and written expression; phonemics, morphology and syntax and cultural background. Testing Time: 120 minutes. Grade Level(s): Higher Education. Contact: Educational Testing Service; PRAXIS, Princeton, NJ 08541.

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.

Educational Testing Service, Princeton, NJ (1995). College Level Examination Program (CLEP): Subject Examination in College Level Spanish Language. (ETS# TC020084) The College Level Examination Program (CLEP) is a credit-by- examination program that enables students to demonstrate college- level achievement. Students obtaining satisfactory scores may receive up to two years of college credit, depending upon the policies of individual colleges. The Spanish Language exam consists of two parts: a 30-minute listening section of approximately 50 questions presented on an audiotape and a 60-minute reading section of approximately 80 questions covering vocabulary and structure; short, contextualized cloze passages; and reading comprehension. (MH) Materials: 1. Test information guide Contact: Educational Testing Service, College Level Examination Program, Rosedale Road, Princeton, NJ 08541.

Educational Testing ServicePrinceton, N.J. Advanced Placement Program: Spanish Literature. (ETS# TC011249) Designed to assess achievement in college level third-year Spanish Objective questions on listening, reading and literary analysis; two essays in Spanish on required authors and one - in Spanish or English - on presented poems. The number of test items may vary from year to year. The Advanced Placement Program has been sponsored by the College Board since 1955. Candidates may take either or both Spanish examinations. Subtests: Aural Comprehension, Literary Analysis, and Reading Comprehension; Literary Appreciation, Interpretation, and Analysis and Skill in Writing Critical Expository Prose. Testing Time: 180 minutes. Grade Level(s): 10; 11; 12. Contact: Educational Testing Service; Advanced Placement Program; 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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Farr, Roger, & Farr, Beverly (1992). Integrated Assessment System (IAS), Language Arts, Spanish Edition. (ETS# TC019296) The Integrated Assessment System (IAS), Language Arts, Spanish edition, consists of two parts: language arts performance assessment and language arts portfolio. The system consists of a series of reading passages and guided writing activities that assess reading comprehension, writing performance, and higher level thinking. Students read a passage or group of passages, then take part in a writing activity with prompts that require them to use information based on their reading. The portfolio is a record of the students' performance. Students' responses are evaluated using a system consisting of elements of holistic, analytic, and primary trait scoring. The reading passages in the Spanish language edition are original passages, not translations of the English passages. The IAS is used in grades 1-8. (MH) Materials: 1. El regalo student booklet, grades 2-3 2. El regalo, directions for administering 3. El regalo, guided writing activity 4. El regalo, scoring rubric 5. El regalo, response form 6. Lagrimas de cocodrilo student booklet, grades 3-4 7. Lagrimas de cocodrilo, directions for administering 8. Lagrimas de cocodrilo, guided writing activity 9. Lagrimas de cocodrilo, scoring rubric 10. Lagrimas de cocodrilo, response form 11. La pinata student booklet, grades 4-5 12. La pinata, directions for administering 13. La pinata, guided writing activity 14. La pinata, scoring rubric 15. La pinata, response form 16. Las tarantulas student booklet, grades 4-5 17. Las tarantulas, directions for administering 18. Las tarantulas, guided writing activity 19. Las tarantulas, scoring rubric 20. Las tarantulas, response form 21. Terror en la noche student booklet, grades 6-7 22. Terror en la noche, directions for administering 23. Terror en la noche, guided writing activity 24. Terror en la noche, scoring rubric 25. Terror en la noche, response form 26. Buenos amigos student booklet, grades 7-8 27. Buenos amigos, directions for administering 28. Buenos amigos, guided writing activity 29. Buenos amigos, scoring rubric 30. Buenos amigos, response form 31. Los terremotos student booklet, grades 7-8 32. Los terremotos, directions for administering 33. Los terremotos, guided writing activity 34. Los terremotos, scoring rubric 35. Los terremotos, response form 36. Un paseo de cumpleanos, student booklet 37. Un paseo de cumpleanos, directions for administering 38. Un paseo de cumpleanos, scoring rubric Contact: The Psychological Corporation, 555 Academic Court, San Antonio, TX 78204-2498.

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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Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Spanish Adaptation. (ETS# TC013386) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Spanish adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.

Hammill-Donald-D, & Others. (1982). Prueba de Lectura y Lenguaje Escrito. (ETS# TC011865) Diagnostic test of written language proficiency. Used to identify students who have problems with written expression in comparison with their peers; to determine a student's strengths and weaknesses, to document student progress in a reading or writing program, and/or to conduct research in writing or reading. May be administered individually or to groups. Based on the Test of Reading Comprehension, 1978 (TC 010 394) and the Test of Written Language, 1978 (TC 010 392). However, Spanish version is not a translation. The subjects were specifically designed for Spanish-language version. Subtests: Vocabulario; Lectura de Parrafos; Vocabulario Escrito; Composicion; Ortografia; Estilo. Number of Test Items: 75. Testing Time: 120; approx minutes. Grade Level(s): 3; 4; 5; 6; 7; 8; 9; 10. Contact: PRO-ED; 8700 Shoal Creek Blvd., Austin, TX 78758.

Hampton-Brown Company, Carmel, CA. (1991). Spanish Assessment of Basic Education, Second Edition, Level 1. (ETS# TC017933) Series of norm-referenced tests for grades one through eight. Designed to measure achievement in the basic skills of reading, mathematics, spelling, language and study skills for students for whom Spanish is the language of instruction. Measures the skill level of Spanish speaking students in bilingual programs and assesses Spanish speaking immigrant students entering American schools from foreign educational systems. Statistical links with the Comprehensive Tests of Basic Skills, Forms U and V and the California Achievement Tests, Forms E and F permit comparison of performance with these two English language batteries. Norms were developed from data collected on Spanish-speaking students in bilingual programs throughout the United States. Subtests: Word Attack; Vocabulary; Reading Comprehension; Mathematics Computation; Mathematics Concepts and Applications; Spelling; Language Mechanics; Language Expression. Number of Test Items: 179. Testing Time: 218 minutes. Grade Level(s): 1. Contact: CTB/MacMillan/McGraw Hill; 2500 Garden Road, Monterey, CA 93940.

Hampton-Brown Company, Carmel, CA. (1991). Spanish Assessment of Basic Education, Second Edition, Level 2. (ETS# TC017934) Series of norm-referenced tests for grades one through eight. Designed to measure achievement in the basic skills of reading, mathematics, spelling, language and study skills for students for whom Spanish is the language of instruction. Measures the skill level of Spanish speaking students in bilingual programs and assesses Spanish speaking immigrant students entering American schools from foreign educational systems. Statistical links with the Comprehensive Tests of Basic Skills, Forms U and V and the California Achievement Tests, Forms E and F permit comparison of performance with these two English language batteries. Norms were developed from data collected on Spanish-speaking students in bilingual programs throughout the United States. Subtests: Word Attack; Vocabulary; Reading Comprehension; Mathematics Computation; Mathematics Concepts and Applications; Spelling; Language Mechanics; Language Expression. Number of Test Items: 220. Testing Time: 239 minutes. Grade Level(s): 2. Contact: CTB/MacMillan/McGraw Hill; 2500 Garden Road, Monterey, CA 93940.

Hampton-Brown Company, Carmel, CA. (1991). Spanish Assessment of Basic Education, Second Edition, Level 3. (ETS# TC017935) Series of norm-referenced tests for grades one through eight. Designed to measure achievement in the basic skills of reading, mathematics, spelling, language and study skills for students for whom Spanish is the language of instruction. Measures the skill level of Spanish speaking students in bilingual programs and assesses Spanish speaking immigrant students entering American schools from foreign educational systems. Statistical links with the Comprehensive Tests of Basic Skills, Forms U and V and the California Achievement Tests, Forms E and F permit comparison of performance with these two English language batteries. Norms were developed from data collected on Spanish-speaking students in bilingual programs throughout the United States. Subtests: Word Attack; Vocabulary; Reading Comprehension; Mathematics Computation; Mathematics Concepts and Applications; Spelling; Language Mechanics; Language Expression;. Number of Test Items: 255. Testing Time: 273 minutes. Grade Level(s): 3. Contact: CTB/MacMillan/McGraw Hill; 2500 Garden Road, Monterey, CA 93940.

Hampton-Brown Company, Carmel, CA. (1991). Spanish Assessment of Basic Education, Second Edition, Level 4. (ETS# TC017936) Series of norm-referenced tests for grades one through eight. Designed to measure achievement in the basic skills of reading, mathematics, spelling, language and study skills for students for whom Spanish is the language of instruction. Measures the skill level of Spanish speaking students in bilingual programs and assesses Spanish speaking immigrant students entering American schools from foreign educational systems. Statistical links with the Comprehensive Tests of Basic Skills, Forms U and V and the California Achievement Tests, Forms E and F permit comparison of performance with these two English language batteries. Norms were developed from data collected on Spanish-speaking students in bilingual programs throughout the United States. Subtests: Word Attack; Vocabulary; Reading Comprehension; Mathematics Computation; Mathematics Concepts and Applications; Spelling; Language Mechanics; Language Expression; Study Skills. Number of Test Items: 306. Testing Time: 265 minutes. Grade Level(s): 4. Contact: CTB/MacMillan/McGraw Hill; 2500 Garden Road, Monterey, CA 93940.

Hampton-Brown Company, Carmel, CA. (1991). Spanish Assessment of Basic Education, Second Edition, Level 5. (ETS# TC017937) Series of norm-referenced tests for grades one through eight. Designed to measure achievement in the basic skills of reading, mathematics, spelling, language and study skills for students for whom Spanish is the language of instruction. Measures the skill level of Spanish speaking students in bilingual programs and assesses Spanish speaking immigrant students entering American schools from foreign educational systems. Statistical links with the Comprehensive Tests of Basic Skills, Forms U and V and the California Achievement Tests, Forms E and F permit comparison of performance with these two English language batteries. Norms were developed from data collected on Spanish-speaking students in bilingual programs throughout the United States. Subtests: Word Attack; Vocabulary; Reading Comprehension; Mathematics Computation; Mathematics Concepts and Applications; Spelling; Language Mechanics; Language Expression; Study Skills. Contact: CTB/MacMillan/McGraw Hill; 2500 Garden Road, Monterey, CA 93940.

Hampton-Brown Company, Carmel, CA. (1991). Spanish Assessment of Basic Education, Second Edition, Level 6. (ETS# TC017938) Series of norm-referenced tests for grades one through eight. Designed to measure achievement in the basic skills of reading, mathematics, spelling, language and study skills for students for whom Spanish is the language of instruction. Measures the skill level of Spanish speaking students in bilingual programs and assesses Spanish speaking immigrant students entering American schools from foreign educational systems. Statistical links with the Comprehensive Tests of Basic Skills, Forms U and V and the California Achievement Tests, Forms E and F permit comparison of performance with these two English language batteries. Norms were developed from data collected on Spanish-speaking students in bilingual programs throughout the United States. Subtests: Word Attack; Vocabulary; Reading Comprehension; Mathematics Computation; Mathematics Concepts and Applications; Spelling; Language Mechanics; Language Expression; Study Skills. Number of Test Items: 295. Testing Time: 305 minutes. Grade Level(s): 7; 8. Contact: CTB/MacMillan/McGraw Hill; 2500 Garden Road, Monterey, CA 93940.

Holland-John-L. (1979). Self Directed Search, Form E. Spanish Edition. (ETS# TC011228) Spanish version of the vocational interest measure with directions containing only fourth grade level words for those with limited reading skills. Subtests: Realistic; Investigative; Artistic; Social; Enterprising; Conventional. Number of Test Items: 192. Testing Time: 60; approx minutes. Age Range: AGE 15-17, Adults. Contact: Psychological Assessment Resources; P.O. Box 998; Odessa, FL 33556.

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Johansson-Charles-B. (1978). Inventario Para La Evaluacion de Carreras. (ETS# TC010768) Spanish version of the Career Assessment Inventory (TC 007 790), which is an interest inventory that identifies the occupational interests of individuals who will enter the workforce after graduating from high school or community college. Inventory focuses on vocations that do not require much postsecondary training. Inventory can be used for career guidance, adult career development, vocational rehabilitation, community college or outplacement services. Items are divided into three groups: activities, school subjects, and occupational interests. Written at a grade 6 reading level. Number of Test Items: 305. Testing Time: 30 minutes. Grade Level(s): 9; 10; 11; 12; Higher Education. Contact: National Computer Systems; Professional Assessment Services, P.O. Box 1416; Minneapolis, MN 55440.

Johansson-Charles-B. (1982). Career Assessment Inventory, Revised Edition. (ETS# TC011762) Designed to assess career interests of individuals pursuing occupations which require a minimum of postsecondary training. Item content, reading level, and scale development are oriented toward "nonprofessional" end of the vocational spectrum. Items are written at a sixth grade reading level. Instrument is frequently used with adults who have poor reading skills. Six general theme scales include realistic, investigative, artistic, social, enterprising, and conventional. Forms available in Spanish and French. Number of Test Items: 305. Testing Time: 40; approx minutes. Age Range: AGE 13-17, Adults. Contact: National Computer Systems; Professional Assessment Services, P.O. Box 1416; Minneapolis, MN 55440.

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Karlsen-Bjorn, & Gardner-Eric-F. (1990). Adult Basic Learning Examination, Spanish Edition. (ETS# TC017381) This screening battery measures the level of educational achievement among adults to determine the general educational level of those who may not have completed 12 years of schooling. The purpose of this Spanish edition of the ABLE Screening Battery is to get an estimate of performance in reading and mathematics of the Spanish-speaking subjects. This includes the subtests: reading comprehension, and problem solving. This instrument is not recommended for adults who do not read. Subtests: Comprehension de lectura (Reading Comprehension); Resolucion de problemas (Problem Solving). Number of Test Items: 78. Testing Time: 35; approx minutes. Age Range: Adults. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

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Langmuir-Charles-R. (1954). PTI Oral Directions Test. (ETS# TC002203) Designed to measure ability to understand and follow oral directions. Suitable for applicants for maintenance and service work. Measures general mental ability of individuals with limited education or a limited knowledge of English. Test is administered on audiotape so reading ability is not required. Two English forms, S and T are available. A Spanish language edition of Form S is also available. Tapes for administering PTI-ODT in a "CAST" system are also available. Number of Test Items: 16. Testing Time: 15 minutes. Age Range: Adults. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.

Lindamood-Charles-H, & Lindamood-Patricia-C. (1979). Lindamood Auditory Conceptualization Test, Revised Edition. (ETS# TC011988) Designed to measure a student's level of auditory functioning. Skills measured parallel those basic to spelling and reading. Subject manipulates wooden blocks of various colors to indicate his or her conceptualization of speech sound patterns delivered by examiner. Test is suitable for ages preschool through adult level. Two alternate forms are available. Spanish version is also available. Subtests: Isolated Sounds in Sequence; Sounds Within a Syllable Pattern. Testing Time: 10; approx minutes. Age Range: AGE 2-17, Adults. Contact: Riverside Publishing Co., 8420 Bryn Mawr Avenue, Chicago, IL 60631-3476.

Long-Carol-A. (1987). Ability-To-Benefit Admissions Test. (ETS# TC016033) This battery was designed for use as an admission test for career schools. It is a screening tool that identifies basic skill strengths and weaknesses of individual students along with a self-esteem measure. Measures reading, writing, and mathematical abilities. Used after admission, it assists remediation. The counseling questionnaire is used to document an intervention in order to retain a student in danger of dropping out. The self-concept measure identifies personal factors that affect self-worth and school performance and that may override a low basic skill score. Basic skills are measured within the context of questions related to daily living skills. For the Spanish version, see TC 016034. Subtests: Aptitude; Self Esteem; Counseling Questionnaire. Number of Test Items: 60. Testing Time: 80 minutes. Age Range: AGE 17, Adults. Contact: P.A.R. Inc.; 290 Westminister Street, Providence, RI 02903.

Los Angeles Unified School District, CA. (1976). Leamos: Orientation and Placement Tests, Fundamental Stage: Primary, Steps 4-15. (ETS# TC009250) Designed to acquaint students with test format and determine appropriate learner entry level on skills continuum. Used as part of Leamos; Spanish Developmental Reading Program (DRP). Grade Level(s): K; 1; 2; 3. Contact: Paul S. Amidon and Associates; 1966 Benson Avenue, St. Paul, MN 55116-9990.

Los Angeles Unified School District, CA. (1976). Leamos: Diagnostic/Prescriptive Tests, Fundamental Stage: Primary, Steps 1-3. (ETS# TC009251) Designed by Spanish Developmental Reading Task Force for use with primary grade children, who are Spanish speakers. The program is based upon the idea that after literacy is achieved in Spanish, the transfer to the reading of English is accomplished with greater ease and assurance of learner success. Step I consists of 21 items. Step II also has 21 items and Step III consists of 24 items. Contents are similar to English Developmental Reading. Grade Level(s): K; 1; 2; 3. Contact: Paul S. Amidon and Associates; 1966 Benson Avenue, St. Paul, MN 55116-9990.

Los Angeles Unified School District, CA. (1976). Leamos: Diagnostic/Prescriptive Tests, Fundamental Stage: Primary, Steps 4-6. (ETS# TC009252) Designed for Spanish speaking primary grade children by the Spanish speaking reading consultants of the Developmental Reading Task Force. The program is based on the premise that after literacy is achieved in Spanish, the transfer to the reading of English is accomplished with greater ease and assurance of learner success. It is the Spanish version of the Developmental Reading Program. Step 4 has 20 items, Step 5 has 29 items and Step 6 has 36 items. Grade Level(s): K; 1; 2; 3. Contact: Paul S. Amidon and Associates; 1966 Benson Avenue, St. Paul, MN 55116-9990.

Los Angeles Unified School District, CA. (1976). Leamos: Diagnostic/Prescriptive Tests, Fundamental Stage: Primary, Steps 7-9. (ETS# TC009253) Designed for Spanish speaking primary grade children by the Spanish speaking reading consultants of the Developmental Reading Task Force. The program is based on the premise that after literacy is achieved in Spanish, the transfer to the reading of English is accomplished with greater ease and assurance of learner success. It is the Spanish edition of the Developmental Reading Program. Step 7 has 28 items, Step 8 has 27 items and Step 9 has 36 items. Grade Level(s): K; 1; 2; 3. Contact: Paul S. Amidon and Associates; 1966 Benson Avenue, St. Paul, MN 55116-9990.

Los Angeles Unified School District, CA. (1976). Leamos: Diagnostic/Prescriptive Tests, Fundamental Stage: Primary, Steps 10-12. (ETS# TC009254) Designed for Spanish speaking students by the Spanish speaking reading consultants of the Developmental Reading Task Force. The program is based on the premise that after literacy is achieved in Spanish, the transfer to the reading of English is accomplished with greater ease and assurance of learner success. It is the Spanish edition of the Developmental Reading Program (DRP). Step 10 has 19 items, Step 11 has 29 items and Step 12 has 20 items. Grade Level(s): K; 1; 2; 3. Contact: Paul S. Amidon and Associates; 1966 Benson Avenue, St. Paul, MN 55116-9990.

Los Angeles Unified School District, CA. (1976). Leamos: Diagnostic/Prescriptive Tests, Fundamental Stage: Primary, Steps 13-15. (ETS# TC009255) Designed for Spanish speaking by the Spanish speaking Reading Consultants of the Developmental Reading Task Force. The program is based on the premise that after literacy is achieved in Spanish, the transfer to the reading of English is accomplished with greater ease and assurance of learner success. It is the Spanish edition of the Developmental Reading Program (DRP). Step 13 has 25 items, step 14 has 26 items and step 15 has 20 items. Grade Level(s): K; 1; 2; 3. Contact: Paul S. Amidon and Associates; 1966 Benson Avenue, St. Paul, MN 55116-9990.

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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).

Meeker-Mary, & Meeker-Robert. (1975). SOI Learning Abilities Test: Spanish Edition. (ETS# TC014160) This test is a Spanish translation of the SOI Learning Abilities Test (TC 009 264) based on Guilford's multifactor model of intelligence. Twenty-six subtests assess cognitive abilities or factors of intelligence in children and adults to provide a profile of separate learning abilities. Other forms of the SOI-LA, consisting of combinations of these 26 subtests, focus on abilities in specific learning areas such as reading and math, or screening for the gifted and vocational aptitude. All may be group or individually administered. The subtests concern mental processes (cognition memory, evaluation, convergent production, divergent production) combined with a content area (figural, symbolic, semantic or behavioral) and a product (units, classes, relations, systems, transformations, implications), e.g., Cognition of Figural Units which measures visual closure. All SOI materials are available to anyone interested in their use. Subtests: Visual Closure; Visual Conceptualization; Visual Discrimination; Judging Similarities and Matching of Concepts; Visual Attending; Visual Concentration for Sequencing; Vocabulary of Math and Verbal Concepts; Comprehension of Verbal Relations; Ability to Comprehend Extended Verbal Information; Visual Memory for Details; Speed of Word Recognition; Constancy of Objects in Space; Spatial Conservation; Comprehension of Abstract Relations; Comprehension of Numerical Progressions; Auditory Sequencing; Inferential Memory; Judgment of Arithmetic Similarities; Judgment of Correctness of Numerical Facts; Application of Math Facts; Form Reasoning; Creativity with Things; Creativity with Math Facts; Creativity with Words and Ideas. Testing Time: 180 minutes. Age Range: Adults. Grade Level(s): 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: SOI Systems; Box D, Vida, OR 97488.

Meeker-Mary, & Meeker-Robert. (1975). SOI Learning Abilities Test: SOI Process and Diagnostic Screening Test, Spanish Edition. (ETS# TC014161) A use of the SOI Learning Abilities Test (TC 009 264) subtests that will assess students' reading skills and cognitive style. Items are in large print for easy reading by young children. Five subtests measure figural abilities, three measure symbolic abilities and three measure semantic abilities. This is a translation of a test developed for an English-speaking population. Subtests: Cognition of Figural Units; Cognition of Figural Classes; Cognition of Semantic Units; Memory of Symbolic Units; Convergent Production of Figural Units; Memory of Figural Units; Cognition of Semantic Relations; Cognition of Semantic Systems; Evaluation of Figural Classes; Convergent Production of Symbolic Transformations; Cognition of Symbolic Systems. Number of Test Items: 91. Grade Level(s): K; 1; 2; 3. Contact: SOI Systems; Box D, Vida, OR 97488.

Moreno-Steve. (1978). Spanish Reading Comprehension Test and English Reading Comprehension Test, Grades 1-6. (ETS# TC011150) The Spanish test was developed, standardized, and normed in Mexico. The English test was translated from the Spanish and used a smaller sample size for developing norms. The tests are designed to be used in the following ways: to determine levels of Spanish achievement compared with Mexican norms; to evaluate bilingual education programs; to measure growth of United States students who are studying Spanish; to determine degrees of bilingualism; to report progress to school boards; to include in research studies. Each test takes 30 minutes and consists of 73 items. Number of Test Items: 146. Testing Time: 60 minutes. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: Moreno Educational Company; 7050 Belle Glade Lane, San Diego, CA 92119.

Moreno-Steve. (1978). Spanish Reading Comprehension Test and English Reading Comprehension Test, Grades 7-12 and Adults. (ETS# TC011151) The Spanish test was developed, standardized, and normed in Mexico. The English test was translated from the Spanish and used a smaller sample size for developing norms. The tests are designed to be used in the following ways: to determine levels of Spanish achievement compared with Mexican norms; to evaluate bilingual education programs; to measure growth of United States students who are studying Spanish; to determine degrees of bilingualism; to report progress to school boards; to include in research studies. Each test takes 25 minutes and consists of 81 items. Number of Test Items: 162. Testing Time: 50 minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Moreno Educational Company; 7050 Belle Glade Lane, San Diego, CA 92119.

Myers-Isabel-Briggs, & Briggs-Katharine-C. (1977). Myers-Briggs Type Indicator, Form G. (ETS# TC009927) Measure of personality dispositions and interests based on Jung's theory of types. Scales assessed are Introversion-Extraversion, Sensing - Intuition, and Judging - Perceptive which are identical to Myers Briggs Type Indicator: Form F (TC 007 901). Thinking - Feeling preference scale is slightly different than Form G. Form G is a shorter version designed for use where time and/or reading level make the longer form inadvisable. Designed to ascertain an individual's basic preferences. Form G is also available in a Spanish-language version. Also available for computer-administered testing from Integrated Professional Systems, 5211 Mahoning Avenue, Suite 135, Youngstown, OH 44515. Subtests: Introversion-Extraversion; Sensing-Intuition; Thinking-Feeling; Judging-Perceptive. Number of Test Items: 126. Testing Time: 30; approx minutes. Age Range: AGE 10-17, Adults. Contact: Consulting Psychologists Press, Inc.; 3803 East Bayshore Road, Palo Alto, CA 94303.

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National Center for Interpretation Testing, Research and Policy, University of Arizona, Tucson, AZ Federal Court Interpreter Certification Examination, Spanish/English. (ETS# TC018664) The Federal Court Interpreter Certification Examination in English/Spanish is considered both a proficiency-based and criterion-referenced examination. The bilingual language proficiency and interpreting performance is measured according to standards of minimum competency set by experienced practicing court interpreters and conference interpreters, language specialists, and members of the judiciary. The test consists of both a written section and an oral performance test. The written section covers reading comprehension, usage, antonyms, sentence completion, and synonyms. The oral section covers sight translation, simultaneous translation, and consecutive and simultaneous cross examination. By passing the examination, individuals become Certified Federal Court Interpreters. (MH) Materials: 1. Manual, 1994-1996 Contact: Federal Court Interpreter Project, Modern Languages Building, Room 445, University of Arizona, Tucson, AZ 85721.

National Institute for Testing and Evaluation, Jerusalem, Israel. (1987). Psychometric Entrance Examination of the Universities in Israel. (ETS# TC917003) Designed for use in selection of candidates for higher education in Israel. Required for entrance for all universities and pre-academic programs as well as some nursing, technical, and engineering schools. Anyone over age 16 may take the exam. Results are valid for three years. Six examination dates are available each year. It is given in Hebrew, Arabic, English, French, Spanish and Russian. The test covers general knowledge of arts, history; the social and exact sciences; spatial logic and graphic relationships; logical reasoning; mathematical reasoning; English as a second or foreign language (most academic reading material is in English); Hebrew. Special arrangements must be made to take the exam outside of Israel. Subtests: General Knowledge; Forms; Reasoning; Mathematical Comprehension; English; Hebrew. Age Range: AGE 16-17, Adults. Contact: National Institute for Testing and Evaluation; P.O. Box 26015; Jerusalem, Israel 91260.

New York City Board of Education, Brooklyn, NYOffice of Educational Evaluation. (1976). Language Assessment Battery: Level 1. (ETS# TC008453) Designed for use in New York City Public Schools to determine student's effectiveness in English and Spanish. Student is assessed for English competencies and compared against a monolingual English speaking norm group. A Spanish version is used to determine if child is more effective in Spanish than in English. Main purpose of battery is student classification. Spanish language skills may be measured by using Spanish language battery. Subtests: Listening and Speaking; Reading; Writing. Number of Test Items: 40. Testing Time: 10; approx minutes. Grade Level(s): K; 1; 2. Contact: Riverside Publishing Company; 3 O'Hare Towers, 8420 Bryn Mawr Avenue, Chicago, IL 60631.

New York City Board of Education, Brooklyn, NYOffice of Educational Evaluation. (1976). Language Assessment Battery: Level II. (ETS# TC008454) Designed to assess reading, writing, listening comprehension and speaking in English and Spanish. Used for classification of students to determine whether their learning is more effective in English or Spanish. Spanish language skills may be measured by use of the Spanish language battery. All subtests are group administered with the exception of Speaking which is individually administered. Subtests: Listening; Reading; Writing; Speaking. Number of Test Items: 92. Testing Time: 41; approx minutes. Grade Level(s): 3; 4; 5; 6. Contact: Riverside Publishing Company; 3 O'Hare Towers, 8420 Bryn Mawr Avenue, Chicago, IL 60631.

New York City Board of Education, Brooklyn, NYOffice of Educational Evaluation. (1976). Language Assessment Battery: Level III. (ETS# TC008455) Designed to assess reading, writing, listening comprehension, and speaking in English and Spanish. Used for classification of students to determine whether their learning is more effective in English or Spanish. Spanish language skills may be measured by use of the Spanish language battery. All subtests are group administered with the exception of Speaking which is individually administered. Subtests: Listening; Reading; Writing; Speaking. Number of Test Items: 92. Testing Time: 41; approx minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Riverside Publishing Company; 3 O'Hare Towers, 8420 Bryn Mawr Avenue, Chicago, IL 60631.

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.

Nurss-Joanne-R, & McGauvran-Mary-E. (1990). Metropolitan Readiness Tests, Spanish Edition, Level 1. (ETS# TC017375) The Spanish addition to the Metropolitan Readiness Assessment program provides a skill-based assessment of reading, mathematics, and language development. It is an enabling skills tool that is most likely to influence early school success. This instrument has two levels. Level one includes six different tests measuring pre-reading skill development, and level two has eight different tests which measure the skills needed in beginning reading and mathematics. Subtests: Auditory Memory (Memoria auditiva); Beginning Consonants Sonidos indicales); Letter Recognition (Reconocimiento de letras); Visual Matching (semejanzas visuales); School Language and Listening (Lenguaje escolar y Comprension auditiva); Quantitative Language (Lenguaje Cuantitativo). Testing Time: 95; approx minutes. Age Range: AGE 4-6. Grade Level(s): K; 1. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Nurss-Joanne-R, & McGauvran-Mary-E. (1990). Metropolitan Readiness Tests, Spanish Edition, Level 2. (ETS# TC017376) The Spanish addition to the Metropolitan Readiness Assessment Program provides a skill-based assessment of reading, mathematics, and language development. It is an enabling skills tool that is most likely to influence early school success. This instrument has two levels. Level one includes six different tests measuring pre-reading skill development; and level two has eight different tests which measure the skills needed in beginning reading and mathematics. Subtests: Beginning Consonants (Silabas iniciales); Sound-Letter Correspondence (Correspondencia entre sonido y silaba); Visual Matching (Semejanzas visuales); Finding Patterns (Encontrar Modelos); School Language (Lenguaje escolar); Listening (Comprension auditiva); Quantitative Concepts (Conceptos Cuantitativos); Quantitative Operations (Operaciones cuantitativas). Testing Time: 105; approx minutes. Age Range: AGE 4-6. Grade Level(s): K; 1. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

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Omark-Donald-R, & Others. (1983). Basic Elementary Skills Test - Spanish. (ETS# TC018085) Designed to determine quickly and accurately limited English proficient children's abilities in math, writing, reading, and spelling. Can be used to determine appropriate academic grade level of skills that children had when they entered the United States school systems. Useful for tracking primary language acquisition in all of the basic skills tested. Also useful for primary language program evaluation, and pre- and post-test for evaluating program effectiveness. Basic Elementary Skills Test (BEST) in Spanish offers easy administration, high reliabilty, and high validity. Based on academic skills in the native language and is not a translation of an English test. Examines three basic skills necessary for survival in any classroom. These skills are mathematics, reading, and spelling. These three subtests are further supported by a written language sample, which examines the child's ability to write. The results of these four measures will meet most of the assessment requirements. Available in criterion-referenced forms in other languages: Arabic, Cambodian, Chinese, Farsi, and Vietnamese. Subtests: Mathematics; Spelling; Reading. Testing Time: 20; approx minutes. Age Range: AGE 5-12. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: Los Amigos Research Associates; 7035 Galewood, San Diego, CA 92120.

Ortiz-Franco, Luis (1976). Problem Solving Inventory. (ETS# TC018718) The instrument measures seven tests of mathematical abilities and their interrelationships among 13 to 17 year old Spanish-speaking and English-speaking pre-algebra Hispanic students. The mathematical abilities assessed are tests of divergent thinking, general reasoning, field-dependence, mathematics achievement, reading of mathematical prose, syllogistic reasoning, and mathematical word problem solving. Technical data are provided.(TJS) Materials: 1. Inventory - English Version 2. Inventory - Spanish Version 3. Journal Article "Interrelationships of Seven Mathematical Abilities Across Languages". Hispanic Journal of Behavioral Sciences;, 12, 3, 299-312, Aug 1990. Contact: Luis Ortiz-Franco; Chapman University, Orange, CA 92666

Others., Cote-Nancy-S (1984). La Prueba Riverside de Realizacion en Espanol. (ETS# TC013702) This Spanish-language edition of the 3 R's Test (TC 011 502-TC 011 505) is designed to assess the achievement of students whose primary language is Spanish and to determine the degree to which students are literate in Spanish. It is recommended that the school district select the level of the test that will be administered in each grade, according to the students' level of Spanish literacy. Results are reported in terms of local norms based on the use of a specific test level in a particular grade. Test times vary from 80 to 165 minutes by grade level. Subtests: Reading Comprehension; Vocabulary; Study Skills; Grammar; Punctuation; Capitalization; Spelling; Math Computation; Math Problem Solving; Social Studies; Science. Testing Time: 100; approx minutes. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9. Contact: Riverside Publishing Company; 8420 Bryn Mawr Ave., Chicago, IL 60631.

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Paul S. Amidon and Associates, Inc., St. Paul, MN (1978). Leamos: Spanish Development Reading, Fundamental Stage: Advanced. (ETS# TC018699) The instrument is a sequential reading program based on behavioral objectives that represent a series of reading skills capable of measuring learners' needs and achievements. It is designed to meet the needs of learners at different age and academic levels and is organized into two developmental stages: Fundamental Stage and Skills Extension. The Fundamental Stage: Advanced component consists of 9 steps (steps 7-11), and is designed for teaching Spanish reading skills to monolingual Spanish-speaking learners, ages 9 years through adults who lack initial reading skills in Spanish. The assumption is made that their oral language proficiency in Spanish and their experiential background are sufficient to begin directly with decoding on step 7. Once literacy has been achieved, the second level of competency is reached - the Skills Extension Stage - where learners work with greater independence for longer periods of time to refine and extend abilities in vocabulary, comprehension, and location/study areas. The goal of the instrument is to make the Spanish-speaking learners literate in their own language before they learn to read and write in English. Skills are presented as units and are often combined for reinforcement. Component skills are in the areas of decoding, grammar, vocabulary, comprehension, and location/study and are systematically developed. Included in the instrument are the orientation and Placement Tests. These tests acquaint learners with test format and determine the "steps" at which learner should enter the program. The instrument can be used on an individual classroom basis, a school-wide basis, or as a complete reading program for an entire district. It allows the teacher, learner, parent, community, and board of education to keep track of specific skills learned and specific skills needed rather than to record books to which learners are exposed at different levels. No technical data are provided.(TJS) Materials: 1. teacher's guide 2. examiner's manual, steps 7-15 3. orientation & placement tests, steps 7-15 4. pretest, step 7 5. posttest, step 7 6. pretest, step 8 7. posttest, step 8 8. pretest, step 9 9. posttest, step 9 10. pretest, step 10 11. posttest, step 10 12. pretest, step 11 13. posttest, step 11 14. pretest, step 12 15. posttest, step 12 16. pretest, step 13 17. posttest, step 13 18. pretest, step 14 19. posttest, step 14 20. pretest, step 15 21. posttest, step 15 22. description booklet 23. "how to use" booklet Contact: Paul S. Amidon and Associates, Inc.; 1966 Benson Avenue, St. Paul, MN 55116

Pitman Examinations Institute, London, England Office Technology and Information Processing: Text Production Skills. (ETS# TC810830) Office Technology and Information Processing: Text Productions Skills is designed to test a combination of keyboarding accuracy, presentation, and rate of production of straightforward material, using any keyboard. The exam consists of 3 tasks containing 225-230 words in total and a proof-reading task of 100 words. Time allowed for the exam is one hour, plus five minutes reading time. The test is available using texts in English, French, German, and Spanish. (JL) Materials: 1. No materials. See Pitman Examinations Institute catalog. Contact: Pitman Qualifications, 1 Giltspur Street, West Smithfield, London EC1A 9DD England.

Portuguese., American Association Of Teachers Of Spanish And National Spanish Examination. (ETS# TC001423) Measures aural comprehension, vocabulary mastery, grammatical control and reading skills for secondary school students studying Spanish. Requires the use of a tape recorder or cassette recorder or a language laboratory. Comes in four levels: Level I, II, III and Advanced (which combined the previously known Levels IV and V). Each level consists of 30 oral comprehension and 50 reading items. May be used also for Spanish speaking students, those born and/or reared in a Spanish speaking environment. Restricted to students of teachers who are members of AATSP. Address changes frequently; check for latest address. Subtests: Listening Comprehension; Reading. Number of Test Items: 80. Testing Time: 60 minutes. Materials: 1. Test, Form F25 (Second Year, 1962) 2. Test, Form G25 (Second Year, 1963) 3. Test, Form G35 (Third Year, 1963) 4. Test, Form G45 (Fourth Year, 1963) 5. Test, Form H35 (Third Year, 1964) 6. Test, Form J25 (Second Year, 1965) 7. Test, Form J35 (Third Year, 1965) 8. Test, Form J45 (Fourth Year, 1965) 9. Test, Form K25 (Second Year, 1966) 10. Test, Form K35 (Third Year, 1966) 11. Test, Form K45 (Fourth Year, 1966) 12. Tape for Test, Form K35 Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: National Spanish Examinations; Univesity of Delaware, Newark, DE 19716.

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Rey, Gustavo J., & Others (1991). Examen de Afasia Multilingue (Multilingual Aphasia Examination-Spanish MAE-S). (ETS# TC019348) The Examen de Afasia Multilingue (MAE-S) is designed to evaluate the presence, severity, and qualitative aspects of aphasic disorder. This instrument assesses different aspects of oral expression, oral verbal understanding, reading comprehension, and spelling. Although speech articulation and the fluency-nonfluency dimension of expressive speech are rated, they are not systematically sampled. Writing is evaluated from performance on the written spelling test. The Spanish version is not a literal translation of the English version, but instead uses terminology and items more appropriate for Spanish speaking subjects. The test battery was standardized on adults residing in Texas and Puerto Rico, whose principal language is Spanish. Norms, reliability and validity are discussed. (JW) Materials: 1. Manual 2. Description 3. Estimulos-Nombramiento Visual 4. Estimulos Cards 5. Multicolor Squares and Circles 6. Record Form MAE-D1 7. Record Form MAE-C1 8. Record Form MAE-B1 9. Record Form MAE-A1 Contact: AJA Associates, 504 Manor Drive, Iowa City, IA 52246.

Rivera-Charlene, & Lombardo-Maria. (1979). English as a Second Language Assessment Battery. (ETS# TC011103) Criterion-referenced measure designed to assess the English language proficiency of Spanish bilingual students. Covers receptive and expressive skills. For use in placing students at instructional levels in ESL classes. Subtests: Oral Screening; Oral Competency; Aural Comprehension; Dictation Exercise; Structural Competency; Informal Reading Inventory; Writing Sample. Number of Test Items: 208. Testing Time: 105 minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Riverside Publishing Company, Chicago, IL (1994). Riverside Performance Assessment Series (RPAS): Reading, Spanish Edition. (ETS# TC019337) The Riverside Performance Assessment Series (RPAS) was designed to assess students' use of their thinking skills and strategies in situations similar to those they might encounter in real life. The Spanish edition is for Spanish-speaking students and there are comparable English versions that can be used to measure student performance in both English and Spanish on the same set of tasks. The Spanish edition has four levels covering grades 3-12: level C, grades 3-5; level D, grades 4-6; level E, grades 6-9; and level F, grades 9-12. The assessments take between 50 and 120 minutes to complete, depending on the particular assessment used. The reading assessments provide students with authentic literature or an informational selection. Students can interpret the selections by composing responses to questions or completing charts or diagrams. (MH) Materials: 1. Instrucciones para el maestro y guia de calificacion, forma C, Tiempo de Jugar 2. Libreta del estudiante, forma C, Tiempo de Jugar 3. Instrucciones para el maestro y guia de calificacion, forma C, Rojito se va Volando 4. Libreta del estudiante, forma C, Rojito se va Volando 5. Instrucciones para el maestro y guia de calificacion, forma D, El dia del Incendio 6. Libreta del Estudiante, forma D, El dia del Incendio 7. Instrucciones para el maestro y guia de calificacion, forma E, Las Pinturas en la Mente 8. Libreta del estudiante, forma E, Las Pinturas en la Mente 9. Instrucciones para el maestro y guide de calificacion, form F, El Dolor detras de la Camara 10. Libreta del estudiante, forma F, El Dolor detras de la Camara Contact: Riverside Publishing Company.

Rodriques-Mary-C, & Others. (1972). Analysis Of Readiness Skills: Reading And Mathematics. (ETS# TC007193) To determine whether a child is ready to enter reading and mathematics programs by testing the child's knowledge of the alphabet and numbers. The test instructions are written in both English and Spanish; the results for Spanish-speaking children would determine their readiness for placement in an English-as-a-Second-Language program. The authors recommend administering to no more than 15 students at a time. Subtests: Visual Perception Of Letters; Letter Identification; Mathematics-Identification; Mathematics-Counting. Number of Test Items: 35. Testing Time: 40; approx minutes. Grade Level(s): K; 1. Contact: Riverside Publishing Company

Romero-Cesar, & Miller-Robert. (1982). Spanish Oral Reading Test. (ETS# TC013719) Designed to detect reading problems of bilingual Spanish speakers in reading material in the Spanish language. Identifies reading level and detects various phoneme grapheme problems. Consists of two word lists, twelve graded paragraphs and six phonics tests. The tests are individually administered, orally. The test takers read each section aloud until they achieve a specified failure rate. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: Paradox Press; P.O. Box 1438; Los Gatos, CA 95031.

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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

Scott-Norval-C. Zip Test. (ETS# TC004948) Determines grade placement of a migrant child in reading and math and assesses the child's English language facility. The test locates the instructional level at which a child can effectively use a mathematics book and a reader and should not be used for chronological grade placement. Subtests: Language Facility Section; Word Recognition; Reading Comprehension; Word Opposites; Math Section; English Language Facility. Testing Time: 30 minutes. Age Range: AGE 5-12. Contact: ASIS/NAPS, c/o Microfiche Publications; P.O. Box 3513; Grand Central Station, New York, NY 10163-3513 (NAPS Document 0070).

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.

Soares-Anthony-T, & Soares-Louise-M. (1979). Affective Perception Inventory, Intermediate Level, Spanish. (ETS# TC012901) Nine scales measure feelings about the self relative to specific subject areas or classroom experiences including self as a person, student, in the school environment or in interaction with others who are part of the educational setting. Subjects covered are: language arts, mathematics, science, social studies, arts, physical education. Used primarily for research. Administration time depends on reading level. A semantic differential format is used. Subject scales measure attitudes toward the subject and feelings about one's ability in the subject. Subtests: Self Concept (as a person); Student Self; Perceptions in Language Arts; Mathematics Perceptions; Science Perceptions; Social Studies Perceptions; Perceptions in the Arts; Perceptions in Physical Education; School Perceptions. Number of Test Items: 115. Testing Time: 45 minutes. Grade Level(s): 4; 5; 6; 7; 8. Contact: Soares Associates; 111 Teeter Rock Rd., Trumbull, CT 06611.

Soares-Anthony-T, & Soares-Louise-M. (1979). Affective Perception Inventory, Primary Level, Spanish. (ETS# TC012902) Nine scales measure feelings about the self relative to specific subject areas or classroom experiences including self as a person, student, in the school environment or in interaction with others who are part of the educational setting. Subjects covered are: reading, arithmetic, science, social studies, arts, sports and games. Used primarily for research. Administration time depends on reading level. A semantic differential format is used. Subtests: Self Concept (as a person); Student Self; Reading Perceptions; Arithmetic Perceptions; Science Perceptions; Social Studies Perceptions; Perceptions in the Arts; Sports and Games Perceptions; School Perceptions. Number of Test Items: 115. Testing Time: 45 minutes. Grade Level(s): 1; 2; 3. Contact: Soares Associates; 111 Teeter Rock Rd., Trumbull, CT 06611.

Soares-Anthony-T, & Soares-Louise-M. (1980). Self-Perception Inventory - Student Forms, (Spanish). (ETS# TC012880) A self-concept measure using a semantic differential format in which the student rates each concept on a four-point scale using two opposite adjectives or phrases. Six components of self-perception are covered: self-concept, ideal concept, reflected self-classmates, reflected self-teachers, reflected self-parents, student self. Included is a term called "Perceptions of Others", which is administered to those mentioned in the reflected-self forms, teachers, classmates and parents. Administration time varies from 5-20 minutes per part depending on age and reading level. Norms on the English version (TC 010 643) are for advantaged and disadvantaged students. Subtests: Self-Concept; Reflected Self-Classmates; Reflected Self-Teachers; Reflected Self-Parents; Ideal Concept; Perceptions of Others; Student Self; Perceptions of Others/Student Self. Number of Test Items: 288. Testing Time: 60 minutes. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Soares Associates; 111 Teeter Rock Rd., Trumbull, CT 06611.

Soares-Anthony-T, & Soares-Louise-M. (1980). Self Perception Inventory, Adult Forms (Spanish). (ETS# TC012881) A self-concept measure using a semantic differential format. Six components of self-perception are covered: self-concept, ideal concept, reflected self-parents, reflected self-teachers, reflected self-friends and perceptions of others, which is administered to significant people in the subject's life. Administration time ranges from 5-20 minutes per part, depending on reading ability. This version is a translation. No norms are included. The English version (TC 010 644) was normed on grade 12 and college students and young working adults. Subtests: Self Concept; Reflected Self-Friends; Reflected Self-Teachers; Reflected Self-Parents; Ideal Concept; Perceptions of Others. Number of Test Items: 288. Testing Time: 60 minutes. Age Range: Adults. Contact: Soares Associates; 111 Teeter Rock Rd., Trumbull, CT 06611.

Southeastern New Mexico Bilingual Program, Artesia. (1972). Self Image Test. (ETS# TC009636) Measures self-concept relevant to school success. Group administered in English or Spanish. Does not require reading. Factors are aggressiveness/cooperation, peer ostracism/acceptance, intellectual self-image, helpfulness, emotional self, success/non-success. Number of Test Items: 11. Grade Level(s): K; 1; 2; 3; 4; 5. Contact: Southeastern New Mexico Bilingual Program; Artesia Public Schools, 1106 West Quay Avenue, Artesia, NM 88210.

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Taylor-Robert-M, & Morrison-Lucile-P. (1984). Taylor-Johnson Temperament Analysis, Regular Edition. (ETS# TC003816) Designed to measure independent personality variables or behavioral tendencies which influence personal, social, marital, parental, family, scholastic, and vocational adjustment. Designed for use in counseling situations with general population, college, and high school students with a minimum reading level of fifth grade. Test is constructed so that responses may apply to individual taking the test or perception of another. A Spanish language test booklet and norms tables are available. Questionnaire also available in German, French, and Portuguese. Number of Test Items: 180. Age Range: AGE 13-17, Adults. Contact: Psychological Publications; 5300 Hollywood Boulevard, Los Angeles, CA 90027.

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.

The Psychological Corporation, San Antonio, TX. (1990). Aprenda: La Prueba de Logros en Espanol, Intermediate 2. (ETS# TC016937) Aprenda: La Prueba de Logros en Espanol was designed for students whose primary language of instruction is Spanish. This instrument measures Spanish-speaking students' grasp of content, and was developed in the Spanish language. It has been constructed to match those objectives of the Stanford Achievement Test Series, Eighth Edition, and assesses the primary educational objectives at each grade from kindergarten through grade eight. The Intermediate 2 level includes measures of reading, mathematics, spelling, language, study skills, and listening. It assesses both vocabulary knowledge and skills, and reading for meaning with various types of texts. The concepts and skills that are assessed in each content area are those ordinarily taught during the second half of Grade 5 and the first half of Grade 6. Subtests: Vocabulary (Vocabulario); Language Expression (Lenguaje; Expresion); Reading Comprehension (Comprehension de Lectura); Study Skills (Destrezas de estudio); Concepts of Numbers (Conceptos de Numero); Listening Comprehension (comprension auditiva); Mathematics Computation (calculos mathematicos); Spelling (Ortografia); Thinking Skills (Destrezas de Pensamiento); Language Mechanics (Lengvje; Mecanica); Mathematics Application (Aplicaciones matematicas). Number of Test Items: 357. Testing Time: 285; approx minutes. Grade Level(s): 5; 6. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

The Psychological Corporation, San Antonio, TX. (1990). Aprenda: La Prueba de Logros en Espanol, PrePrimer Level. (ETS# TC016938) Aprenda: La Prueba de Logros en Espanol was designed for students whose primary language of instruction is Spanish. It measures Spanish-speaking students' grasp of content, and was developed in the Spanish language. This instrument has been constructed to match those objectives of the Stanford Achievement Test Series, Eighth Edition, and assesses the primary educational objectives at each grade from kindergarten through grade eight. The PrePrimer Level is designed to measure a segment of the cognitive learning of five, six, and seven year old children, assessing the learning that children gain as they progress through kindergarten and the first half of Grade 1. Subtests: Sounds and Letters (Sonidos y letras); Mathematics (Matematicas); Word Reading (Lectura de Palabras); Sentence Reading (Lectura de Oraciones); Listening to Words and Stories (Palabras y Cuentos). Number of Test Items: 200. Testing Time: 155; approx minutes. Age Range: AGE 5-7. Grade Level(s): K; 1. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

The Psychological Corporation, San Antonio, TX. (1990). Apprenda: La Prueba de Logros en Espanol, Primary 1 Level. (ETS# TC016939) Aprenda: La Prueba de Logros en Espanol was designed for students whose primary language of instruction is Spanish. It measures Spanish-speaking students' grasp of content, and was developed in the Spanish language. This instrument has been constructed to match those objectives of the Stanford Achievement Test Series, Eighth Edition, and assesses the primary educational objectives at each grade from kindergarten through grade eight. The Primary 1 level includes measures of reading, mathematics, spelling, language, and listening. The concepts and skills that are assessed in each content area are those ordinarily taught during the second half of Grade 1 and the first half of Grade 2. Subtests: Word Reading (Lectura de Palabros); Language (Lenguaje); Reading Comprehension (comprension); Listening Comprehension (comprension auditiva); Concepts of Numbers (conceptos de numero); Mathematics Computation (calculos matematicos); Mathematics Applications (Applicacionas matematicos); Spelling (Ortografia). Number of Test Items: 275. Testing Time: 235; approx minutes. Grade Level(s): 1; 2. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

The Psychological Corporation, San Antonio, TX. (1990). Aprenda: La Prueba de Logros en Espanol, Primary 2 Level. (ETS# TC016940) Aprenda: La Prueba de Logros en Espanol was designed for students whose primary language of instruction is Spanish. This instrument measures Spanish-speaking students' grasp of content, and was developed in the Spanish language. It has been constructed to match those objectives of the Stanford Achievement Test Series, Eighth Edition, and assesses the primary educational objectives at each grade from kindergarten through grade eight. The Primary 2 level includes measures of reading, mathematics, spelling, language, and listening. The concepts and skills that are assessed in each content area are those ordinarily taught during the second half of Grade 2 and the first half of Grade 3. Subtests: Vocabulary (Vocabulario); Spelling (Ortografia); Reading Comprehension (comprehension de lectura); Language (Lenguaje); Concepts of Numbers (conceptos de Numero); Listening Comprehension (comprension auditiva); Mathematics Computation (calculos Matematicos); Mathematics Applications (Applicaciones Matematicos). Number of Test Items: 284. Testing Time: 230; approx minutes. Grade Level(s): 2; 3. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

The Psychological Corporation, San Antonio, TX. (1990). Aprenda: La Prueba de Logros en Espanol, Primary 3 Level. (ETS# TC016941) Aprenda: La Prueba de Logros en Espanol was designed for students whose primary language of instruction is Spanish. It measures Spanish-speaking students' grasp of content, and was developed in the Spanish language. This instrument has been constructed to match those objectives of the Stanford Achievement Test Series, Eighth Edition, and assesses the primary educational objectives at each grade from kindergarten through grade eight. The Primary 3 level includes measures of reading, mathematics, language, spelling, study skills, and listening. The concepts and skills that are assessed in each content area are those ordinarily taught during the second half of Grade 3 and the first half of Grade 4. Subtests: Vocabulary (Vocabulario); Language Mechanics (Lenguaje; Mecanica); Reading Comprehension (comprehension de lectura); Language Expression (Lenguaje; Expression); Concept of Numbers (conceptos de Numero); Study Skills (Destrezas de estudio); Mathematics Computation (calculos matematicos); Listening Comprehension (comprehension auditiva); Mathematics Applications (Aplicaciones Matematicos); Spelling (Ortografia); Thinking Skills (Destrezas de Pensamiento Critico). Number of Test Items: 335. Testing Time: 275; approx minutes. Grade Level(s): 3; 4. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

The Psychological Corporation, San Antonio, TX. (1990). Aprenda: La Prueba de Logros en Espanol, Intermediate 3. (ETS# TC016984) Aprenda: La Prueba de Logros en Espanol was designed for students whose primary language of instruction is Spanish. It measures Spanish-speaking students' grasp of content, and was developed in the Spanish language. This instrument has been constructed to match those objectives of the Stanford Achievement Test Series, Eighth Edition, and assesses the primary educational objectives at each grade from kindergarten through grade eight. The Intermediate 3 level includes measures of reading, mathematics, spelling, language, study skills, and listening. The concepts and skills that are assessed in each content area are those ordinarily taught in the second half of Grade 6 and the first half of Grade 7. Subtests: Vocabulary (Vocabulario); Language Expression (Lenguaje; Expresion); Reading Comprehension (comprehension de lectura); Study Skills (Destrezas de estudio); Concept of Numbers (conceptos de Numero); Mathematics Computation (Calculo Matematicos); Listening Comprehension (comprension auditiva); Spelling (Ortografia); Thinking Skills (Destrezas de Pensamiento Critico); Language Mechanics (lenguaje; mecanica). Number of Test Items: 357. Testing Time: 285 minutes. Grade Level(s): 6; 7. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

THe Psychological Corporation, San Antonio, TX. (1990). Aprenda: La Prueba de Logros en Espanol, Intermediate 1. (ETS# TC016985) Aprenda: La Prueba de Logros en Espanol was designed for students whose primary language of instruction is Spanish. It measures Spanish-speaking students' grasp of content, and was developed in the Spanish language. This instrument has been constructed to match those objectives of the Stanford Achievment Test Series, Eighth Edition, and assesses the primary educational objectives at each grade from kindergarten through grade eight. The Intermediate 1 level includes measures of reading, mathematics, spelling, language, study skills, and listening. Subtests: Vocabulario (Vocabulary); Comprension de lectura (Reading Comprehension); Lenguaje; mecanica (Language Mechanics); Lenguaje; Expresion (Language Expression); Destrezas de estudio (Study Skills); Ortografia (Spelling); Comprension Auditiva (Listening Comprehension); Conceptos de numero (Concepts of Numbers); Calculos Mathematicos (Mathematics Computation); Applicaciones Mathematicas (Mathematics Applications); Destrezas de pensamiento critico (Thinking Skills). Testing Time: 75; approx minutes. Grade Level(s): 4; 5. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

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.

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United States Employment Service, Division of Testing, Salem, OR. (1967). General Aptitude Test Battery. (ETS# TC001422) Designed for use in vocational guidance and employment selection of literate individuals. Twelve tests measure nine vocational aptitudes: general learning ability; verbal aptitude; numerical aptitude; spatial aptitude; form perception; clerical perception; motor coordination; finger dexterity; manual dexterity. Research and development on this test is continuous. A Spanish version is available (TC 010 648) as is a non-reading measure of the same aptitudes (TC 012 014) and a special edition for deaf persons. Validated to predict performance in over 400 professional, skilled, semi- and unskilled occupations. See Specific Aptitude Test Batteries (TC 010 002 -012) for examples. Not available to the general public. For information, contact a state employment service agency, which is responsible for the operational use of the GATB. Subtests: Name Comparison; Computation; Three-Dimensional Space; Vocabulary; Tool Matching; Arithmetic Reason; Form Matching; Mark Making; Place; Turn; Assemble; Disassemble. Testing Time: 150 minutes. Materials: 1. GATB Book I 2. Manual for the USTES Section I: Administration and Scoring 3. Manual for the USTES Section II: Norms (1970) 4. Manual for the GATB Section III: Development 5. Manuas for the USES Section IV: Norms Specific Occupations (May 1966) 6. Manual for the GATB B-1002 Supplement to Section I (April 1971) 7. Guide to the GATB Screening Exercises (January 1966) 8. Technical Report on Development of an interim non-reading Measure of Aptitude G of the GATB (December 1963) 9. Technical Report on Development of Screening Device to Determine Ability to Take GATB Tests 10. Supplementary Technical Report on Validity Externsion Study 11. Research Questionnaire Background 12. Experimental Inventory Automobile Mechanics 16. USES Test REsearch Report NO. 21 17. Development of a Nonreading Edition of the GATB 18. Project Mini-Score Final TEchnical REport 22s. Locations 22. Finger Dexterity Board 23s. The US Employment Service TEsts and Assessment Techniques 24s. The US Employment Service Occupational Test Development Program 25s. Use of the GATB to Predict Success on the Tests of General Educational Development 26s. Manual Section II: Occupational Aptitude Patttern Structure 28s. Manual Section II-A Development of the Occupational Aptitude Pattern STructure (1980) 29s. Manual Section IV: Specific Aptitude Test Batteries (1980) 30s. Interest Check List (1979) 31s. Supplementary Administration Manual (1971) 32s. Ohio Report 33s. Answer Sheet Ohio 34s. Ohio Test Interpretation Notebook GATB 35s. Ohio Test Interpretation notebook 1 GATB 36s. Ohio Test Interpretation notebook 2 GATB 37s. Ohio Test Interpretation notebook 3 GATB 27. Aptitude Score Conversion Table Non-Reading Measure of Aptitude G (March 1964) 28. Aptitude Score Conversion Table Non-Reading Measure of Aptitude G (February 1964) 30. Answer Sheet GATB Screening Exercises 31. Demonstration Card GATB Screening Exercises 38. Information on the US Employment Service's GATB 42. NCS Answer Sheet Form B 43. Guide to the Use of the General Aptitude Test Battery, B-1002 46. NCS Handscoring Guide, Test Battery B-1002, Form B 52. Record of Apparatus Test Scores (December 1970) 54. Manual for the USTES General Aptitude Test Battery Section III: Development (1970) 56. Manual for the USTES General Aptitude Test Battery Section II: Norms Occupational Aptitude Pattern Structure (1970) 57. Development of USTES Aptitude Test Battery for Key-Punch Operator 58. Development of USTES Aptitude Test Battery for Fork Lift Operator 59. Development of USTES Aptitude Test Battery for Teacher aid, Elementary School 60. Development of USTES Aptitude Test Battery for Radiologic Technologist 61. Development of USTES Aptitude Test Battery for Sheet Metal Worker 62. Development of USTES Aptitude Test Battery for Baker 63. Development of USTES Aptitude Test Battery for Knitting Machine Fixer Socks 64. Development of USTES Aptitude Test Battery for Pipe Fitter Plumber 65. Development of USTES Aptitude Test Battery for Electrician, Airplane, Aircraft Mechanic, Armament 66. Development of USTES Aptitude Test Battery Cosmetologist 67. Development of USES Aptitude Test Battery Electrician 67a. Development of USTES Aptitude Test Battery Electrician (any) 68. Development of USTES Aptitude Test Battery for Printed Napkin Machine Operator 69. Development of USTES Aptitude Test Battery for Central Office Repariman 70. Development of USTES Aptitude Test Battery for Selected Aircraft Assembly Occupations 71. Development of USES Aptitude Test Battery for Fishing Rod Assembler 72. Development of USTES Aptitude Test Battery for Compositor 73. Development of USTES Aptitude Test Battery for Shipfitter 74. Technical Report for Furniture Upholsterer 75. Technical Report for Light Bulb Assembler 76. Technical Report for Dietician 77. Technical Report for Dental Hygienist 78. Technical Report for Spinner, Ring Frame 79. Technical Report for Fireworks Assembler 80. Technical Report for Carding Machine Operator 81. Technical Report for Dentist 82. Technical Report for Teacher, Nursery School 83. Technical Report for Record Press Tender 84. Technical Report for Bagger, Bag Sealer, Packer, Weigher 85. Technical Report for Cementer 86. Technical Report for Director, Funeral Embalmer 87. Technical Report for Peeling and Coring Machine Operator 88. Technical Report for Comptometer Operator 89. Technical Report for Spot Welder Feeder 90. Technical Report for Clothes Designer 91. Technical Report for Teacher, Grade or Grammar School/Teacher High School 92. Technical Report for Multiple Photographic Printer Operator 93. Technical Report Take Off Man 94. Technical Report Scrapper 95. Technical Report Assembler, Electrical Accessories 96. Technical Report Seamer 97. Technical Report Tomato Peeler 98. Technical Report Mender/Burler 99. Technical Report Artificial Breeding Technician 100. Technical Report Stillman 101. Technical Report Stemmer, Machine (tobacco) 102. Technical Report Assembler, Dry Cell Battery 103. Technical Report Stocking Inspector 104. Technical Report Material Coordinator 105. Technical Report Folder (garment) 106. Technical Report Stripper, Hand (tobacco) 107. Technical Report Pairer (hosiery) 108. Technical Report Dressmaker 109. Technical Report Veterinarian 110. Technical Report Injection Nolding Machine Tender 111. Technical Report Micro-Logic Assembler (electronics) 112. Development of USES Aptitude Test Battery for Weaver (carpet, rug, textile) 113. Technical Report Woodworking/Machine Operator (woodworking) 114. Technical Report Production Machine Operator 115. Development of USES Aptitude Test Battery for Nurse, Licensed, Practical (medial service) 118. Technical Report Nurse Aid 119. Development of USES Aptitude Test Battery for Teacher Aid, Elementary School 123. The US Employment Service Tests and Assessment Technicques (1977) 124. APA Bibliography GATB 125. Interest Check List 126. Instructions for Administering and Using the Interest Check List Age Range: AGE 13-17, Adults. Contact: State Employment Service Offices only.

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Valpar Corp., Tucson, AZ. (1977). Valpar Physical Functioning Questionnaire. (ETS# TC014619) This questionnaire was designed for use by rehabilitation personnel in determining clients' perceptions of their own physical condition. It is available in Formal Spanish, as well as English, and in Regional Spanish (Puerto Rican or Mexican American). The English version is at the grade 7 or grade 8 reading level. Number of Test Items: 18. Age Range: Adults. Contact: Valpar Corporation; 3801 East 34th Street, Suite 105; Tucson, AZ 85713.

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West Hartford Public Schools, CT. (1976). Examen de Espanol Para Escuelas Elementales: Spanish FLES Test. (ETS# TC008991) Multiple-choice test of Spanish reading and oral comprehension for grades 4-6. For oral sections students respond to passages on a cassette tape. The reading comprehension section includes vocabulary and completion exercises. Number of Test Items: 70. Grade Level(s): 4; 5; 6. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Wisconsin State Dept. of Public Instruction, Madison., INSTITUTIONAL, Ozete-Oscar., & Wisconsin State Dept. of Public Instruction, Madison. (1978). Prueba de Lectura. (ETS# TC009851) Designed to assess reading comprehension in the child's native Spanish for bilingual children as part of a program for developing reading competence in the child's first language before attempting to instruct the child in reading in a second language. Uses cloze procedure and multiple choice to measure literal comprehension and skill in making inferences and obtaining instruction. Has two parallel forms. Number of Test Items: 40. Grade Level(s): 3; 6. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689

Wolf-Abraham. (1973). Vocational Opinion Index. (ETS# TC007679) The Vocational Opinion Index (VOI) is designed to measure an individual's job readiness posture. A diagnostic and remediation system based on the use of the VOI would provide individuals who do not have workers' job readiness posture with appropriate training modules. The English or Spanish version of the test may be administered to an individual who can read at or above the fifth grade reading level. Number of Test Items: 42. Testing Time: 45; approx minutes. Age Range: Adults. Contact: Associates for Research in Behavior; 1 West Third Street, Media, PA 19063.

Woodcock, Richard W., & Munoz-Sandoval, Ana F. (1993). Woodcock-Munoz Language Survey, English (LS-E) and Spanish (LS-S). (ETS# TC019246) The Woodcock-Munoz Language SurveyEnglish(LS-E) and Spanish(LS-S) are sets of individually administered tests for providing a broad sampling of proficieny in oral language, reading and writing. Each survey also provides an overall measure of language competence. The tests are measures of cognitive-academic language proficiency in English and Spanish. They can be used to classify a subject's English or Spanish language proficiency or to determine eligibility for bilingual services. They can be used to help teachers understand a subject's language abilities or to assess a subject's progress or readiness for English-only instruction. They can be used to provide information about program effectiveness or to describe the language characteristis of subjects in research studies. Norms, reliability and validity data are given. (JW) Materials: 1.Easel Test Book 2. Manual 3. Scoring and Reporting Software 4. Test Record Spanish 5. Test Record English Contact: Riverside Publishing Company.

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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