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Academic Achievement Instruments

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Adams-Wayne, & Others. (1989). Test of Academic Performance. (ETS# TC016654 ) Designed for use by educators and psychologists who work with children in a clinical setting, to quickly estimate a student's level of academic achievement. Measures achievement in ways used in the classroom, including spelling dictation, mathematics computation, and reading decoding and comprehension. Includes two optional measures of written language. All tests except Reading Recognition and Reading Comprehension are group administered. These subtests are administered orally. Standardized on a representative sample of students aged 5-1/2 to 18. Scores are converted to scaled scores, NCE's, grade equivalents, percentiles, standard scores, and stanines. Subtests: Mathematics; Spelling; Reading; Word Recognition; Reading Comprehension; Written Composition; Copying Rate. Testing Time: 40 minutes. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
American College Testing Program, Iowa City, Iowa, Research and Development Div. (1979-). ACT Assessment. (ETS# TC001814 ) ACT Assessment Program includes student profile section plus a battery of tests of educational development. Predictor of academic success in college. Subtests: English Usage; Mathematics Usage; Social Studies Reading; Natural Sciences Reading. Number of Test Items: 219. Testing Time: 160; approx minutes. Contact: ACT Publications; P.O. Box 168; Iowa City, IA 52240.
Anderson-Karen-L. (1989). Screening Instrument for Targeting Educational Risk. (ETS# TC016777 ) Developed to provide a valid method by which children with known or suspected hearing problems can be screened for educational purposes. Those identified as being at-risk for educational difficulties can be considered for formal assessment procedures. Based on field testing, the instrument is felt to be most representative when used with white children in kindergarten through grade 5 who have a known hearing loss ranging from faint to moderate and who are educated in regular classrooms only. Subtests: Academics; Attention; Communication; Class Participation; School Behavior. Number of Test Items: 15. Grade Level(s): K; 1; 2; 3; 4; 5. Contact: Interstate Printers & Publishers; P.O. Box 50; Danville, IL 61834-0050.
Arter-Judith-A, & Spandel-Vicki. (1991). Using Portfolios of Student Work in Instruction and Assessment. (ETS# TC018054) Student portfolios are purposeful collections of students' work that exhibit to the students (and/or others) the students' efforts, progress or achievement in given areas. This collection must include: student participation in selection of portfolio content; the criteria for selection; the criteria for judging merit; and evidence of student self-reflection. Included in this self-test is a performance assessment in designing a portfolio system that is embedded throughout the module. A review (in advance) of the criteria listed at the end of the module is recommended, if the questions are going to be answered as one goes along. The training module is intended to clarify the notion of portfolio assessment and to assist users to design such assessments in a thoughtful manner. This instructional tool is looked at in several ways: 1) gathering a richer array of what students know as well as what they can do; 2) portraying the processes by which students produce work; 3) making assessments align with what is considered important outcomes for students in order to communicate the right message; 4) having realistic contexts for the production of work to examine what students know and can do in real-life situations; 5) having continuous and on-going information on how students are doing in order to chronicle development; 6) encouraging students to observe their own growth; and 7) integrating assessment with instruction. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Judith A. Arter; Northwest Regional Educational Laboratory; 101 S.W. Main Street, Suite 500; Portland, OR 97204-3297.
Associazione IARD di Milano, Milan, Italy. (1971). B.A.S.E. Batteria per La Scuola Elementare (Test Battery for Elementary School). (ETS# TC906007) Designed to determine the factors that influence a student's success in school. Used experimentally to investigate the effects of cultural deprivation. Covers social, personality, language and intelligence factors. Subtests: Reading Test; Mosaic Test; Mathematics; Test; Sentence Completion; Test of School Frustration. Grade Level(s): 4; 5. Contact: Edizione Organizzazioni Speciali Firenze; Via Scipione Ammirato, 37; 50136 Florence, Italy.
Australian Council for Educational Research, Victoria (1992). ACER Tests of Basic Skills, Green Series 3. (ETS# TC800339 ) The instrument assesses middle to upper primary school students' skills in some key aspects of literacy and numeracy learning that most students are expected to have mastered by the end of the third grade. It allows for feedback to be provided on individual students' current level of achievement within a defined progression of skill levels. Aspects of Literacy contains questions to assess language skills as well as questions to assess reading skills. Reading measures a range of skills pertaining to understanding several types of written text, and language tests skills of spelling, punctuation, capitalization, and English usage. The emphasis is on practical, everyday, real life reading skills and so a range of types of texts is included. All of the questions in the Literacy test are multiple choice. The Literacy portion of the test should take 42 minutes to complete. Aspects of Numeracy comprises questions on numeration and the four basic operations of addition, subtraction, multiplication, and division. The real-life textual approach is featured through its use of a school playground, a fund-raising stall and a year 3 school garden as themes. A few questions in the Numeracy test require more extensive responses, such as completing a bar graph or coloring in appropriate coins or number cards. The Numeracy portion of the test should take about 40 to 45 minutes to complete. Some technical data are provided. (TJS) Materials: 1. Teacher's Manual 2. Instrument - Aspects of Literacy 3. Magazine 4. Instrument - Aspects of Numeracy Contact: The Australian Council for Educational Research; P.O. Box 210, Hawthorn, Victoria, Australia 3122
Baker-Robert-L, & Mednick-Birgitte-R. (1991). BAMED Teacher Rating Form. (ETS# TC910004 ) A Danish instrument which uses teacher ratings to assess high school students' academic achievement and psychosocial functioning. Students are rated by teachers with whom they have the most interaction. Items reflect observations which teachers may make directly. The educational system in Denmark is such that teachers have much more contact with high school age students than in American schools, and thus may be better able to rate their students by observations. The instrument consists of 106 items and yields 23 scales which were tested for internal consistency and have factor loadings. Contains information on the comparison of the instrument with existing standardized tests. Subtests: Oral Language; Reading; Mathematics; Reasoning; Work Organization; Concentration; Participation; Emotionality; Peer Relations; Adult Relations; Aggression; Withdrawal; Fearfulness; Physical Coordination; Impulsivity; Speech Articulation; Personal Appearance; Athletic Ability; Parental Relations; Creativity; Self-serving Assertiveness; Inferiority; Social Responsibility. Number of Test Items: 106. Grade Level(s): 11; 12. Contact: Educational and Psychological Measurement;, 51, 2, 271-86;
Bartlet, David, & Others (1992). Formative Assessment in the National Curriculum: Reading, Levels 1-3. (ETS# TC810771 ) The criterion-referencing instrument is part of a series that is directly related to the National Curriculum State of Attainment (SoA) Mathematics Program of Study (PoS); Attainment Target 2 for English; and Writing, Spelling, and Handwriting. It is used for children at the primary level of education, ages five to nine. The teacher determines at which level each child has achieved (levels one to three). In this series, the SoA is the first point of referrence. The related PoS statements are set out underneath the SoA. These SoAs and PoSs statements are often divided into attributes to which different concepts are referred. The Reading instrument is a self-continued activity intended to accommodate children with a wide range of reading skills, from those who are just beginning to read, to those who have more experience and confidence and are reading independently. It is used to guide primary teachers in the assessment of children's development as readers. The center of the reading assessment activity is based on a specially written story Tasha and the Wolf. Also included is a record sheet which gives focus to the assessment. There are no technical data provided. (TJS) Materials: 1. Teacher's Handbook 2. Record Sheet 3. Story Book Contact: Hodder and Stoughton Ltd.; Mill Road, Dunton Green; Sevenoaks, Kent, England TN13 2YA
Bemis-Katherine-A, & Liberty-Paul-G. (1970). Southwestern Cooperative Educational Laboratory Interaction Observation Schedule. (ETS# TC009194 ) Designed to assess pupil teacher interaction and their effect on student achievement. Grade Level(s): 1. Contact: Southwestern Cooperative Educational Laboratory Publishers; 229 Truman, N.E., Albuquerque, NM 87108.
Bledsoe-Joseph-C, & Garrison-Karl-C. (1962). Self Concept Scale. (ETS# TC005573 ) Designed to assess individual's perception of self esteem and ideal self. Self-administered instrument was designed for children ages 7-13. However, results of a study for children in grades four and six are reported. Number of Test Items: 30. Age Range: AGE 7-13. Contact: Bledsoe, J. C. and Garrison, K. C.; "The Self Concepts of Elementary School Children in Relation to Their Academic Achievement, Intelligence, Interests, and Manifest Anxiety" USOE Cooperative Research Report No. 1008; 1962.
Bledsoe-Lucy-Jane, & Owen-Marna. (1992). Quicktests Across The Curriculum: Life Science and Health. (ETS# TC018072) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: Life Science and Health is designed to test the students' overall grasp of basic facts and concepts of the secondary science curriculum. All questions are in the multiple choice format. Some questions are based on short reading passages, graphs, charts, or figures. Both basic comprehension (locating details, recalling basic facts) and higher level thinking skills (applying given information to a new situation, drawing conclusions) are included. Topics from life science, earth science, and physical science are included in this instrument. Examines modern issues such as deforestation, AIDS, and flurocarbons, organ systems, the nature of cells, and the scientific method. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.
Board Of Jewish Education of Greater New York, NY. (1982). Yeshiva High School Entrance Examination. (ETS# TC011689 ) Designed as an entrance exam for yeshiva high schools in the greater New York area, though it could be used in other Jewish parochial schools. Includes both a general studies examination (knowledge acquired in all schools) and the Judaic studies examination. The subtest, Talmud, is given only to boys. Usually given to 8th graders of Jewish day schools in the New York area. Subtests: Memory And Knowledge of Torah; Comprehension of Torah; Comprehension of Rashi; Prophets And Writings; Laws; Hebrew Language; Essay in Hebrew Without Vowels; Talmud; Vocabulary; Sentence Completion; Reading Comprehension; Mathematics. Number of Test Items: 260. Testing Time: 180 minutes. Age Range: AGE 13-14. Contact: Board of Jewish Education of Greater New York; BJE Testing Service, 426 West 58th St., New York, NY 10019.
Boersma, Frederic J., & Chapman, James W. (1992). Perception of Ability Scale for Students. (ETS# TC019076 ) This self-report questionnaire is designed to assess children's feelings about their academic abilities and school-related achievement. It is standaradized for children in grades 3 through 6 with items written at a mid-second grade readability level. Academic self-concept, as measured by this instrument, is defined as attitudes and feelings about one's ability to successfully perform reading, writing, spelling and math. It can be used to identify high risk children, or to aid in clinical assessment. It can also be used for screening, planning remedial intervention, and for getting children to talk about school. It may be administered either in groups or individually in about 15 minutes, when items are read aloud. The PASS has six subscales: Perception of General Ability, Perception of Math Ability, Perception of Reading/Spelling Ability, Perception of Penmanship and Neatness Skills, School Satisfaction, and confidence in Academic Ability. Norms are available. (JW) Materials: 1. Manual Contact: Western Psychological Services; 12031 Wilshire Boulevard, Los Angeles, CA 90025-1251
Brookover-Wilbur. (1974). Brookover Climate Dimensions. (ETS# TC011822 ) Designed to identify factors (variables) in the school environment which affect elementary school students' achievement levels at various schools. According to the author, the main hypothesis of the study was that the cultural and social psychological normative climate and the student status role definitions which characterized the school social system explain much of the variance in achievement and other outcomes of the school. Three forms are used: Student Questionnaire (72 items), Teacher Questionnaire (88 items) and Principal Questionnaire (71 items). Number of Test Items: 88. Testing Time: 30; approx minutes. Age Range: AGE 9-13. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 145 034; 321 pages).Brown, James I., & Others (1993). Nelson-Denny Reading Test, Forms G & H. (ETS# TC018280 ) To provide a trustworthy ranking of student ability in three areas of academic achievement: vocabulary development, reading comprehension, and reading rate. These skills are related and interdependent. Forms G and H are the latest tests in a series of revisions of original Nelson-Denny Reading Test. The Vocabulary section consists of 80 items each with five answer choices, and has a time limit of 15 minutes. The Comprehension section contains seven reading passages and a total of 38 questions, each with five answer choices, and has a time limit of 20 minutes. Subtests include: Vocabulary; Comprehension. (TJS) Materials: 1. Your Personal Record 2. Directions for Administration Forms G & H 3. Vocabulary Comprehension Reading Rate Booklet, Form G 4. MRC Answer Sheet, Froms G & H 5. Answer Sheet Self-scorable, Forms G & H only 6. Vocabulary Comprehension Reading Rate, Form H 7. Technical report, forms G and H Contact: Riverside Publishing Company.
Brown-Linda, & Leigh-James-E. (1986). Adaptive Behavior Inventory. (ETS# TC014716 ) Norm-referenced test consisting of five subtests designed to aid in the assessment of students suspected of being mentally retarded or otherwise developmentally disabled. Appropriate for use with mentally retarded students from ages 6 through 18 and with students of normal intelligence or giftedness from ages 5 through 18. Is used to evaluate student's day-to-day ability to take care of himself/herself, communicate with others, interact socially, perform academic tasks, and perform work-related prevocational tasks. The evaluator or respondent is the classroom teacher or other professional who has regular, relevant contact with the student being assessed. The ABI is meant to supplement or complement other data, including intelligence quotients, that are gathered in the course of clinical assessment. There is also a 50-item short form which can be used by professionals to conduct a primary screening to reevaluate students already in special education programs, or to investigate overall adaptive behavior in research studies. Subtests: Self Care Skills; Communication Skills; Social Skills; Academic Skills; Occupational Skills. Number of Test Items: 150. Age Range: AGE 5-17, Adults. Contact: PRO-ED; 8700 Shoal Creek Blvd., Austin, TX 78758.
Cicirelli-Victor. (1982). Purdue Interview Schedule for Parents of Primary Grade Children. (ETS# TC008100) Designed to elicit information concerning parent characteristics related to their children's social-emotional and intellectual characteristics. Experimental edition. Subtests: Achievement Aspirations; Learning Environment; Concern for Child's Education; Maturity Demands; Television Habits; Parent Activities; Attitudes Toward Education; Attitude Toward Child; Permissiveness; Restrictiveness; Authorization Attitude; Demographic SES Variables. Number of Test Items: 116. Age Range: Adults.
Clarke, Shirley (1992). Formative Assessment in the National Curriculum: Mathematics, Levels 1-3. (ETS# TC810773 ) The criterion-referencing instrument is part of a series that is directly related to the National Curriculum State of Attainment (SoA) Mathematics Program of Study (PoS); Attainment Target 2 for English; and Writing, Spelling, and Handwriting. It is used for children at the primary level of education, ages five to nine. The teacher determines at which level each child has achieved (levels one to three). In this series, the SoA is the first point of reference. The related PoS statements are set out underneath the SoA. These SoAs and PoSs statements are often divided into attributes to which different concepts are referred. The Mathematics instrument offers a collection of assessment ideas and activities which teachers can use to get more information about a child's understanding of one SoA; when there are gaps in a child's mathematics records because certain areas in the curriculum have not been covered by the child; when instant assessment is needed as a result of an arrival of a new child to the class; to confirm perceptions about a child's understanding; or to give new ideas about teaching and assessment. The attributes covered in these activities are using and applying mathematics, number, algebra, shape and space, and handling data. No technical data are provided. (TJS) Materials: 1. Teacher's Handbook Contact: Hodder and Stoughton Ltd.; Mill Road, Dunton Green; Sevenoaks, Kent, England TN13 2YA
Clifford-Margaret-M. (1972). Academic Achievement Accountability Scale. (ETS# TC008334 ) Designed to measure locus of control as it relates to academic outcomes. It distinguishes between students who accept responsibility for their academic achievement and those who do not. Items should be read aloud to students by someone other than their classroom teacher. Machine scorable forms are available in the latest revision. An earlier form of the items may be found in the Child Study Journal; volume 6, number 2, 1976. Number of Test Items: 18. Testing Time: 20; approx minutes. Grade Level(s): 3; 4; 5; 6; 7; 8. Contact: Dr. Margaret M. Clifford; Dept. of Educational Psychology, University of Iowa, Iowa City, IA 52242.
Codye-Corinn, & Owen-Marna. (1992). Quicktests Across The Curriculum: American Government. (ETS# TC018065) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: American Government is designed to measure the student's comprehensive grasp of concepts and skills gained from an overall study of the social studies. Social studies instrument employs a mix of prose and graphic stimuli. All questions are in the multiple choice format. Both basic comprehension, which entails noting details, recalling facts, and sequencing, and higher level thinking skills, which includes recognizing cause and effect, making inferences, and drawing conclusions, are tested. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.
Connell-James-P. (1985). Multidimensional Measure of Children's Perceptions of Control. (ETS# TC014280 ) A self-report measure using a four-point Likert format. Perceptions of control are defined as the understanding of the locus of the sufficient cause for success and failure outcomes. Dimensions assessed are: internal, powerful others, and unknown. These dimensions are assessed within three domains: cognitive, social and physical. Number of Test Items: 48. Age Range: AGE 3-9. Contact: Child Development;, 56, 4; pp1018-41 Aug 1985.
Coopersmith-Stanley, & Gilberts-Ragnar. (1981). Behavioral Academic Self-Esteem: A Rating Scale. (ETS# TC011222 ) Measures children's academic self-esteem by using direct observation of their classroom behaviors. May be used by teachers, parents, or other professionals who have access to sustained direct observation of the child. Applications of BASE results include identifying low self-esteem children, planning instruction, using in parent conferences, counseling students and parents, using in research studies. Subtests: Student Initiative; Social Attention; Success-Failure; Social Attraction; Self Confidence. Number of Test Items: 16. Testing Time: 5; approx minutes. Age Range: AGE 4-14. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8. Contact: Consulting Psychologists Press, Inc.; 3803 East Bayshore Road, Palo Alto, CA 94303.
Crandall-Virginia-C, & Others. (1982). Intellectual Achievement Responsibility Questionnaire. (ETS# TC006098) Forced-choice measure provides assessments of children's beliefs that they, rather than others, are responsible for their intellectual and academic successes and failures. Subscale scores assess internal-external control separately in success and failure situations. Subtests: Success; Failure. Number of Test Items: 34. Grade Level(s): 3; 4; 5; 6; 7; 8; 9; 10; 11; 12.
DiStasi-Lawrence. (1992). Quicktests Across The Curriculum: Interpreting Literature. (ETS# TC018071) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: Interpreting Literature is an instrument in English and Language Arts. It calls on students to read and derive meaning from more complex material. Students read a passage from a classic prose work or a poem. The questions require students to understand the basic meaning of the passage, infer the meaning of words from context, and interpret the author's message. Each passage or poem is preceded by a purpose-setting question which will help them find the meaning that the test items focus on. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.Dougherty-Dan, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level B. (ETS# TC009903 ) Developed for use in instructional planning, diagnosis and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level B, for Grade K, covers: language arts, listening (Navajo and English), visual skills, classification and identification of objects; mathematics, counting, writing numbers, shapes, addition. Pictures and items reflect local living environment and culture. This test is untimed. Subtests: Language Arts; Mathematics. Number of Test Items: 34. Grade Level(s): K.
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Dougherty-Don, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level C. (ETS# TC009904 ) Developed for use in instructional planning, diagnosis and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level C covers: language arts, sounds, word and sentence recognition, reading comprehension, word skills; mathematics, shapes, time, more and less, numerals, addition, subtraction. Pictures, items reflect local environment and culture. This test is untimed. Subtests: Language Arts; Mathematics. Number of Test Items: 22. Grade Level(s): 1.
Dougherty-Don, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level D. (ETS# TC009905 ) Developed for use in instructional planning, diagnosis and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level D covers: language arts, punctuation, capitalization, comprehension, consonants, word usage; mathematics, place, equations, addition, time, problems, fractions, money; science, plants, animals, seasons, and energy. Pictures, items reflect local environmental and culture. This test is untimed. Subtests: Language Arts; Mathematics; Science. Number of Test Items: 26. Grade Level(s): 2.
Dougherty-Don, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level E. (ETS# TC009906 ) Developed for use in instructional planning, diagnosis, and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level E covers: language arts, parts of speech, punctuation, word usage, comprehension; mathematics, place value, operations, time, shape, money, fractions; science, plants, animals, machines; social studies, office holders, maps. This test is untimed. Subtests: Language Arts; Mathematics; Science; Social Studies. Number of Test Items: 30. Grade Level(s): 3.
Dougherty-Don, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level F. (ETS# TC009907 ) Developed for use in instructional planning, diagnosis and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level F covers: language arts, synonyms etc., reading comprehension, parts of speech, word skills, reference skills, sentences, punctuation, possessives, captialization; mathematics, measuring, operations, time, fractions, perimeter, problems; science, habitats, weather, water cycle, man and environment; social studies, office holders, researching, map skills; health, safety, body systems, hygiene. This test is untimed. Subtests: Language Arts; Mathematics; Science; Social Studies; Health. Number of Test Items: 36. Grade Level(s): 4.
Dougherty-Don, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level G. (ETS# TC009908 ) Developed for use in instructional planning, diagnosis and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level G covers: language arts, synonyms, etc., affixes, reference skills, reading comprehension, sentences, mechanics, usage; mathematics, operations, time, shapes, measures, fractions, money, problems; science, animals, seasons, oxygen/carbon dioxide, oceans, minerals, friction, stars/planets; social studies, peoples, Navajo history, geography, topography; health, body systems, senses, exercises. This test is untimed. Subtests: Language Arts; Mathematics; Science; Social Studies; Health. Number of Test Items: 48. Grade Level(s): 5.
Dougherty-Don, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level H. (ETS# TC009909 ) Developed for use in instructional planning, diagnosis and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level H covers: language arts, affixes, synonyms, comprehension, parts of speech, mechanics, usage, outlining; mathematics, operations, geometry, fractions, measurement, money, problems; science, earth and man, graph reading; social studies, people, countries, climate, consumer role; health, body systems, drugs, exercise, eating habits, first aid. This test is untimed. Subtests: Language Arts; Mathematics; Science; Social Studies; Health. Number of Test Items: 45. Grade Level(s): 6.
Dougherty-Don, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level I. (ETS# TC009910 ) Developed for use in instructional planning, diagnosis and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level I covers: language arts, vocabulary skills, parts of speech, comprehension, punctuation, directions, reference skills, business forms; mathematics, operations, geometry, operations with fractions, problems; science, animals, insects, plants, body systems, chemistry, space, physical forces; social studies, people, Navajo history, local geography, and economics. This test is untimed. Subtests: Language Arts; Mathematics; Science; Social Studies. Number of Test Items: 45. Grade Level(s): 7.
Dougherty-Don, & Others. (1978). Criterion-Referenced Test: MGS/CRTest Eastern Navajo Agency, Level J. (ETS# TC009911 ) Developed for use in instructional planning, diagnosis and remediation, this series covers grades K-8 and is designed to measure Navajo student progress in the achievement of minimum grade standards (MGS) in basic skills. Level J covers: language arts, skimming, vocabulary, literary forms, comprehension, analysis, writing letters, job applications; mathematics, operations, geometry, operations with fractions, decimals, percent, metrics, problems; science, chemistry, machines, electricity, weather, pollution, first aid; social studies, tribal history and services, government, consumer education. This test is untimed. Subtests: Language Arts; Mathematics; Science; Social Studies. Number of Test Items: 49. Grade Level(s): 8.
Dunnette-Marvin-D. (1955). Minnesota Engineering Analogies Test. (ETS# TC002079 ) A restricted test designed for the selection of graduate engineering students in universities and for placement of engineers in business, industry, and government. Measures achievement in the engineering field as well as mathematical reasoning ability. Given at designated testing centers, not distributed to individuals. Untimed. Number of Test Items: 50. Testing Time: 45; approx minutes. Age Range: Adults. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.DuPaul, George J., & Others (1991). Academic Performance Rating Scale. (ETS# TC018353 ) A rating scale developed to assess teacher judgments of the academic performance of students in grades one through six to identify the presence of academic skills deficits in students with disruptive behavior disorders. On a five-point, Likert-type scale, teachers answer 19 items directed towards students' work performance in various subject areas, academic success, behavioral control in academic situations, attention to assignments, frequency of staring episodes and social withdrawal. The items yield three subscales: Academic Success; Impulse Control; and Academic Productivity. The instrument may be used to monitor changes in academic skills associated with treatment. Studies using the instrument have found it to discriminate between children with and without classroom behavior problems. Technical data are included. (klm) Materials: 1. Article reprint. See availability source. Contact: School Psychology Review, 0279-6015;, 20, 2, 284-300, 1991
DuPaul, George J. (1991). ADHD Rating Scale. (ETS# TC018517 ) This instrument is designed as part of a multimodal approach to assess attention deficit hyperactivity disorder (ADHD) symptoms in children aged 6 to 12 years. It should be completed by either of the child's parents and a teacher. It consists of 14 items directly adapted from the ADHD symptom list according to Diagnostic and Statistical Manual of Mental Disorders-Revised, Third Edition (DSM-III-R). Respondents indicate the frequency of each symptom on a Likert scale and indicate the single item that best describes the target child. Two subscales may be derived from the instrument, the Inattention-Hyperactivity Subscale and the Impulsivity-Hyperactivity Subscale. It is recommended that the results be used along with observational measures and standardized test scores for a complete picture of the child's behavior and academic achievement, and that further studies be done using the instrument before widespread clinical use. Technical data are included. (klm) Materials: 1. Article reprint. See availability source. Contact: Journal of Clinical Child Psychology, 0047-228X;, 20, 3, 245-53, Sep 1991
Duszynska-Anna. (1983). Science Reasoning Level Test. (ETS# TC008932) Designed to determine whether a test based on Piaget model of development of thought processes could be used to study the development of scientific reasoning in elementary school students. Relationship between reasoning and academic achievement and patterns in development of thought processes were compared for students in Poland and United States. Number of Test Items: 16. Grade Level(s): 4; 5; 6. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED144988; 28 pages).
Eash-Maurice-J, & Waxman-Hersholt. (1983). Our Class and Its Work. (ETS# TC012072 ) Used to measure those teaching behaviors believed to contribute to student achievement in the classroom. Uses include circumstances where classroom teachers are involved in a cooperative effort to improve student achievement through more effective instructional methods; research and evaluation studies; in-service teacher programs. Instrument should be administered to students by someone other than classroom teacher. Subtests: Didactic Instruction; Enthusiasm; Feedback; Instructional Time; Opportunity to Learn; Pacing; Structuring Comments; Task Orientation. Number of Test Items: 40. Grade Level(s): 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Maurice J. Eash; College of Education, University of Illinois at Chicago, Box 4348; Chicago, IL 60680.
Educational Testing ServicePrinceton, NJ. (1985). Program Self-Assessment Service: Program Assessment Questionnaire, Faculty. (ETS# TC014276 ) Designed for use by colleges and universities in conducting self-evaluations of departments or programs at the undergraduate level. Three separate questionnaires are available, one each for faculty, students, and alumni. These cover program purposes, departmental procedures, curriculum, learning environment, research activities and student accomplishments. Other locally written items can be added. Topics on some questionnaires overlap to provide different perspectives. Subtests: Environment for Learning; Scholarly Excellence; Quality of Teaching; Faculty Concern for Students; Curriculum; Departmental Procedures; Available Resources; Faculty Work Environment; Faculty Program Involvement; Faculty Research Activities; Faculty Professional Activities. Number of Test Items: 67. Testing Time: 40 minutes. Age Range: Adults. Contact: Educational Testing Service, School and Higher Education Program, Princeton, NJ 08541.
Educational Testing ServicePrinceton, NJ. (1985). Program Self-Assessment Service: Program Assessment Questionnaire, Alumni. (ETS# TC014277 ) Designed for use by colleges and universities in conducting self-evaluations of departments or programs at the undergraduate level. Three separate questionnaires are available, one each for faculty, students, and alumni. These cover program purposes, departmental procedures, curriculum, learning environment, research activities and student accomplishments. Other locally written items can be added. Topics on some questionnaires overlap to provide different perspectives. Subtests: Environment for Learning; Scholarly Excellence; Quality of Teaching; Faculty Concern for Students; Curriculum; Departmental Procedures; Available Resources; Student Satisfaction with Program; Internship, Fieldwork or Clinical Experiences; Employment Assistance. Number of Test Items: 67. Testing Time: 40 minutes. Age Range: Adults. Contact: Educational Testing Service, School and Higher Education Program, Princeton, NJ 08541.
Entwistle-N-J. (1968). Aberdeen Academic Motivation Inventory. (ETS# TC810400) A self-administered questionnaire designed to assess students' motivation toward academic success. Items are related to academic drive, school attitudes, and scholastic expectations. Number of Test Items: 24. Age Range: AGE 11-13. Contact: British Journal of Educational Psychology;, 38, 181-88; 1968.
Ekstrom, R. B.; French, J. W.; & Harman, H. H. (1979). Cognitive factors: Their identification and replication. Multivariate Behavioral Research Monographs, No. 79-2. Kit of Reference Tests for Cognitive Factors (1976 Edition). The Kit is a tool for studying reasoning, verbal ability, spatial ability, memory, and other cognitive processes. It contains 72 tests that have been demonstrated to be consistent markers in studies of 23 cognitive factors. The Kit tests are intended for research use only. They should not be used for selection, counseling, or operational purposes. Information about the development of the 1976 edition of the Kit may be found in: Ordering information: A brochure containing information about the Kit, an order blank, and a licensing agreement form is available without charge from ETS Publications Order Service. (Order # 234860/04041.) Copies of the Kit (the 72 tests and the manual) are available to qualified individuals who sign the agreement for use: cost is $30.00 For more information, please contact emingo@ets.org.
Evans-Charles-L, & Geisel-Paul. (1987). Effective School Scale: Assessing Minority/Majority Gaps. (ETS# TC014921) The purpose of this scale is to evaluate schools or districts in their effectiveness in providing adequate educational opportunities for minority students. It is based on the expectations that differences in academic performance need not exist between minority and majority students; and that goals of student equality should be extended beyond basic skills to include high level academic skills. The scale consists of three parts: the Achievement Scale, which allots a school points for equity or progress toward equity on standardized or criterion-referenced results; the Behavioral Scale, which allots a school points for equity or progress toward equity on 10 other student-outcome categories; and finally, the Effective School Scale, which is a combination of the two previous subscales. Subtests: Achievement Scale; Behavioral Scale. Number of Test Items: 21. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 254 113; 13 pages).
Finn, Jeremy D. (1990). Student Participation Questionnaire. (ETS# TC017575 ) This five-point Likert-type frequency scale is designed to measure teacher perceptions of the kinds of student classroom participation behaviors evidenced by individual students over a two-to three-month period, and the extent of the behaviors. Covers behaviors indicative of student effort, initiative, nonparticipatory behavior, and valuing school achievement. Used to examine engagement and disengagement in children at risk for school failure. (AM) Materials: 1. Student Participation Questionnaire. 2. Finn, Jeremy G. "Measuring Participation Among Elementary Grade Students." Educational and Psychological Measurement, 51, 2, Sum 1991 TIM permission granted 10/01/91
Fisher-Lawrence. (1978). Junior High School Student Survey. (ETS# TC009539 ) Sociometric questionnaire focusing on peer perceptions of school competence. Number of Test Items: 32. Age Range: AGE 12-14. Grade Level(s): 7; 8; 9. Contact: Lawrence Fisher; Department of Psychiatry, Veterans Administration Medical Center, 2615 East Clinton Avenue, Fresno, CA 93703.
Forsyth-Robert-A. (1976). Describing What Johnny Can Do. (ETS# TC010636 ) Developed for use in describing student's performance in an educational setting in terms of skills acquired. This type of reporting replaces letter grades, providing more information to the parents. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED181063; 32 pages).
Fortner-Rosanne-White. (1978). Survey of Oceanic Attitudes and Knowledge. (ETS# TC009562 ) A three-part instrument designed to identify the marine-related experiences students have had and the marine attitudes they express. Three forms of a test of marine knowledge are included. Subtests: Experiences; Attitudes; Knowledges. Number of Test Items: 100. Testing Time: 45 minutes. Grade Level(s): 10. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 159 023; microfiche only).
Gardner-Morrison-F. (1989). Test of Academic Achievement Skills: Reading, Arithmetic, Spelling. (ETS# TC016748 ) This test is designed to measure overall abilities, or problems, in reading, arithmetic, and spelling for a population of normally functioning students attending public, private, and parochial schools. There are two levels of testing. One, for ages 4-6, has approximately 50 questions. For ages 6-12, there are 100 questions, approximately. For use by psychologists, therapists, and consultants who need a relatively brief and accessible achievement test. Covers letter and word recognition, pronunciation, comprehension, number identification, computation, number concepts, written spelling. Scores convert to age equivalents, scaled scores, percentiles. Subtests: Reading; Arithmetic; Spelling. Testing Time: 20 minutes. Age Range: AGE 4-12. Contact: Health Publishing Company; P.O. Box 3805; San Francisco, CA 94119.
Golden-Charles-J. (1987). Luria-Nebraska Neuropsychological Battery: Children's Revision. (ETS# TC014997 ) This individually administered battery was designed to assess a broad range of neurological functions including screening and diagnosing general and specific cognitive deficits such as lateralization and localization of focal brain impairments, and diagnosing brain damage in children with psychiatric disorders. It is not useful with children whose verbal ability is low. It can be used in planning and evaluation of rehabilitation programs. Clinical scales assess sensorimotor, perceptual, and cognitive abilities. Summary scales concern discrimination between brain injured and normal children. Factor scales assess specific neuropsychological functions. Subtests: Motor Functions; Rhythm; Tactile Functions; Visual Functions; Receptive Speech; Expressive Speech; Writing; Reading; Arithmetic; Memory; Intellectual Processes; Spelling-Optional; Motor Writing-Optional; Pathognomonic; Left Sensorimotor; Right Sensorimotor; Academic Achievement; Integrative Functions; Spatial-Based Movement; Motor Speed and Accuracy; Drawing Quality; Drawing Speed; Rhythm Perception and Production; Tactile Sensations; Receptive Language; Expressive Language; Word and Phrase Repetition. Number of Test Items: 149. Testing Time: 150 minutes. Age Range: AGE 8-12. Contact: Western Psychological Services; 12031 Wilshire Blvd., Los Angeles, CA 90025.
Gough-Harrison-G. (1975). California Psychological Inventory. (ETS# TC000441 ) Designed for group administration, instrument can be taken individually. Contains 468 statements, twelve of which appear twice for a total of 480 items. Most of content consists of reports of typical behavior patterns and customary feelings, opinions and attitudes about social ethical, and family matters. Content is geared more to students and young adults than to older groups. Subtests: Dominance; Capacity for Status; Sociability; Social Presence; Self Acceptance; Sense of Well Being; Responsibility; Socialization; Self Control; Tolerance; Good Impression; Communality; Achievement via Conformance; Achievement via Independence; Intellectual Efficiency; Psychological-mindedness; Flexibility; Femininity. Number of Test Items: 480. Testing Time: 60; approx minutes. Materials: 1. Test 2. Hand Scoring Answer Sheet 3. IBM 805 Answer Sheet 4. NCS Answer Sheet 5.- 20. Hand Scoring Keys (Set of 16) 21.-42. IBM 805 Scoring Keys 43. Plan for Machine Scoring of Answer Sheets 44. Profile Sheet High School Males 45. Profile Sheet College Males, City School Superintendents 46. Profile Sheet Business Executives, Machine Operators 47. Profile Sheet College Female, High School Female 48. Manual (1957) 49. Manual (1960) 50. Manual (1964) 51. Bibliography of Reports on the CPI through March, 1963 57. Folder 58. Suggested Outline for a possible testing project on leadership 59. Brief Report on the use of CPI in identifying delinquents 60. Honor point ratio scale 61. Dev. of rigidity scale 62. Personality diff. bet high ability HS students... 63. Personality scale to predict academic achievement... 64. Comparison of AF Psyc. Warfare Officiers... 65. Nonintellectual Intelligence Test 66. Factors related to differential ach. among gifted persons 67. Profile Sheet 68. Inventory, 1951 69. IBM Answer Sheet 3669 70. Prelim Form 71. Prelim Manual 72. CPI 73. Scale Descriptions 74. Biographical Inventory Age Range: AGE 12-17, Adults, Older Adults. Contact: Consulting Psychologists Press; 3803 East Bayshore Road, Palo Alto, CA 94303.Greenberg-Judith-W, & Davidson-Helen-H. (1982). Self Appraisal Scale. (ETS# TC008731) Designed to measure personal and academic self concepts. Number of Test Items: 24. Age Range: AGE 8-14.
Greenberg-Judith-W. (1982). Semantic Differential Scale. (ETS# TC008733) Designed to measure meanings children attach to and their attitude toward certain significant concepts and persons that may be related to their school achievement. Three scale dimensions are evaluative, activity, and potency. Subtests: Teacher; Me; Reading; Mother; School Work; Father. Number of Test Items: 72. Age Range: AGE 8-16.
Grote, Gudela F., & James, Lawrence R. (1989). Situation-Response Measure of Achievement Motivation. (ETS# TC018551 ) The Situation-Response Measure of Achievement Motivation was developed to study the achievement motivation of college students by analyzing their self-reported behavioral response to 30 achievement situations. Situations cover four main types of settings: academic, social, job-related, and athletic. Also included are situations which are of a more general nature not covered by the four main types. On a 5-point, Likert-type scale, students indicate how frequently they have experienced each of 30 situations during the last year. Using the same 30 situations, students then indicate on a 5-point, Likert-type scale the degree of motivation they experienced during each of the situations. Results of the scale may be used to identify individuals according to one of three achievement-related personality types: socially anxious, cynically motivated, or anxiously striving. The instrument is also available in Multivariate Behavioral Research, 4, 655-91, 1991. Technical data are included. (KM) Materials: 1. Article reprint. See availability source. 2. Article reprint. Multivariate Behavioral Research, 0027-3171, v26, 4, 655-91, 1991. Contact: Genetic, Social, and General Psychology Monographs, 8756- 7547, 115 p317-28, 1989.
Guskey-Thomas-R. (1981). Responsibility for Student Achievement Questionnaire. (ETS# TC014450 ) A measure of teacher beliefs concerning the level of responsibility they have for grades that children achieve. Measures beliefs in internal vs external responsibility, for academic achievement and school-related situations. An equal number of positive and negative situations are sampled and separate scores are obtained for beliefs in internal responsibility for classroom success and for classroom failures. Number of Test Items: 30. Age Range: Adults. Contact: Journal of Teacher Education;, 32, 3, 44-51; May-Jun 1981.
Hammill-Donald-D, & Others. (1987). Quick-Score Achievement Test. (ETS# TC014899 ) Designed to be a quick, reliable and valid measure of school achievement for use with students from ages 7 through 17. There are two forms available. Test yields scores for four subtests and one composite score. The writing subtest primary skill assessed is mechanics. Calculation is the primary mathematics skill assessed. Word recognition is emphasized in the reading subtest and the facts subtest measures basic school taught facts. Test has four main uses: to determine strengths and weaknesses among academic achievement abilities, to identify students below their peers in academic achievement, to use in periodic reevaluations, and to use in research studies dealing with achievement. Subtests: Reading; Writing; Arithmetic; Facts. Number of Test Items: 122. Testing Time: 60; approx minutes. Age Range: AGE 7-17. Grade Level(s): 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: PRO-ED; 8700 Shoal Creek Blvd., Austin, TX 78758.
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Harnisch-Delwyn-L, & Others. (1978). Test Anxiety Scale for Children, Shorter Form. (ETS# TC011010 ) A shorter form of the relaxed form of the Test Anxiety Scale for Children (TASC) can be used to assess, diagnose and eventually eliminate negative motivational test bias for students of all sociocultural backgrounds. Also included are the 30-item nervous form and the 30-item relaxed form of the TASC, and a suggested 14-item relaxed form of the TASC. Number of Test Items: 7. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED193273; 34 pages).
Henderson-Ronald-W, & Others. (1972). Henderson Environmental Learning Process Scale. (ETS# TC007068 ) HELPS is designed to measure characteristics of the home environment related to the intellectual and scholastic performance of young children. The interview schedule elicits information on the aspiration level of the home, the range of environmental stimulation available to the child, the parental guidance or direct teaching provided, the range of adult models available, and the nature of reinforcement practices used to influence the child's behavior. Both English and Spanish forms of the scale are available and the interview is conducted in the language of choice of the respondents. Number of Test Items: 55. Testing Time: 30; approx minutes. Age Range: Adults.
Hess-Robert-D, & Shipman-Virginia-C. (1967). Liquid Quantity Conservation Task. (ETS# TC009837 ) One of a series of instruments designed to measure child's cognitive abilities, impulsivity, and reading readiness and the mother's attitudes about school, her intelligence level, and her flexibility of thought. The instruments were developed for use in a study of mothers and their preschool children to determine the differential effects of middle and lower socioeconomic group cognitive environments on black urban preschool children. Age Range: AGE 2-5. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 022 550; 68 pages).
Hieronymus-A-N, & Lindquist-E-F. (1972). Iowa Tests of Basic Skills, Primary Battery, Forms 5 and 6, Levels 7 and 8. (ETS# TC007264 ) Designed for comprehensive measurement of growth in the fundamental skills: listening, vocabulary, word analysis, reading, mechanics of writing, methods of study, and mathematics. Primary battery standard edition has fifteen subtests. The basic edition has eight subtests and does not include listening, capitalization, punctuation, usage, maps, graphs and tables, and references. It requires 113 minutes working time. Levels 7 and 8 refer to student's chronological age. Level 7 standard battery has 460 items, level 8 has 518 items. Level 7 basic battery has 227 items, level 8 has 250 items. Subtests: Listening; Vocabulary; Word Analysis; Pictures; Sentences; Stories; Spelling; Capitalization; Punctuation; Usage; Maps; Graphs and Tables; References; Mathematics Concepts; Mathematics Problems. Testing Time: 203; approx minutes. Grade Level(s): 1; 2; 3. Contact: Riverside Publishing Company.
Hieronymus-A-N, & Others. (1979). Iowa Tests of Basic Skills, Early Primary Battery, Form 7, Levels 5 and 6. (ETS# TC010581 ) Designed for comprehensive measurement of growth in fundamental skills: listening, vocabulary, word analysis, reading, use of language, and mathematics. Level 5 is designed for K.1-1.5 and does not include a reading subtest. The test has 157 items and requires 115 minutes to administer. It is suggested that Levels 5 and 6 be administered over a period of five days. The tests are power tests and there is no emphasis on speed. All tests are administered orally except Reading subtest, Level 6. Subtests: Listening; Vocabulary; Word Analysis; Language; Mathematics; Reading. Number of Test Items: 225. Testing Time: 160; approx minutes. Grade Level(s): K; 1. Contact: Riverside Publishing Co.; 3 O'Hare Towers, 8420 Bryn Mawr Avenue, Chicago, IL 60631.Hodder & Stoughton, Sevenoaks, Kent. (1986). Graded Assessment in Modern Languages: French. (ETS# TC810742) Part of a program of graded assessment in a range of subjects. This particular program measures achievement in learning the French language. Intended for students ages 11-16 in order to encourage and reward students' achievement, to enable teachers to monitor students' progress, and to build students' confidence - enabling them to take responsibility for their own progress. Divided into eight levels, levels 1 and 2 are appropriate for all students at the first stage of learning, and include the following modules: introducing myself, family and home life, school life, finding the way, using public transport, shopping for food/drink/presents, shopping for clothes, at the cafe, going out, and holidays and free time. Subsequent levels develop these themes into more sophisticated areas of language. Age Range: AGE 11-16. Contact: Hodder & Stoughton; Mill Road, Dunton Green, Sevenoaks, Kent TN13 2YA.
Hodder and Stoughton Ltd., Kent, England (1991). Graded Assessment in Design and Technology. (ETS# TC810767 ) The Graded Assessment in Design and Technology (GADT) is teachers' preparation of detailed long-term plans for a GADT course; the continuous recording of students' achievements; students' awareness of their short term goals with a design and technology course; teachers' reporting on students' achievements; detailed feedback to students on their own levels of performance; and teachers' reporting at key stages by way of statements of attainment. The instrument consists of the following areas: designing tasks, analyzing tasks, and knowledge and skills. It is appropriate for grade levels 1 through 10. No technical data are provided. (TJS) Materials: 1. Instrument Contact: Hodder and Stoughton Ltd.; Mill Road, Dunton Green, Kent TN13ZYA
Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 5. (ETS# TC018925 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. The Level 5 test for grades K - 1 (beginning kindergarten through first half of grade 1) is available in the Complete Battery and covers five areas: vocabulary, work analysis, listening, language, and mathematics. The tests are untimed and are administered orally. (MH) Materials: 1. Test, complete battery, form K, level 5 2. Directions for administration, complete battery, form K, level 5 3.Scoring keys, complete battery, form K, levels 5-14 4. A message to parents, kindergarten through grade 2 5. Brochure on Riverside 2000 6. Correlation to NCTM Standards 7. Recommended levels for on-grade level testing with the ITBS/ITED/CogAT performance assessments for ITBS, ITED, and TAP 8. Sample list report of student scores, ITBS and CogAT 9. Sample report by grade, ITBS and CogAT 10. Sample list report of student scores, ITBS, survey battery 11. Sample report of ITBS, integrated report of objective and performance based results 12. Sample report of individual student scores on ITBS, survey battery 13. Sample individual profile narrative for ITBS and CogAT 14. Recommended on-level testing ITBS 15. Questions & answers regarding new norm-referenced test, ETS TAC publication 16. Summary test information for Chapter I assessment - ETS TAC publication 17. Interpretive guide for teachers and counselors, levels 5-8, forms K and L 18. Norms and conversion scores, levels 5-14, form K, complete and core batteries 19. Content classification with item norms, complete/core/survey batteries, levels 5-14 20. Riverside 2000 Integrated Assessment Program, Technical summary I 21. Interpretive guide for school administrators, levels 5-14, forms K and L Contact: Riverside Publishing Company.
Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 8. (ETS# TC018928 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. The level 8 test for grades 2 and 3 is available in the three editions. The Complete Battery contains 11 tests: vocabulary, word analysis, reading, listening, language, mathematics concepts, mathematics problems, mathematics computation, social studies, science, and sources of information. The Core Battery includes the following tests from the Complete Battery: vocabulary, reading, listening, word analysis, language, mathematics concepts, mathematics problems, and mathematics computation. The Survey Battery has selected items from the following tests in the Complete Battery: vocabulary, reading, language, mathematics concepts, mathematics problems and optional items from mathematics computation. (MH) Materials: 1. Test, core battery, form K, level 8 2. Directions for administration, complete battery and core battery, form K, level 8 3. Directions for administration, survey battery, form K, level 8 4. Directions for administration, complete battery and core battery, form L, level 8 5.Directions for administration, survey battery, form L, level 8 6. Report to parents, ITBS, complete battery, kindergarten through grade 2 7. Recommended on-level testing ITBS Contact: Riverside Publishing Company.
Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 11. (ETS# TC018931 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. Level 11 test is for use in grade 5. Tests for levels 9 - 14 are available either in the Complete Battery or the Survey Battery. The Complete Battery covers 13 curricular areas; vocabulary; reading comprehension; language, including spelling, capitalization, punctuation, and usage and expression; mathematics, including mathematics concepts and estimation, mathematics problem solving and data interpretation, and mathematics computation; social studies, science, and sources of information, including maps and diagrams and reference materials. (MH) Materials: 1. Test, complete battery, form K, level11 2.Report to students and parents, ITBS, survey battery, grades 3-8 3.A message to parents, ITBS, grades 3-8 4. Directions for administration, complete battery, forms K and L, levels 9-14 5. Iowa writing assessment for ITBS, forms K and L, levels 11-12, description 6. Iowa writing assesment, form K/L, l evels 9-18, response folder 7. Iowa writing assessment for ITBS, forms K and L, levels 9-14, directions for administration 8. Iowa writing assessment, form K/L, levels 9-18, score record sheet for holistic scoring 9. Iowa writing assessmwnt, form K/L, levels 9-18, class record sheet with norms for holistic scoring 10. Iowa writing assessment, form K/L, levels 9-18, building/system record sheet for holistic scoring 11. Iowa writing assessment, form K/L, levels 9-18, score record sheet for analytic scoring 12. Iowa writing assessment, form K/L, levels 9-18, class record sheet with norms for analytic scoring 13. Iowa writing assessment, form K/L, levels 9-18, building/system record folder for analytic scoring 14. Iowa writing assessment for ITBS, forms K, L and M - training papers for level 11-12, description 15. Iowa writing assessment for ITBS, forms K, L and M - answer key for training papers for prompt D2, level 11-12, description Contact: Riverside Publishing Company.
Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 13. (ETS# TC018933 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. Level 13 test is for use in grade 7. Tests for levels 9 - 14 are available either in the Complete Battery or the Survey Battery. The Complete Battery covers 13 curricular areas; vocabulary; reading comprehension; language, including spelling, capitalization, punctuation, and usage and expression; mathematics, including mathematics concepts and estimation, mathematics problem solving and data interpretation, and mathematics computation; social studies, science, and sources of information, including maps and diagrams and reference materials. (MH) Materials: 1. Test, complete battery, form K, level 13 2.Test, survey battery, form K, level 13 3. Practice tests, ITBS, forms K and L, levels 12-14 4. Report to students and parents, ITBS, survey battery, grades 3-8 5. Iowa writing assessment for ITBS, forms K and L, levels 13-14, persuasion 6. Iowa writing assessment for ITBS, forms K and L, levels 9-14, directions for administration 7. Iowa writing assessment, form K/L, levels 9-18, score record sheet for holistic scoring 8. Iowa writing assessment, form K/L, levels 9-18, class record sheet with norms for holistic scoring 9. Iowa writing assessment, form K/L, levels 9-18, building/system record sheet for holistic scoring 10. Iowa writing assessment, form K/L, levels 9-18, score record sheet for analytic scoring 11. Iowa writing assessment, form K/L, levels 9-18, class record sheet with norms for analytic scoring 12. Iowa writing assessment, form K/L, levels 9-18, building/system record folders for analytic scoring 13. Iowa writing assessment, form K/L, levels 9-18, response folder 14. Iowa writing assessment for ITBS, forms K, L and M - training papers for level 13-14, persuasion 15. Iowa writing assessment for ITBS, forms K, L and M - answer key for training papers for prompt, 3, level 13-14 persuasion Contact: Riverside Publishing Company.
Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 6. (ETS# TC018926 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. The level 6 test for grades K - 1 (last part of kindergarten through grade 1) is available in the Complete Battery and covers six areas: vocabulary, work analysis, listening, language, mathematics, and reading. The tests are untimed and are administered orally, except for the reading test which is optional and covers a variety of reading tasks. (MH) Materials: 1. Test, complete battery, form K, level 6 2. Directions for administration, complete battery, form K, level 6 3. Brochure, A message for parents, kindergarten through grade 2 4. Sample list report of student scores for ITBS and CogAT 5. Sample report by grade for ITBS & CogAT 6. Sample list report of student scores for ITBS, survey battery 7. Sample integrated report of objective and performance based results for ITBS 8. Sample student report for ITBS, survey battery 9. Sample individual profile narrative for ITBS & CogAT 10.Recommended levels for on-grade level testing with the ITBS/TAP/ITED/CogAT/performance assessments for ITBS, ITED, and TAP 11. Norms and score conversions, levels 5-14, form K, complete and core batteries Contact: Riverside Publishing Company.
Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 10. (ETS# TC018930 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. Level 10 test is for use in grade 4. Tests for levels 9 - 14 are available either in the Complete Battery or the Survey Battery. The Complete Battery covers 13 curricular areas; vocabulary; reading comprehension; language, including spelling, capitalization, punctuation, and usage and expression; mathematics, including mathematics concepts and estimation, mathematics problem solving and data interpretation, and mathematics computation; social studies, science, and sources of information, including maps and diagrams and reference materials. (MH) Materials: 1. Test, complete battery, form K, level 10 2. Test, survey battery, form K, level 10 3. Directions for administration, complete battery, forms K and L, levels 9-14 4. Directions for administration, survey battery, forms K and L, levels 9-14 5. Report to students and parents, ITBS, complete battery, grades 3-8 6. A message to parents, ITBS, grades 3-8 7. Recommended on-level testing ITBS, levels 9-14 8. Practice tests, ITBS, forms K and L, levels 9-11 9. Report by grade - sample page 10. Iowa writing assessment for ITBS, levels 9-10, forms K and L, narrative 11. Iowa writing assessment for ITBS, form K/L, levels 9-18, response folder 12. Iowa writing assessment for ITBS, forms K and L, levels 9-14, directions for administration 13. Iowa writng assessment, form K/L, levels 9-18, score record sheet for holistic assessment 14. Iowa writing assessment, form K/L, levels 9-18, class record sheet with norms for holistic scoring 15. Iowa writing assessment, form K/L, levels 9-18, building/system record sheet for holistic scoring 16. Iowa writing assessment, form K/L, levels 9-18, score record sheet for analytic scoring 17. Iowa writing assessment, form K/L, levels 9-18, class record sheet with norms for analytic scoring 18. Iowa writing assessment, form K/L, levels 9-18, building/system record folder for analytic scoring 19. Iowa writing assessment fir ITBS, forms K, L, & M, training papers for level 9-10 narrative 20. Iowa writing assessment for ITBS, forms K, L, & M, answer key for training papers for prompt, 1, level 9-10 narrative Contact: Riverside Publishing Company.
Hoover, H. D.; Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 12. (ETS# TC018932 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. Level 12 test is for use in grade 6. Tests for levels 9 - 14 are available either in the Complete Battery or the Survey Battery. The Complete Battery covers 13 curricular areas; vocabulary; reading comprehension; language, including spelling, capitalization, punctuation, and usage and expression; mathematics, including mathematics concepts and estimation, mathematics problem solving and data interpretation, and mathematics computation; social studies, science, and sources of information, including maps and diagrams and reference materials. (MH) Materials: 1. Test, complete battery, form K, level 12 2.Practice test, ITBS, forms K and L, levels 12-14 3. Directions for administration, practice tests, ITBS, levels 12-14 4. Report to students and parents, ITBS, complete battery, grades 3-8 See also TC018931 for materials on Iowa Writing Assessment for ITBS, forms K and L, levels 11-12 Contact: Riverside Publishing Company.
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Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 14. (ETS# TC018934 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. Level 14 test is for use in grade 8. Tests for levels 9 - 14 are available either in the Complete Battery or the Survey Battery. The Complete Battery covers 13 curricular areas; vocabulary; reading comprehension; language, including spelling, capitalization, punctuation, and usage and expression; mathematics, including mathematics concepts and estimation, mathematics problem solving and data interpretation, and mathematics computation; social studies, science, and sources of information, including maps and diagrams and reference materials. (MH) Materials: 1. Test, complete battery, form K, level 14 2.Test, survey battery, form K, level 14 3. Practice tests, ITBS, forms K and L, levels 12-14 See also TC018933 for materials on Iowa Writing Assessment for ITBS, forms K and L, levels 13-14, persuasion Contact: Riverside Publishing Company.Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 7. (ETS# TC018927 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. The level 7 test for grades 1 and 2 is available in the three editions. The Complete Battery contains 11 tests: vocabulary, word analysis, reading, listening, language, mathematics concepts, mathematics problems, mathematics computation, social studies, science, and sources of information. The Core Battery includes the following tests from the Complete Battery: vocabulary, reading, listening, word analysis, language, mathematics concepts, mathematics problems, and mathematics computation. The Survey Battery has selected items from the following tests in the Complete Battery: vocabulary, reading, language, mathematics concepts, mathematics problems and optional items from mathematics computation. (MH) Materials: 1. Test, complete battery, form K, level 7 2. Test, survey battery, form K, level 7 3. Directions for administration, complete battery and core battery, form K, level 7 4. Directions for administration, survey battery, form K, level 7 5. Directions for administration, complete battery and core battery, form L, level 7 6.Directions for administration, survey battery, form L, level 7 7. Scoring keys, complete battery, form L, levels 7-14 8. Scoring keys, survey battery, form K, levels 7-14 9. Booklet, Preparing for testing with the Iowa Tests of Basic Skills, forms K and L, levels 5-8 10. Report to parents, Iowa Tests of Basic Skills, complete battery, kindergarten through grade 2 11. Sample list report of student scores for ITBS & CogAT 12. Sample individual profile narrative for ITBS & CogAT 13. Scoring keys, survey battery, form L, levels 7-14 14. Report to parents, Iowa Test of Basic Skills, survey battery, grades 1 and 2 15. Norms and score conversions, survey battery, form K, levels 7-14 16. Norms and score conversions, survey battery, form L, levels 7-14 17. Norms and score conversions, complete and core batteries, form L, levels 7-14 18. Content classification with item norms, form L, complete/core/survey batteries, levels 7-14 Contact: Riverside Publishing Company.
Hoover, H. D., & Others (1993). Iowa Tests of Basic Skills, Forms K and L, Level 9. (ETS# TC018929 ) The Iowa Tests of Basic Skills (ITBS), forms K and L, are part of the Riverside 2000: Integrated Assessment Program. Other test battery components of Riverside 2000 include Tests of Achievement and Proficiency, forms K and L; Iowa Tests of Educational Development, forms K and L; and Cognitive Abilities Test, form 5. The ITBS is an achievement test battery used to assess student progress in basic skills. There are 10 levels (levels 5 - 14) covering grades K - 9. The test battery is available in three editions: Complete Battery, Core Battery, and Survey Battery. The Complete Battery covers the important objectives of the instructional program of a given grade. The Core Battery contains entire tests from the Complete Battery that provide reading, language, and mathematics scores. The Survey Battery consists of selected items from tests in the Complete Battery that provide scores in reading, language, and mathematics. The Survey Battery also fulfills Chapter 1 requirements. The test items at each level are written to coordinate with the content objectives of state and local courses of study and instructional materials and methods. Level 9 test is for use in grade 3. Tests for levels 9 - 14 are available either in the Complete Battery or the Survey Battery. The Complete Battery covers 13 curricular areas; vocabulary; reading comprehension; language, including spelling, capitalization, punctuation, and usage and expression; mathematics, including mathematics concepts and estimation, mathematics problem solving and data interpretation, and mathematics computation; social studies, science, and sources of information, including maps and diagrams and reference materials. (MH) Materials: 1. Test, complete battery, form K, level 9 2. Test, survey battery, form K, level 9 3. Directions for administration, complete battery and core battery, forms K and L, level 9 4. Directions for administration, complete battery, forms K and L, levels 9-14 5. Directions for administration, survey battery, forms K and L, levels 9-14 6. Practics tests, forms K and L, levels 9-11 7. Directions for administration, practice tests, forms K and L, levels 9-11 8. Preparing for testing with the Iowa Tests of Basic Skills, forms K and L, levels 9-14 9. A message to parents, ITBS, grades 3 through 8 10. answer sheet, forms K and L, level 9 11. recommended on-level testing ITBS, levels 9-14 12. Integrated report of objective and performance based results 13. Survey Battery, sample profile 14. Individual profile narrative, sample 15. List report of student scores, sample 16. List report of student scores, sample, alternate form 17. Listening assessment for ITBS, levels 9-14, forms K and L, directions for administration and score interpretation Contact: Riverside Publishing Company.
Howell-Kenneth-W, & Others. (1985). Multilevel Academic Survey Test. (ETS# TC014595 ) Intended for use by school personnel who make decisions about student performance in reading or mathematics. Test is intended primarily for those students who have academic difficulties. There are two basic instruments: a grade level test and a curriculum level test. If the primary need is to rank a student's performance versus that of his or her peers, the grade level test provides a short, wide-range measure of academic achievement. It is a norm-referenced measure. If the primary goal is to collect criterion-referenced information on specific areas of curriculum performance, the curriculum level test surveys critical clusters of reading and math skills. The two basic instruments may be used independently or in combination. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
Hutchinson-Emily, & Stann-Kathleen. (1992). Quicktests Across The Curriculum: Applied Mathematics. (ETS# TC018066) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: Applied Mathematics focuses on uses of math in realistic, modern situations. Students work with consumer issues, including comparative shopping, sales tax, rental costs, driving costs, and banking. Students read a written passage or study a graph, chart, or advertisement and use the information in it to answer a series of questions. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.
Hutchinson-Emily, & Kreisl-Joan. (1992). Quicktests Across The Curriculum: Fundamental English. (ETS# TC018068) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: Fundamental English focuses on the students' ability to recognize and use correct English. Students are asked to edit sentences by identifying correct sentence structure, word usage, and punctuation. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.
Hyland-Anne-M. (1978). Ohio School Library/Media Test. (ETS# TC012601 ) An instrument which can be used to measure the school library/media ability of students. The test covers five broad areas: 1) how things are organized, 2) the skills needed to select appropriate resources, 3) the skills needed to use each resource, 4) the skills needed to comprehend the information given, and 5) the skills needed to present the information in a meaningful way to others. The test can be used for diagnosing areas where students need library instruction, as a pre-post test to determine effectiveness of library instruction, and to correlate studies between library/media skills and academic achievement. An alternate for the test is Dr. Anne M. Hyland, 236 E. Clearview, Worthington, OH 43085. Number of Test Items: 53. Grade Level(s): 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 200 240; microfiche only).
Imber-Steve-C. (1971). Imber Children's Trust Scale. (ETS# TC007615 ) Designed to measure a child's trust of his or her father, mother, peers, and teachers. May be used to examine relationship between trust and academic performance. Subtests: Father Trust; Mother Trust; Peer Trust; Teacher Trust. Number of Test Items: 40. Grade Level(s): 4; 5. Contact: Steve C. Imber, Assistant Professor, Special Education; Rhode Island College, 600 Mt. Pleasant Avenue, Providence, RI 02908.
Institute for Behavioral Research in Creativity, Salt Lake City, UT. (1976). Biographical Inventory, Form U. (ETS# TC013250 ) Instrument used to obtain and analyze information about a person's characteristics and background. Form U was developed primarily to help identify talents which are typically difficult to measure. May also be used in counseling, guidance, and talent teaching. Results of inventory are most effectively used when combined with other information in order to recognize and develop student potential. Use of inventory with students below grade 7 should be based on evidence of satisfactory reading ability (at least fifth grade reading level). No time limit but most should complete inventory in about one hour. Form U has been designed so that responses can be optically scanned and computer scored at the availablity source. Is a research instrument. Subtests: Academic Performance; Creativity; Artistic Potential; Leadership; Career Maturity; Educational Orientation. Number of Test Items: 150. Testing Time: 60; approx minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Institute for Behavioral Research in Creativity; 1570 South 1100 East, Salt Lake City, UT 84105.
Institute for Developmental Studies, New York, NY. (1965). Index of Socioeconomic Status. (ETS# TC005873 ) Designed to determine social class rating for a child's household. The components used to determine the rating are the educational level of the main wage earner and a prestige rating of his/her occupation. Age Range: Adults. Contact: Institute for Developmental Studies; Press Building, New York University, Washington Square, New York, NY 10003.International Association for the Evaluation of Education Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Civic Education Tests, Cognition, Population I. (ETS# TC013050 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This is one of three civics cognitive tests for Population I which consists of students aged 10 to 11 years. The other tests are for Population II, students 14 to 15 years, and Population IV, students enrolled in the final year of pre-university training. Number of Test Items: 41. Testing Time: 35 minutes. Age Range: AGE 10-11. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 187; 55 pages).
International Association for the Evaluation of Education Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Civic Education Tests, Cognition, Population II. (ETS# TC013051 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This is one of three civics cognitive tests for Population II which consists of students aged 14 to 15 years. The other tests are for Population I, students aged 10 to 11, and Population IV, students enrolled in the final years of pre-university training. Number of Test Items: 47. Testing Time: 35 minutes. Age Range: AGE 14-15. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 187; 55 pages).
International Association for the Evaluation of Education Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Civic Education Tests, Cognition, Population IV. (ETS# TC013052 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This is one of three civics cognitive tests for Population IV which consists of students enrolled in the final year of pre-university training. The other tests are for Population I, students aged 10 to 11, and Population II which consists of students aged 14 to 15 years. Number of Test Items: 48. Testing Time: 35 minutes. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 187; 55 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: School Questionnaire. (ETS# TC013041 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policymakers worldwide. This questionnaire, completed by school coordinators, surveyed information concerning the schools involved in the study. Number of Test Items: 44. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 192; 27 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Teacher General Questionnaire. (ETS# TC013042 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policymakers worldwide. This questionnaire, surveyed general information concerning teachers involved in the study. Number of Test Items: 36. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 191; 15 pages).
International Association for the Evaluation of Educational Achievement, Stockholm. (1975). IEA Six-Subject Survey Instruments: Student Questionnaire, Population I. (ETS# TC013043 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for Population I which consists of students aged 10 to 11 years and asks general background information. There is a questionnaire for Populations II and IV. Population II consists of students 14 to 15 years old, and Population IV, students enrolled in the final year of pre-university training. Number of Test Items: 51. Age Range: AGE 10-11. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102190; 60 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Student Questionnaire, Populations II, IV. (ETS# TC013044 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for Population II students which consists of students aged 14 and 15 years and Population IV students which consists of students enrolled in the final year of pre-university training. Number of Test Items: 48. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102190; 60 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: General Attitudes and Descriptive Scales. (ETS# TC013045 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This attitude and descriptive scale is for Population I, II and IV surveying what students think about themselves and the schools they attend. Population I consists of students aged 10 to 11 years; Population II, 14 to 15 years; and Population IV, students in the final year of pre-university training. Age Range: AGE 10-11, 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102190; 60 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Civic Education Teacher Questionnaire. (ETS# TC013046 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire surveyed information regarding teachers of civic education. Number of Test Items: 62. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 189; 15 pages).
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Civic Education Student Questionnaire, How Society Works. (ETS# TC013047 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire, How Society Works, is one of three instruments for the civic education students at populations I, II, IV. Population 1 consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. The areas covered are elections, laws, parliament, a democratic system of government, the United Nations, political parties, welfare agencies, labour unions, large business organizations, police. Statements are a set of descriptions and the subject is to say what they do or how they work using a scale of "Does this almost always, Does this fairly often, Does this sometimes, and Don't know.". Number of Test Items: 120. Age Range: AGE 10-11, 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 188; 66 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Civic Education, Affective Scales. (ETS# TC013048 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. The areas covered in this Affective Scales instrument are "How would you describe your local council?" "How would you describe your national government?" Other areas cover how laws are made, how the nation should be governed, general agreement with the government, and what a good citizen is. The student is given a statement and then must check on a 1-5 rating scale the extent to which he/she agrees. This questionnaire is one of three instruments for the civic education students at populations I, II, IV. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years, and population IV, students enrolled in the final year of pre-university training. Number of Test Items: 64. Age Range: AGE 10-11, 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 188; 66 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Teacher Questionnaire. (ETS# TC013053 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire surveyed general information concerning teachers of French as a foreign language. Number of Test Items: 38. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 186; 19 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Student Questionnaires. (ETS# TC013054 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for students of French as a foreign language in Populations II, IV surveying what part French play in the students' lives and assessing the interest and outside activities of these students. Population II consists of students aged 14 to 15 years; Population IV, those students enrolled in the final year of pre-university training. Subtests: Questions About Learning French; French Student Questionnaire. Number of Test Items: 63. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 185; 27 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Listening Test, Population I. (ETS# TC013055 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This test is for Population I, students who are 10 to 11 years of age to see how well they understand French they hear spoken. A tape recorder will tell them the number of the set of pictures in the mother tongue and then they hear a sentence spoken in French. The sentence will be about one of the pictures in the set of four. The letter on the picture is the answer. Number of Test Items: 35. Age Range: AGE 10-11. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Listening Test, Population II. (ETS# TC013056 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. Population II students age 14 to 15. There are 5 parts to the test. In the first part the student hears a series of statements. Each statement describes one of four pictures in the booklet and the student describes the correct one. In the second part the student hears a series of questions or remarks. After each remark or question has been spoken, the student selects from among 4 printed choices. In the third part, the student listens to a series of short conversations between two people. One will ask a question or make a statement and the other will reply. After each conversation, the student chooses from four printed choices in the test booklet. In the next part, the student listens to a series of short announcements or broadcasts. At the end of each broadcast or announcement, a question will be asked about what was said. In the last part the student listens to rather long conversations or dramatic scenes and is asked several questions about what was heard. Number of Test Items: 80. Age Range: AGE 14-15. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Listening Test, Population IV. (ETS# TC013057 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. Population IV are students enrolled in the final year of pre-university training. There are 5 parts to the test. In the first part, the student hears a series of statements. Each statement describes one of 4 pictures. The student is to describe which one is described. In the second part the student hears a series of remarks or questions. After listening, the student must decide from 4 answers which response would likely have been made in response to the question/remark. In the third section the student listens to a series of short conversations between two people. One will make a statement or ask a question and the other will reply. The student then selects, from 4 choices, the correct account of what has been told. In the fourth part, the student will listen to a series of short broadcasts or announcement. At the end of the broadcast/announcement, a question will be asked, and the student selects the best answer from 4 choices. In the last part the student listens to rather long conversations or dramatic scenes, after which several questions will be asked about what was heard. There are 4 choices for the correct answer. Number of Test Items: 80. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Listening Test, Population IVS. (ETS# TC013058 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. Population IV are those in population IV specializing in French. There are 4 parts to this test. In the first part the student hears a series of remarks or questions. After each remark or question, the student selects, from among four choices, the response which would most likely be made to the remark or question. In the second part, the student listens to a series of short broadcasts or announcements. At the end, a question will be asked and the student must select the answer from four choices. In the third part the student listens to a series of short conversations bewteen two people. One person will ask a question or make a statement and the other will reply. The student is to select from among the four choices the best answer. In the last part the student listens to rather long conversations or dramatic scenes. After each, the student will be asked several questions about what was heard. Number of Test Items: 74. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Reading French, Population I. (ETS# TC013059 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This test is for Population I, students aged 10 to 11. In this test there are pictures arranged in sets of 4 and each set of pictures has a sentence written below it. The sentence is about one of the 4 pictures and the student has to decide which picture. Number of Test Items: 32. Age Range: AGE 10-11. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Reading French, Population II. (ETS# TC013060 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language, and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economica factors, and from the results to establish generalizations of value to policy makers worldwide. This test is for Population II, students ages 14 to 15. It is a test of the student's ability to understand written French, and is a multiple choice test. In the second part, a passage is given in French and several questions are then asked. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Reading French, Population IV. (ETS# TC013061 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This is a test of the student's ability to understand written French. There are four choices for each answer. This test is for Population IV, those students enrolled in the final year of pre-university training. Number of Test Items: 35. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 184; 155 pages).International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Reading French, Population IVS. (ETS# TC013062 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This test is for Population IVS, students enrolled in the final year of pre-university training and specializing in French. This is to test their ability to understand written French. Four choices are given for every question. Number of Test Items: 36. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Writing Test, Population II. (ETS# TC013063 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This test is for Population II which consists of students aged 14 to 15 years. There are two parts to this test, sentence completion and composition. There are 35 items in the first part and the student has 10 minutes to complete the second section. Subtests: Sentence Completion; Composition. Age Range: AGE 14-15. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Writing Test, Population IV. (ETS# TC013064 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This writing test is for Population IV; students enrolled in the final year of pre-university training. There are two parts to the test, the first part is sentence completion with 32 items and the second is a 10 minute composition test. Subtests: Sentence Completion; Composition. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Speaking Test, Population I. (ETS# TC013065 Contact Information For more detailed information about this measure and its related materials, please contact or consult: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 184; 155 pages).) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This test is entirely on tape so there is no instrument; the script of the tape is shown. This test is for Population I which consists of students 10 to 11 years of age. In the first section, students listen to sentences on the tape and then repeat them. In the second section there are 10 pictures and the student is asked a question about each of the pictures and then must reply. The Fluency section does not require a tape. The students is to choose one of two pictures and to describe it in French. The description is taped. Age Range: AGE 10-11.
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: French Speaking Test, Populations II, IV. (ETS# TC013066 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This test is for Population II, students age 14 to 15, and Population IV, students enrolled in the final year of pre-university training. The test is on tape so there is no instrument; the script of the tape is shown. In the Pronunciation section, the student listens to some sentences and then repeats them. In the Structural section, the student is asked one question about each of 10 pictures and must reply to the question in French. The third section test oral reading. The student has 3 minutes to look over a passage and then is required to read it aloud. The final section of the test, Fluency, is a free-response section. In the Fluency I section the student chooses one of two pictures to describe in French; in the Fluency 2 section, there are 3 pictures from which to choose and then describe what is happening in the picture. All responses are taped. Subtests: Pronunciation; Structural Control; Oral Reading; Fluency 1; Fluency 2. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 184; 155 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: English Teacher Questionnaire. (ETS# TC013089 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire surveyed information concerning teachers of a foreign language. Number of Test Items: 38. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 183; 18 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: English Student Questionnaires. (ETS# TC013090 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. These questionnaires survey information regarding the student and his or her study of English and the students' outside interests and activities for students in Populations II, IV. Population II consists of students aged 14 to 15 years; Population IV, those students enrolled in the final year of pre-university training. Subtests: Questions About Learning English; English Student Questionnaire. Number of Test Items: 63. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 182; 24 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: English as a Foreign Language, Listening, Population II. (ETS# TC013091 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This test is in 3 sections: discrimination of sounds, listening comprehension, and dictation. In the first section students are given pictures and are asked to listen to three words and pick the one corresponding to the pictures. The second section is meant to discover whether the students understand what they hear. They listen to a tape asking questions and the students are to choose the corresponding sentence in their native language. In the dictation section, a short piece of prose is read and the students are to write it as they have heard it. This test is for Population II which consists of students aged 14 to 15 years. Number of Test Items: 24. Age Range: AGE 14-15. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 181; 123 pages).
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: English as a Foreign Language, Listening, Population IV. (ETS# TC013092 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Population IV consists of students enrolled in the final year of pre-university training. The test is in 4 parts and the students listen to the questions on a tape recorder and mark their answer on an answer sheet. The first section is discrimination of sounds and the students listen to three words on the tape and mark the picture which corresponds to the words. Section II is recognition of meaning though intonation. In this section a question is asked in the students' native language and they determine the answer to the question by listening to the way the voice rises and falls in the three sentences. In section III, listening comprehension, the students listen to a sentence or short paragraph and select from their book the one they heard. The last section is listening comprehension (conversation) in which the students listen to a conversation and then answer a question. Number of Test Items: 36. Age Range: AGE 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 181; 123 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: English as a Foreign Language, Reading, Population II. (ETS# TC013093 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This test is for Population II which consists of students aged 14 to 15 years old. The test consists of 6 sections: recognition of antonyms, sound correspondences, recognition of structural features, vocabulary-recognition, reading comprehension (short sentences), and reading comprehension (continuous passages). Number of Test Items: 60. Age Range: AGE 14-15. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 181; 123 pages).International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: English as a Foreign Language, Reading, Population IV. (ETS# TC013094 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This test is for Population IV, students enrolled in the final year of pre-university training. The test is divided into sections which are recognition of word stress, collocations, recognition of grammatical structures, reading comprehension (short sentences), reading comprehension (continuous passages). Number of Test Items: 60. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 181; 123 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: English as a Foreign Language, Writing, Populations II, IV. (ETS# TC013095 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Population II consists of students aged 14 to 15 years and Population IV, students enrolled in the final year of pre-university training. This test is divided into 4 sections. The first two sections are sentence completion requiring one word, the third section requires the students to rearrange three words or phrases to complete the sentence and the last section is composition. The student must use 12 words which are given and write no more than 200 words. Number of Test Items: 31. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 181; 123 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: English as a Foreign Language, Speaking, Populations II, IV. (ETS# TC013096 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Population II consists of students aged 14 to 15 years and Population IV, students enrolled in the final year of pre-university training. This test is divided into sections on speaking, oral reading, and fluency. The students are asked questions and answer them on tape recorders. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 181; 123 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: General Teacher Questionnaire. (ETS# TC013098 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire surveyed general information concerning teachers involved in the study. Information concerning this questionnaire can be found in ED 084 503. Number of Test Items: 39. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 179; 16 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: General Student Questionnaire, Population I. (ETS# TC013099 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for Population I which consists of students aged 10 to 11 years and asks general background information. There is a questionnaire for Populations II and IV. Information concerning these questionnaires can be found in ED 084 503. Number of Test Items: 46. Age Range: AGE 10-11. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 178; 56 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: General Student Questionnaire, Populations II and IV. (ETS# TC013100 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for Populations II and IV which consist of students aged 14-15 years old and those students enrolled in the final year of pre-university training and asks general background information. Information concerning these questionnaires can be found in ED 084 503. Number of Test Items: 84. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 178; 56 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Reading Comprehension, Section D, Population II. (ETS# TC013114 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This test measures reading comprehension for Population II, students 14 to 15 years old. Some answer keys can be found in ED 084 503. Number of Test Items: 26. Age Range: AGE 14-15. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 172; 72 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Reading Comprehension, Section C, Population IV. (ETS# TC013115 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This is a test which measures reading comprehension for Population IV, students enrolled in the final year of pre-university training. Some answer keys can be found in ED 084 503. Number of Test Items: 25. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 172; 72 pages).

International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Reading Comprehension, Section D, Population IV. (ETS# TC013116 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This is a test which measures reading comprehension for Population IV, students enrolled in the final year of pre-university training. Some answer keys can be found in ED 084 503. Number of Test Items: 29. Grade Level(s): 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 172; 72 pages).
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: The Place of Science in the School and in the World Outside, Populations II and IV. (ETS# TC013121 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is used to find out what students think about science. It is for Population II, students aged 14 to 15 years, and Population IV, students enrolled in the final year of pre-university training. Answer keys can be found in ED 081 639. The second part of this questionnaire asks about science in the school and is a descriptive scale which measures the part science plays in the students' lives. Number of Test Items: 48. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 170; 36 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: The Place of Science in the School and in the World Outside, Population I. (ETS# TC013120 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is a science attitude and descriptive scale which measures the part science plays in the students' lives. Population I consists of students aged 10 to 11 years old. Answer keys can be found in ED 018 639. Number of Test Items: 22. Age Range: AGE 10-11. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 170; 36 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Student Questionnaire (ST 2), Science. (ETS# TC013119 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for Populations II and IV. Population II are students 14 to 15 years and Population IV, students enrolled in the final year of pre-university training. The questionnaire surveys the students' backgrounds. Answer keys can be found in ED 081 639. Number of Test Items: 22. Age Range: AGE 14-15, 17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 170; 36 pages).
International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Teacher Questionnaire, Science. (ETS# TC013117 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for science teachers, measuring teacher background, attitudes, and how they regard the job of science teaching. Answer keys can be found in ED 081 639. Number of Test Items: 24. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 171; 17 pages).International Association for the Evaluation of Educational Achievement, Stockholm (Sweden). (1975). IEA Six-Subject Survey Instruments: Teacher Questionnaire. (ETS# TC013118 ) In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: science, reading comprehension, literature, English as a foreign language, French as a foreign language and civic education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for science teachers, and measures teacher background, attitudes, and how they regard the job of science teaching. The questions focus on the teacher's views of teaching science and views on practice work. Answer keys can be found in ED 081 639. Number of Test Items: 10. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 102 171; 17 pages).
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Jorgensen-Carol, & Others. (1981). WORD Test - Elementary. (ETS# TC012267 ) A diagnostic test to assess expressive vocabulary and semantic abilities of school-aged children whose language problems adversely affect their academic achievement and communication skills. The six subtests are constructed to yield information in the following areas of expressive language: categorizing, defining, verbal reasoning, and choosing appropriate words. This test is also appropriate for older children and adults whose functional language is within the performance range of the test. Test should be administered by a trained professional, such as speech-language pathologist, psychologist, teacher of learning disabled students or special education consultant. Subtests: Associations; Synonyms; Semantic Absurdities; Antonyms; Definitions; Multiple Definitions. Number of Test Items: 83. Testing Time: 30 minutes. Age Range: AGE 7-12. Contact: LinguiSystems; 3100 Fourth Avenue, P.O. Box 747; E. Moline, IL 61244.
Jones-Earl, & Others. (1980). Evaluation of California's Educational Services to Limited and Non English Speaking Students. (ETS# TC012598 ) Designed to assist California policy and decision makers with planning to meet the future educational needs of limited and non-English speaking students. The services, offered to these students, which were studied were language assessment, instructional components literature, pupils, programs and instruction, satisfaction, achievement, auxiliary services, and finance. These are two general information instruments used: Program Guide (6 interview items), and Program Characteristics Guide (43 interview items). An alternate source is Development Associates, 693 Sutter St., 3rd Floor, San Francisco, CA 94102. There is a question of ownership which has not yet been settled; in the meantime, write to the address above. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 201 652; 270 pages, microfiche only).
Johnsen-Susan-K, & Corn-Anne-L. (1987). Screening Assessment for Gifted Elementary Students. (ETS# TC014670 ) Developed to address certain needs in identifying gifted, elementary-school children and to examine those areas most commonly found in gifted and talented programs: aptitude, achievement, and creativity. Test focuses on three areas of giftedness: reasoning, school-acquired information, and divergent production. These areas correspond to the three areas of giftedness as defined by the United States Office of Education (USOE). Test may be either individually or group administered. It takes longer to administer the test to groups than to individuals. One major purpose to administer the test is to obtain information helpful in identifying children for gifted classes. The test is not meant to identify children for classes that emphasize talent in leadership, visual or performing arts and/or psychomotor areas. Test may also be used as a screening device, clinically to examine a child's relative strengths and weaknesses in constructs incorporated into the test, or as a research tool. Samples of both non-gifted and gifted children were used to norm the instrument. Subtests: Reading; School-Acquired Information; Divergent Production. Testing Time: 90; approx minutes. Materials: 1. Manual 2. Picture book 3. Profile and Response sheet 4. Test Review. Reading Teacher;, 41, 7, 712-16, MAR 1988 5. Test Review. Roeper Review;, 16, 1, 54-57, SEP 1993 Age Range: AGE 7-12. Contact: PRO-ED; 8700 Shoal Creek Blvd., Austin, TX 78758.
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Koppitz, & Elizabeth-Munsterberg. (1968). Human Figure Drawings Test. (ETS# TC003082 ) School age child is asked to draw a whole figure of a person. The drawing is interpreted for individual maturation and emotional development. May be used to screen school beginners, predict academic achievement, and in diagnosing, treating, and assessing the progress of psychiatric patients. Testing Time: 30; approx minutes. Age Range: AGE 5-12. Contact: Grune and Stratton; 111 Fifth Avenue, New York, NY 10003.
Kim-Yungho, & Others. (1968). Kim-Anderson-Bashaw Child Behavior Scale. (ETS# TC009529 ) Scale was derived through factor analysis of the Child Behavior Scale (Kim et.al. 1968). Teacher rates child's behavior on a seven-point scale from very infrequently to very often to determine social, emotional, and academic maturity. Subtests: Academic Maturity; Interpersonal Maturity; Emotional Maturity. Number of Test Items: 18. Age Range: AGE 4-7. Contact: Educational and Psychological Measurement;, 29, 4, 927-33;
Karlsen, Bjorn (1992). Language Arts Assessment Portfolio, Level III. (ETS# TC018693 ) The instrument is a classroom assessment system that makes use of both portfolio and performance assessment techniques. It provides a comprehensive and efficient system to help elementary school teachers analyze and evaluate student achievement in all areas of the language arts: reading, writing, listening, and speaking. The portfolio allows the teacher to gather information about the student's language arts abilities in both language arts classes and other school subjects. There are three levels: Level I (Grade 1), Level II (Grades 2-3), and Level III (Grades 4-6). Technical data are not provided. (TJS) Materials: 1. Teacher's Guide 2. Evaluation Booklet 3. Self-Evaluation Booklet 4. Portfolio Folder Contact: American Guidance Service; Publishers' Building, P.O. Box 99, Circle Pines, MN 55014-1796Kaufman-Alan-S, & Kaufman-Nadeen-L. (1983). Kaufman Assessment Battery for Children. (ETS# TC011953 ) Individually administered intelligence and achievement battery for children aged 2.5 to 12.5 years. Time varies according to age of children: 35-50 minutes for preschool child; 50-70 minutes for 5-6 year olds; and 75-85 minutes for a child aged 7 or above. Although the battery includes 16 subtests, no child is given more than 13. The subtests fall into three areas: sequential processing with emphasis on the process used to produce correct solutions; simultaneous processing in which the problems are primarily spatial or analogic in nature; and achievement which focuses on acquired facts and applied skills. Intended for psychological and clinical assessment, psychoeducational evaluation of learning disabled and other exceptional children, educational planning and placement, minority group assessment, preschool assessment, neuropsychological assessment and research. A review of the K-ABC by C. M. Narrett can be found in Reading Teacher;, 37, 626-31, Mar 1984. Subtests: Hand Movements; Number Recall; Word Order; Magic Window; Face Recognition; Gestalt Closure; Triangles; Matrix Analogies; Spatial Memory; Photo Series; Expressive Vocabulary; Faces and Places; Arithmetic; Riddles; Reading Decoding; Reading Understanding. Testing Time: 85; approx minutes. Age Range: AGE 2-12. Contact: American Guidance Service; Publishers' Building, Circle Pines, MN 55014.
Karlsen, Bjorn (1992). Language Arts Assessment Portfolio, Level II. (ETS# TC018692 ) The instrument is a classroom assessment system that makes use of both portfolio and performance assessment techniques. It provides a comprehensive and efficient system to help elementary school teachers analyze and evaluate student achievement in all areas of the language arts: reading, writing,listening, and speaking. The portfolio allows the teacher to gather information about the student's language arts abilities in both language arts classes and other school subjects. There are three levels: Level I (Grade 1), Level II (Grades 2-3), and Level III (Grades 4-6). Technical data are not provided. (TJS) Materials: 1. Teacher's Guide 2. Evaluation Booklet 3. Self-Evaluation Booklet 4. Portfolio Folder Contact: American Guidance Service, Inc.; Publishers' Building, P.O.Box 99, Circle Pines, MN 55014-1796
Karlsen, Bjorn (1992). Language Arts Assessment Portfolio, Level I. (ETS# TC018691 ) The instrument is a classroom assessment system that makes use of both portfolio and performance assessment techniques. It provides a comprehensive and efficient system to help elementary school teachers analyze and evaluate student achievement in all areas of the language arts: reading, writing, listening, and speaking. The portfolio allows the teacher to gather information about the student's language arts abilities in both language arts classes and other school subjects. There are three levels: Level I (Grade 1), Level II (Grades 2-3), and Level III (Grades 4-6). Technical data are not provided. (TJS) Materials: 1. Teacher's Guide 2. Evaluation Booklet 3. Self-Evaluation Booklet 4. Portfolio Folder Contact: American Guidance Service, Inc.; Publishers' Building, P.O. Box 99, Circle Pines, MN 55014-1796
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Lutrario, Chris (1992). Formative Assessment in the National Curriculum: Writing Levels 1-3. (ETS# TC810770 ) The criterion-referencing instrument is part of a series that is directly related to the National Curriculum State of Attainment (SoA) Mathematics Program of Study (PoS); Attainment Target 2 for English; and Writing, Spelling, and Handwriting. It is used for children at the primary level of education, ages five to nine. The teacher determines at which level each child has achieved (levels one to three). In this series, the SoA is the first point of referrence. The related PoS statements are set out underneath the SoA. These SoAs and PoSs statements are often divided into attributes to which different concepts are referred. The Writing instrument, which also incorporates spelling and handwriting, assesses children's achievement as writers. Its emphasis is on children being independent and self-directing as writers from the earliest stages; writing in a variety of purposeful contexts; reflecting on and talking about writing (their own and other people's); and learning about spelling through a process of hypothesizing and approximation. No technical data are provided. (TJS) Materials: 1. Teacher's Handbook 2. Record Sheet Contact: Hodder and Stoughton Ltd.; Mill Road, Dunton Green; Sevenoaks, Kent, England TN13 2YA
Levine-Melvin-D. (1985). Pediatric Examination of Educational Readiness At Middle Childhood. (ETS# TC014049 ) A neurodevelopmental assessment procedure for use by health care and other professionals. Purpose is to generate part of a functional profile or empirical description of child's development and current neurological status. Can help in assessing children between ages of 9 and 15 who may be experiencing difficulties that affect learning, overall academic achievement or behavioral adjustment. This inventory should always be used as part of a complete evaluation of a subject's problems and never be used in isolation. Inventory is divided into six major sections: minor neurological indicators, fine motor functions, language, gross motor functions, temporal-sequential organization, and visual processing. Age Range: AGE 9-15. Contact: Educators Publishing Service; 75 Moulton Street, Cambridge, MA 02238-9101.
Levine-Melvin-D. (1980). Anser System, Form 3. (ETS# TC011206 ) Integrates data in the areas of health, education, development, and behavior in order to assess adolescent's school adjustment or learning problems. Compiled data can be used with direct assessments, including psychological evaluation, achievement tests, and health and development assessment. May also be used to help formulate individualized educational plans. Form 3 has two questionnaires: for parents and schools. The parents' questionnaire covers background information, possible pregnancy problems, newborn infant problems, health problems, functional problems, early development, family history, early educational experience, skills and interests, associated behaviors, activity-attention problems, associated strengths. The school form covers performance areas, behavioral observations (activity-attention), behavioral observations (associated). Age Range: AGE 12-17, Adults. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Educators Publishing Service; 75 Moulton Street, Cambridge, MA 02238.
Levine-Melvin-D. (1980). Anser System, Form 2. (ETS# TC011205 ) Integrates data in the areas of health, education, development, and behavior in order to assess children's school adjustment or learning problems. Compiled data can be used with other direct assessments, including psychological evaluation, achievement tests, and health and developmental assessments. May also be used to keep formulate Individualized Educational Plans. Form 2 has two questionnaires: for parents and schools. The parent questionnaire covers background information, possible pregnancy problems, newborn infant problems, health problems, functional problems, early development, family history skills and interests, activity-attention problems, associated behaviors, associated strengths. The school form covers background information performance areas, behavioral observations (activity-attention), behavioral observations (associated). Age Range: AGE 6-11. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: Educators Publishing Service; 75 Moulton Street, Cambridge, MA 02238.
Levine, Melvin D. (1984). Anser System: Aggregate neurobehavioral student health and educational review, Forms 5 and 6. (ETS# TC017465 ) Integrates data in the areas of health, education, development and behavior in order to assess children's school adjustment or learning problems. Compiled data can be used with other direct assessments, including psychological evaluation, achievement tests, and health and developmental assessments. May also be used to help formulate Individual Educational Plans. Form 2 has two questionnaires - for parents and schools. The parent questionnaire covers background information, possible pregnancy problems, newborn infant problems, health problems, functional problems, early development, family history, skills and interests, activity-attention problems, associated behaviors, associated strengths. The school form covers background information, performance areas, behavioral observations (activity-attention), behavioral observations (associated).(TJS) Materials: 1. Interpreter's Guide. 2. Follow-up questionnaires, Interpreter's guide for forms 5 and 6. 3. Parent follow-up questionnaire, form 5P 4. School follow-up questionnaire, form 5S 5. Self Administered follow-up profile, form 6 (ages 9+) Contact: Educators Publishing Service, Inc., 75 Moulton Street, Cambridge, Massachusetts, 02238
Lambert-Nadine-M, & Others. (1976). Anecdotal Processing to Promote the Learning Experience. (ETS# TC009872 ) Coding system for observations of teacher and pupil behaviors which affect pupil outcomes in learning. This system is said to provide naturalistic anecdoctal descriptions while still allowing computerized data analysis. Covers academic, social, emotional and general behavior and physical appearance. Number of Test Items: 16. Testing Time: 30; approx minutes. Grade Level(s): K; 1; 2; 3; 4; 5; 6.
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Mumme, Judy (1990). Portfolio Assessment in Mathematics, 1990. (ETS# TC018311 ) This assessment tool focuses on a student's productive work - what the student can do rather than what the student cannot do. The portfolio provides insights into many aspects of a student's growth in mathematical thinking, understanding, ability to express ideas, and attitudes to name a few. This instrument is intended to assist educators who are interested in using portfolios and offers suggestions on their collection and use, addresses associated issues, provides examples of work, and examines some implications of portfolios. (TJS) Materials: 1. Description booklet Contact: Portfolio Booklet; Calilfornia Mathematics Project, 300 Lakeside Drive, 18th Floor, University of California, Oakland, CA 94612-3550Naslund-Robert-A, & Others. (1978). SRA Achievement Series, Forms 1 and 2, 1978 Edition: Level A. (ETS# TC009202 ) Designed to measure basic skills taught in kindergarten in reading readiness and mathematics concepts. No reading is required of students. Recommended for administration in spring of kindergarten year or fall grade 1. Educational Ability Series (EAS) provides an estimate of educational ability. EAS is optional and designed to be used in conjunction with the Achievement Series. Has new norms collected for 1983-84. Subtests: Reading; Mathematics. Number of Test Items: 140. Testing Time: 180; approx minutes. Grade Level(s): K; 1. Contact: Science Research Associates, Inc.; 155 North Wacker Drive, Chicago, IL 60606.
Moos-Rudolf-H, & Gerst-Marvin-S. (1974). University Residence Environment Scale. (ETS# TC001764 ) Designed to assess the social climates of university student living groups. Measures and describes student-student and staff-student relationships and organizational structure of the living group. Subscales are grouped into dimensions of relationship, personal growth or development, and system maintenance. This scale has been adapted to measure the ideal social environment (Form I), or the expectations one has of an environment (Form E). Short form (Form S) may be adapted from standard Form R. Alternate scales and their construction are described in the manual. Subtests: Involvement; Emotional Support; Independence; Traditional Social Orientation; Competition; Academic Achievement; Intellectuality; Order and Organization; Student Influence; Innovation. Number of Test Items: 100. Testing Time: 20; approx minutes. Materials: 1. Scale - Form R 2. Answer Sheet 3. Stencil 4. Manual 5. Test Review 6. See 001765 for bibliography Age Range: Adults. Grade Level(s): Higher Education. Contact: Consulting Psychologists Press; 3803 East Bayshore Road, Palo Alto, CA 94303.
Monroe County Community Schools Corp., Bloomington, IN. (1979). C.U.B.E. Program Administration Forms. (ETS# TC013534 ) A series of forms for use in administering an adult basic education teaching/learning management system, C.U.B.E. (Continuity and Unity in Basic Education). Includes: daily attendance records, enrollment forms, student performance forms. An additional fiche discusses program goals (ED 211 829, 29 pg.). Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 211 834; 66 pg).
Millon-Theodore, & Others. (1982). Millon Adolescent Personality Inventory. (ETS# TC012196 ) Designed for use by school counselors, guidance personnel and other mental health professionals as an aid in identifying, predicting, and understanding a wide range of psychological attributes characteristic of adolescents. May be used upon entrance into school or as one component of a testing program for vocational and academic counseling, as well as in mental health service agencies for adolescent clinical assessment. Answer sheets are machine scored and provide a profile report and an interpretive report on respondents. The subtest sections fall into three main areas: personality styles (eight personality patterns); expressed concerns (eight scales); and behavioral correlates (four scales). For qualifications necessary to use the inventory, consult the manual. Two forms are available. Subtests: Introversive; Inhibited; Cooperative; Sociable; Confident; Forceful; Respectful; Sensitive; Self Concept; Personal Esteem; Body Comfort; Sexual Acceptance; Peer Security; Social Tolerance; Family Rapport; Academic Confidence; Impulse Control; Societal Conformity; Scholastic Achievement; Attendance Consistency. Number of Test Items: 150. Testing Time: 20; approx minutes. Age Range: AGE 13-17, Adults. Contact: Interpretive Scoring Systems; P.O. Box 1416; Minneapolis, MN 55440.
McDill-Edward-L, & Rigsby-Leo-C. (1973). Study of High School Educational Climates: Girls' Attitude Questionnaire. (ETS# TC013418 ) Requests information about social background, intellectual attitudes and values, educational and occupational aspirations, academic and interpersonal behavior in the school setting and outside of school. Students also provide sociometric information on peer group structure, and perceptions of environmental "press" of teachers toward scientism, intellectualism, etc. Number of Test Items: 440. Grade Level(s): 9; 10; 11; 12. Contact: McDill, Edward L.; Rigsby, Leo C.; Structure and Process in Secondary Schools: THe Academic Impact of Educational Climates. Baltimore: Johns Hopkins University Press, c1973.
McDill-Edward-L, & Rigsby-Leo-C. (1973). Study of High School Educational Climates: Boys' Attitude Questionnaire. (ETS# TC013417 ) Requests information about social background, intellectual attitudes and values, educational and occupational aspirations, academic and interpersonal behavior in the school setting and outside of school. Students also provide sociometric information on peer group structure, and perceptions of environmental "press" of teachers toward scientism, intellectualism, etc. Number of Test Items: 440. Grade Level(s): 9; 10; 11; 12. Contact: McDill, Edward L.; Rigsby, Leo C.; Structure and Process in Secondary Schools: THe Academic Impact of Educational Climates. Baltimore: Johns Hopkins University Press, c1973.
McDermott-Paul-A, & Watkins-Marley-W. (1985). McDermott Multidimensional Assessment of Children. (ETS# TC013838 ) Comprehensive system of over 100 computer programs that integrates data from psychological evaluations, classifies childhood exceptionality, and designs individualized education programs. The system has two major levels. The Classification Level provides a diagnosis of exceptionality along four dimensions: general intellectual functioning, academic achievement, adaptive behavior, and social-emotional adjustment. The Program Design Level generates behavioral objectives for individualized educational planning based on skills identified by criterion referenced evaluation in reading, mathematics, general learning style, or adaptive skills. The following classifications are generated: exceptional talent, normal intellectual functioning, borderline intellectual functioning, mental retardation, intellectual retardation, educational retardation, and commensurate achievement. Age Range: AGE 3-12. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.
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).
Marston-Paul-T, & Clements-Richard-O. (1979). Classroom Attitude Survey. (ETS# TC012158 ) Used in an experiment to investigate the effects of observer attitudes on their coding of classroom behavior. Hypothesis tested was that individual differences in attitudes of observers might affect the way they code teacher behavior. Of the 40-items in the attitude measure, 23 yielded good reliability. Subtests: Teacher Responsiveness; Pupil Ability; Attitude Toward School; Teacher Quality. Number of Test Items: 40. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 100; Springfield, VA 22153-2852 (ED 228 131; 26p.).
Marjoribanks-Kevin. (1988). Attitudes To School Inventory. (ETS# TC800320 ) Developed to measure children's affective and cognitive attitudes toward school. Items are based on a five-point Likert response format. Seven attitude dimensions are generated. Three dimensions are identified as children's enthusiasm for school, enthusiasm for a particular class in the school, dislike for disruptive behavior, relationships with their teachers, academic self-concept, social adjustment to school, and their achievement orientation. This instrument has modest predictive validities of the scales in relation to measures of children's word performance, after taking into account the relations between children's intellectual ability and academic achievement. Subtests: Word Knowledge; Word Comprehension; Mathematics. Age Range: AGE 5-12. Contact: Kevin Marjoribanks; University of Adelaide, GPO Box 498; Adelaide, South Australia 5001.Marsh, Herbert, & Others (1983). Self Description Questionnaire. (ETS# TC012607 ) The Self Description Questionnaire is 66-item multidimensional instrument designed to measure 7 facets of self concept as hypothesized in a model by R. J. Shavelson. The model defines self concept as an individual's perception of self, formed through experience with the environment Others and attributions of one's own behavior. The self concept model is separated into academic, social, and physical components. The seven subtests are physical abilities; appearance; relationships with peers; relationship with parents; reading; mathematics; and school subjects. The instrument was used with Australian children. Materials: 1. reprint of article - see availability source 2. article reprint from Journal of Personality and Social Psychology;, 45, 1, 173087, 1983 3. Article reprint from Journal of Special Education;, 20, 1, 41- 59, 1996 Contact: American Educational Research Journal;, 20, 3, 333-57,
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: 9-12. (ETS# TC012743 ) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Answering Questions (Oral Expression); Asking Questions (Oral Expression); Connected Discourse; Answering Questions (Listening Comprehension); Comprehending Statements; Comprehending Dialogues; Vocabulary; Reading Outcomes; Grammatical Structure; Paragraph Construction. Number of Test Items: 112. Testing Time: 108 minutes. Grade Level(s): 9; 10; 11; 12. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: 6-8. (ETS# TC012742 ) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Answering Questions (Oral Expression); Asking Questions (Oral Expression); Connected Discourse; Answering Questions (Listening Comprehension); Comprehending Statements; Comprehending Dialogues; Vocabulary; Reading Outcomes; Grammatical Structure; Paragraph Construction. Number of Test Items: 112. Testing Time: 108 minutes. Grade Level(s): 6; 7; 8. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: 4-5. (ETS# TC012741 ) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Asking Questions; Connected Discourse; Vocabulary Knowledge; Positional Auditory Discrimination; Answering Questions; Comprehending Statements; Comprehending Dialogues; Recognizing Homonyms; Recognizing Antonyms; Recognizing Abbreviations; Reading Outcomes; Grammatical Structure; Paragraph Construction. Number of Test Items: 126. Testing Time: 119 minutes. Grade Level(s): 4; 5. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: 2-3. (ETS# TC012740 ) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Answering Questions; Connected Discourse; Identification of Consonants and Vowels; Definition of Nouns; Identifying Words; Counting Words; Answering Questions; Comprehending Statements; Alphabetizing; Recognizing Vowels and Consonants; Recognizing Long and Short Vowels; Using Word Families; Singular and Plural Forms; Recognizing Silent Letters; Reading Outcomes. Number of Test Items: 111. Testing Time: 79 minutes. Grade Level(s): 2; 3. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: K-1. (ETS# TC012739 ) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Asking Questions; Connected Discourse; Comprehension of Commands; Situational Comprehension; Minimal Pairs; Identification of Consonants and Vowels. Number of Test Items: 43. Testing Time: 25 minutes. Grade Level(s): K; 1. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: Basic Concept Test. (ETS# TC012738 ) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Identification of Color; Identification of Shapes; Counting; Number Identification; Alphabet; Letter Identification; Identification of Relationships. Number of Test Items: 46. Testing Time: 15 minutes. Grade Level(s): K; 1. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Macan, Therese Hoff, & Others (1990). Time Management Behavior Scale. (ETS# TC018476 ) This instrument was designed to assess the behaviors critical to the construct of time management as defined in the popular literature and to examine the relationship of those behaviors to college students' academic performance and stress levels. On a 5-point, Likert-type scale, students respond to 46 items covering 4 factors: Setting Goals and Priorities; MechanicsPlanning, Scheduling; Perceived Control of Time; and Preference for Disorganization. Instruments which measure stress, academic performance, job and life satisfaction, and behavior patterns may be administered along with this scale to assist in measuring the relationship of students' time management behaviors to these variables. Technical data are included. (klm) Materials: 1. Article reprint. See availability source. Contact: Journal of Educational Psychology, 0022-0663;, 82, 4, 760-68, Dec 1990
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Northwest Evaluation Association, Lake Oswego, OR. (1991). Menu Of Posible Contents For Classroom Portfolios: Language Arts. (ETS# TC018077 ) Contact: Northwest Evaluation Association; 5 Centerpointe Drive, Lake Oswego, OR 97035. Menu serves as a collection of possible choices. Items can be selected from each section for use in a student's portfolio system. Primary students may need some teacher assistance in making selections. Student proficiency in selecting portfolio material at all grades will develop as they gain practice and confidence in portfolio use. A cover letter written by the student should be an integral part of the portfolio, since the value of the portfolio is often measured by the quality of the cover letter: what the student has internalized about his or her own learning. Instruments included in the menu are Reading Summary Sheet, which measures reading strategies, comprehension strategies, behavioral aspects of reading, and home/school strategies for reading growth; Holistic Criteria For Judging Narrative or Expository Retellings; Reading Attitude Inventory/Interview; Listening Awareness Assessment Questionnaire; Listening Profile; Speaking Skills Checklist: K-3; Time-Use Evaluation; Classroom Portfolio Assessment; and Student Portfolio, which includes subject area menus showing categories that exemplify the major types of curriculum and instructional goals. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12.

Newcomer-Phyllis-L, & Bryant-Brian-R. (1986). Diagnostic Achievement Test for Adolescents. (ETS# TC014715 ) Provides examiners with an estimate of a student's knowledge of information commonly taught in the schools. The test has four purposes: to identify students below their peers in the content areas of reading, writing, mathematics, science, social studies and reference skills; to identify individual students' strengths and weaknesses; to document students' progress as a result of intervention programs; and to use as a measurement tool in research studies. Subtests: Word Identification; Reading Comprehension; Math Calculations; Math Problem Solving; Spelling; Writing Composition; Science; Social Studies; Reference Skills. Testing Time: 120; approx minutes. Age Range: AGE 13-17, Adults. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: PRO-ED; 8700 Shoal Creek Blvd., Austin, TX 78758.

Newcomer, Phyllis L., & Bryant, Brian C. (1993). Diagnostic Achievement Test for Adolescents, Second Edition. (ETS# TC018912 ) This is an individually administered achievement test used to assess the variety of achievement skills relevant to progress in grades 7-12. The test consists of 13 subtests, 3 or which are optional, and provides 9 composite scores. The subtests are receptive vocabulary, receptive grammar, expressive grammar, expressive vocabulary, word identification, reading comprehension, spelling, writing composition, math calculation, math problem solving, science, social studies, and reference skills. The composite scores are listening, speaking, reading, writing, math, spoken language, written language, achievement screener, and total achievement. The following are the uses of DATA-2: to identify students below their peers in various areas of achievement, to identify individual students' strengths and weaknesses; to document students' progress as a consequence of intervention; and to serve as a measurement tool in appropriate research studies. The test takes between one and two hours to administer. Technical data relating to norming procedures, reliability, and validity are available. (MH) Materials: 1. Examiner's manual 2. Student booklet 3. Profile/examiner record form 4. Student response form Contact: Pro-Ed; 8700 Shoal Creek Boulevard, Austin, TX 78758-6897

New Hampshire Research Coordinating Unit for Vocational-Technical Education, Concord. (1976). New Hampshire's Vocational Program Evaluation System. (ETS# TC012642 ) The evaluation forms were developed for, and are part of, "The New Hampshire Vocational Program Evaluation System" (VPES) which is designed to: (1) provide program improvement information; (2) provide information on local program effectiveness to aid in designing improvements; and (3) aid in complying with the 1976 Federal Vocational Education legislation. The evaluation system is divided into components: formative and summative. The formative evaluation is concerned with gathering program improvement data, information on planning and operational processes and results of student achievement at the local level. The process evaluation sequence is charted: identification of programs for evaluation, program self-evaluation, on-site evaluations final exit conference, and post-visit activities. On-site program evaluation procedures are meant to insure that vocational instruction meets the needs, interests, and abilities of students, satisfies the requirements of the occupation in which training is offered, meets the needs of the community in terms of the number of students placed, and meets the minimum standards required for operation of vocational education programs. Although the System is designed primarily to meet the unique needs of New Hampshire's educational structure, the overall system is generally designed along the recommended guidelines for State Evaluation Systems. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 178 559; 183 pages).

National Institute of Industrial Psychology, London, England. (1980). NIIP Engineering Selection Test Battery, 1980 Revision. (ETS# TC810481) Combines a group of tests designed by National Institute of Industrial Psychology, London, England and published by the NFER-Nelson Publishing Company. Intended for use with applicants for craft, technician and student apprenticeships in engineering. The subtest, Mechanical Information, is the only one not added to the combined score. Distribution restricted: only for use by persons who are registered with the Test Department of the NFER Publishing Company as qualified to use them. Subtests: NIIP Group Test 82; NIIP Group Test 90A or 90B; NIIP Group Test 70 or 70B; Engineering Arithmetic Test 2A or EA4; Vincent Mechanical Diagrams; Mechanical Information. Testing Time: 160; approx minutes. Age Range: AGE 15-17, Adults. Contact: NFER-Nelson Publishing Company; Darville House, 2 Oxford Road East, Windsor, Berkshire SL4 1DF, England.

National Foundation For Educational Research IN England and Wales, London. (1972). Mathematics Attainment Test DE2. (ETS# TC810403) Designed to measure a student's understanding of mathematical concepts and has almost no mechanical computation. Though not timed, the authors feel that a student should complete it in 50 minutes or less. Test formerly Intermediate Mathematics Test 1. Number of Test Items: 46. Testing Time: 50; approx minutes. Age Range: AGE 10-12. Contact: NFER-Nelson Publishing Co.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.

National Foundation For Educational Research In England and Wales, London. (1972). Basic Mathematics Test FG. (ETS# TC810350) Designed to measure a wide range of mathematical concepts and thinking. While not timed, most students should finish in 50 minutes. The results be used to determine the student's level of attainment, to compare students with each other, and to provide diagnostic information concerning the student's strengths and weaknesses. Number of Test Items: 55. Testing Time: 50; approx minutes. Age Range: AGE 12-14. Contact: NFER-Nelson Publishing Co.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.National Foundation For Educational Research In England and Wales, London. (1972). Mathematics Attainment Test A (Oral). (ETS# TC810402) Designed to measure a student's understanding of mathematical concepts and has almost no mechanical computation. Formerly Junior Mathematics Test A1 (Oral). Number of Test Items: 42. Testing Time: 45; approx minutes. Age Range: AGE 7-8. Contact: NFER-Nelson Publishing Co.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.

National Foundation For Educational Research In England and Wales, London. (1971). Basic Mathematics Test DE. (ETS# TC810351) Designed to measure student's knowledge of various mathematical ideas and skills, symmetry, tabulation, fractions, elementary algebra, basic spatial ability, inequalities, graphical representation, area, etc. While not timed, most students should finish in 50 minutes. The results be used to determine the student's level of attainment, to compare students with each other, and to provide diagnostic information concerning the student's strengths and weaknesses. Subtests: Sets; Relations; Representation; Operations. Number of Test Items: 55. Testing Time: 50; approx minutes. Age Range: AGE 10-12. Contact: NFER-Nelson Publishing Co.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.

Naslund-Robert-A, & Others. (1978). SRA Achievement Series, Forms 1 and 2, 1978 Edition: Level H. (ETS# TC009209 ) Designed to measure basic skills in reading, mathematics, language arts, use of reference materials, social studies and science. The Educational Ability Series (EAS) is optional and designed for use in conjunction with the Achievement series. EAS provides an estimate of educational ability. The subtest, Applied Skills, measures the following areas of adult life: consumer economics, health and safety, employment and community resources. Has new norms collected for 1983-84. Subtests: Reading; Mathematics; Language Arts; Reference Materials; Social Studies; Science; Applied Skills. Number of Test Items: 420. Testing Time: 305; approx minutes. Grade Level(s): 9; 10; 11; 12. Contact: Science Research Associates, Inc.; 155 North Wacker Drive, Chicago, IL 60606.

Naslund-Robert-A, & Others. (1978). SRA Achievement Series, Forms 1 and 2, 1978 Edition: Level G. (ETS# TC009208 ) Designed to measure basic skills in reading, mathematics, language arts, use of reference materials, social studies and science. A shorter version of the test, the 3R edition, includes tests in reading, mathematics and language arts only. Educational Ability Series is optional and designed for use in conjunction with the Achievement series. EAS provides an estimate of educational ability. Has new norms collected for 1983-84. Subtests: Reading; Mathematics; Language Arts; Reference Materials; Social Studies; Science. Number of Test Items: 465. Testing Time: 305; approx minutes. Grade Level(s): 8; 9; 10. Contact: Science Research Associates, Inc.; 155 North Wacker Drive, Chicago, IL 60606.

Naslund-Robert-A, & Others. (1978). SRA Achievement Series, Forms 1 and 2, 1978 Edition: Level F. (ETS# TC009207 ) Designed to measure basic skills in reading, mathematics, social studies and science. A shorter version of the test, the 3R edition, includes tests in reading, mathematics and language arts only. Educational Ability Series is optional and designed for use in conjunction with the Achievement series. EAS provides an estimate of educational ability. Has new norms collected for 1983-84. Subtests: Reading; Mathematics; Language Arts; Reference Materials; Social Studies; Science. Number of Test Items: 465. Testing Time: 305; approx minutes. Grade Level(s): 6; 7; 8. Contact: Science Research Associates, Inc.; 155 North Wacker Drive, Chicago, IL 60606.

Naslund-Robert-A, & Others. (1978). SRA Achievement Series, Forms 1 and 2, 1978 Edition: Level E. (ETS# TC009206 ) Designed to measure basic skills in reading, mathematics, language arts, use of reference materials, social studies and science. A shorter version of the test, the 3R edition, includes tests in reading, mathematics and language arts only. Educational Ability Series is optional and designed for use in conjunction with the Achievement series. EAS provides an estimate of educational ability. Has new norms collected for 1983-84. Subtests: Reading; Mathematics; Language Arts; Reference Materials; Social Studies; Science. Number of Test Items: 465. Testing Time: 305; approx minutes. Grade Level(s): 4; 5; 6. Contact: Science Research Associates, Inc.; 155 North Wacker Drive, Chicago, IL 60606.

Naslund-Robert-A, & Others. (1978). SRA Achievement Series, Forms 1 and 2, 1978 Edition: Level D. (ETS# TC009205 ) Designed to measure basic skills in reading, mathematics, and language arts. Recommended for administration in spring grade 3 and fall grade 4. Educational Ability Series (EAS) provides an estimate of educational ability. EAS is optional and designed for use in conjunction with the Achievement Series. Items are read aloud and measure vocabulary, number concepts, picture grouping and manipulation of forms in space. A Reading only edition is also available at this level. Has new norms collected for 1983-84. Subtests: Reading, Mathematics; Language Arts. Number of Test Items: 256. Testing Time: 197; approx minutes. Grade Level(s): 3; 4. Contact: Science Research Associates, Inc.; 155 North Wacker Drive, Chicago, IL 60606.

Naslund-Robert-A, & Others. (1978). SRA Achievement Series, Forms 1 and 2, 1978 Edition: Level C. (ETS# TC009204 ) Designed to measure basic skills in reading, mathematics, and language arts. Recommended for administration in spring grade 2 and fall grade 3. Educational Ability Series (EAS) provides an estimate of educational ability. EAS is optional and designed for use in conjunction with the Achievement Series. Items are read aloud and measure vocabulary, number concepts, picture grouping and manipulation of forms in space. A Reading only edition is also available at this level. Has new norms collected for 1983-84. Subtests: Reading; Mathematics; Language Arts. Number of Test Items: 220. Testing Time: 220; approx minutes. Grade Level(s): 2; 3. Contact: Science Research Associates, Inc.; 155 North Wacker Drive, Chicago, IL 60606.
Naslund-Robert-A, & Others. (1978). SRA Achievement Series, Forms 1 and 2, 1978 Edition: Level B. (ETS# TC009203 ) Designed to measure basic skills taught in grade 1 in reading and mathematics. Recommended for administration in spring grade 1 and fall grade 2. Educational Ability Series (EAS) provides an estimate of educational ability. EAS is optional and designed for use in conjunction with the Achievement Series. Items are read aloud and measure vocabulary, number concepts, picture grouping and manipulation of forms in space. A Reading Only edition is also available at this level. Has new norms collected for 1983-84. Subtests: Reading; Mathematics. Number of Test Items: 176. Testing Time: 195; approx minutes. Grade Level(s): 1; 2. Contact: Science Research Associates, Inc.; 155 North Wacker Drive, Chicago, IL 60606.
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Otis-Arthur-S, & Lennon-Roger-T. (1989). Otis-Lennon School Ability Test, Sixth Edition, Level G. (ETS# TC016438 ) Designed to measure those verbal, quantitative, and figural reasoning skills most closely associated with academic achievement. Test is based on the notion that to learn new things, students must be able to perceive accurately, to recognize and recall what has been perceived, to think logically, to understand relationships, to abstract from a set of particulars, and to apply generalizations to new and different contexts. Tests are considered to be measures of learned or developed abilities in the broadest sense. The purposes of the test include assessing students' ability to cope with school learning tasks, suggesting student placement for school learning functions, and evaluating their achievement in relation to their talents. Performance on the variety of tasks included in the tests reflects the interaction of genetic and environmental factors that influence the ability to deal with the abstract manipulation of verbal, numerical, and figural symbolic systems in our culture. Test provides for a total score, a verbal score, and a nonverbal score. The total score is the best overall indicator of school-learning ability. Tests have 21 different types of items that fall into 5 clusters: verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning. The Otis-Lennon School Ability Tests were standardized with the Stanford Achievement Tests (TC 016441 - TC 016448) to allow for generation of achievement/ability comparisons when the two tests are administered together. Subtests: Verbal; Nonverbal; Total. Number of Test Items: 72. Testing Time: 60; approx minutes. Grade Level(s): 9; 10; 11; 12. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Otis-Arthur-S, & Lennon-Roger-T. (1989). Otis-Lennon School Ability Test, Sixth Edition, Level F. (ETS# TC016437 ) Designed to measure those verbal, quantitative, and figural reasoning skills most closely associated with academic achievement. Test is based on the notion that to learn new things, students must be able to perceive accurately, to recognize and recall what has been perceived, to think logically, to understand relationships, to abstract from a set of particulars, and to apply generalizations to new and different contexts. Tests are considered to be measures of learned or developed abilities in the broadest sense. The purposes of the test include assessing students' ability to cope with school learning tasks, suggesting student placement for school learning functions, and evaluating their achievement in relation to their talents. Performance on the variety of tasks included in the tests reflects the interaction of genetic and environmental factors that influence the ability to deal with the abstract manipulation of verbal, numerical, and figural symbolic systems in our culture. Test provides for a total score, a verbal score, and a nonverbal score. The total score is the best overall indicator of school-learning ability. Tests have 21 different types of items that fall into 5 clusters: verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning. The Otis-Lennon School Ability Tests were standardized with the Stanford Achievement Tests (TC 016441 - TC 016448) to allow for generation of achievement/ability comparisons when the two tests are administered together. Subtests: Verbal; Nonverbal; Total. Number of Test Items: 72. Testing Time: 60; approx minutes. Grade Level(s): 6; 7; 8. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Otis-Arthur-S, & Lennon-Roger-T. (1989). Otis-Lennon School Ability Test, Sixth Edition, Level E. (ETS# TC016436 ) Designed to measure those verbal, quantitative, and figural reasoning skills most closely associated with academic achievement. Test is based on the notion that to learn new things, students must be able to perceive accurately, to recognize and recall what has been perceived, to think logically, to understand relationships, to abstract from a set of particulars, and to apply generalizations to new and different contexts. Tests are considered to be measures of learned or developed abilities in the broadest sense. The purposes of the test include assessing students' ability to cope with school learning tasks, suggesting student placement for school learning functions, and evaluating their achievement in relation to their talents. Performance on the variety of tasks included in the tests reflects the interaction of genetic and environmental factors that influence the ability to deal with the abstract manipulation of verbal, numerical, and figural symbolic systems in our culture. Test provides for a total score, a verbal score, and a nonverbal score. The total score is the best overall indicator of school-learning ability. Tests have 21 different types of items that fall into 5 clusters: verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning. The Otis-Lennon School Ability Tests were standardized with the Stanford Achievement Tests (TC 016441 - TC 016448) to allow for generation of achievement/ability comparisons when the two tests are administered together. Subtests: Verbal; Nonverbal; Total. Number of Test Items: 72. Testing Time: 60; approx minutes. Grade Level(s): 4; 5. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Otis-Arthur-S, & Lennon-Roger-T. (1989). Otis-Lennon School Ability Test, Sixth Edition, Level C. (ETS# TC016434 ) Designed to measure those verbal, quantitative, and figural reasoning skills most closely associated with academic achievement. Test is based on the notion that to learn new things, students must be able to perceive accurately, to recognize and recall what has been perceived, to think logically, to understand relationships, to abstract from a set of particulars, and to apply generalizations to new and different contexts. Tests are considered to be measures of learned or developed abilities in the broadest sense. The purposes of the test include assessing students' ability to cope with school learning tasks, suggesting student placement for school learning functions, and evaluating their achievement in relation to their talents. Performance on the variety of tasks included in the tests reflects the interaction of genetic and environmental factors that influence the ability to deal with the abstract manipulation of verbal, numerical, and figural symbolic systems in our culture. Test provides for a total score, a verbal score, and a nonverbal score. The total score is the best overall indicator of school-learning ability. Tests have 21 different types of items that fall into 5 clusters: verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning. The Otis-Lennon School Ability Tests were standardized with the Stanford Achievement Tests (TC 016441 - TC 016448) to allow for generation of achievement/ability comparisons when the two tests are administered together. Subtests: Verbal; Nonverbal; Total. Number of Test Items: 60. Testing Time: 70; approx minutes. Grade Level(s): 2. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.Otis-Arthur-S, & Lennon-Roger-T. (1989). Otis-Lennon School Ability Test, Sixth Edition, Level D. (ETS# TC016435 ) Designed to measure those verbal, quantitative, and figural reasoning skills most closely associated with academic achievement. Test is based on the notion that to learn new things, students must be able to perceive accurately, to recognize and recall what has been perceived, to think logically, to understand relationships, to abstract from a set of particulars, and to apply generalizations to new and different contexts. Tests are considered to be measures of learned or developed abilities in the broadest sense. The purposes of the test include assessing students' ability to cope with school learning tasks, suggesting student placement for school learning functions, and evaluating their achievement in relation to their talents. Performance on the variety of tasks included in the tests reflects the interaction of genetic and environmental factors that influence the ability to deal with the abstract manipulation of verbal, numerical, and figural symbolic systems in our culture. Test provides for a total score, a verbal score, and a nonverbal score. The total score is the best overall indicator of school-learning ability. Tests have 21 different types of items that fall into 5 clusters: verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning. The Otis-Lennon School Ability Tests were standardized with the Stanford Achievement Tests (TC 016441 - TC 016448) to allow for generation of achievement/ability comparisons when the two tests are administered together. Subtests: Verbal; Nonverbal; Total. Number of Test Items: 64. Testing Time: 50; approx minutes. Grade Level(s): 3. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Others., Stern-George-A (1973). Elementary and Secondary School Environment Index, Short Form. (ETS# TC009025 ) A short form of the High School Characteristics Index (TC002538). Designed to measure psychological characteristics of the academic environment. Subtests: Intellectual Climate; Expressiveness; Group Social Life; Personal Dignity/Supportiveness; Achievement Standards; Orderliness/Control; Peer Group Dominance. Number of Test Items: 61. Testing Time: 15 minutes. Grade Level(s): 4; 5; 6; 7; 8. Contact: Dr. Joel L. Richman, 770 James Street, Suite 215, Syracuse, NY 13203.

Others., Stern-George-G (1973). Classroom Environment Index. (ETS# TC007818 ) Used to measure the psychological environment in the classroom. Shown to differentiate between classrooms, subjects, grades and educational levels. Can be used to examine relationships between classroom environment, teacher personality, teaching style, creativity etc. Subtests: Humanistic Intellectual Climate; Group Intellectual Life; Achievement Standards; Personal Dignity; Orderliness; Science; Development Press; Control Press. Number of Test Items: 300. Grade Level(s): 5; 6; 7; 8; 9; 10; 11; 12. Contact: Dr. Joel L. Richman, 770 James Street, Suite 215, Syracuse, NY 13203.
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Purkey-William-W. (1972). Pupil Behavior Inventory. (ETS# TC009709 ) Used by classroom teachers to infer students' self concept as learners without relying on students' self reports. Measures public behavior of student. Number of Test Items: 18. Grade Level(s): K; 1; 2; 3. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 050 153; 11 pages).

Psychological Corporation, San Antonio, TX (1996). Stanford Test of Academic Skills 2 (TASK 2), Fourth Edition. (ETS# TC019840 ) The Stanford Achievement Test Series, Ninth Edition (SAT9) are norm-referenced achievement tests covering grades K - 13. The series consists of two levels of the Stanford Early School Achievement Test (SESAT) covering grades K through the first half of grade 1. The Stanford Achievement Tests (SAT) consist of eight levels covering the second half of grade 1 through the end of junior high school. The three levels of the Stanford Test of Academic Skills (TASK) measure the knowledge of students in grades 9-12 of those basic skills that are necessary to continued academic training. The SAT9 combines multiple-choice and open-ended subtests. The various subtests are aligned with national standards, projects, and models. The open-ended subtests are geared to instructional objectives that are best measured with performance tasks and student-constructed responses. The open-ended components can be used separately or as a supplement to the multiple-choice battery. The open-ended subtests cover reading, mathematics, science, social science, and language (using the Stanford Writing Assessment Program, Third Edition). The multiple-choice subtests cover reading, mathematics, language, spelling, study skills, listening, science, and social science. The SAT9 is available as a complete battery (two forms), a basic battery, or an abbreviated battery. TASK 2 is for students in grade 10. TASK 2 complete battery has 320 items and takes 225 minutes to administer; the basic battery has 240 items and takes 185 minutes to administer. TASK 2 covers reading, mathematics, language, spelling, study skills, science and social science. (MH) Materials: 1. complete battery test booklet, multiple choice, form S, TASK 2 2. directions for administering, complete/basic battery, multiple choice, form S/SA and T/TA TASK 1,2,3 3. test booklet, open-ended, TASK 2 reading, form S 4. directions for administering open-ended reading, primary 1 through TASK 3, forms S/T 5. test booklet, open-ended, TASK 2 science, form S 6. directions for administering open-ended science, primary 3- TASK3, forms S and T 7. test booklet, open-ended, TASK 2 social science, form S 8. directions for administering open-ended social science, primary 3 - TASK 3, forms S/T 9. test booklet, open ended, TASK 2 mathematics, form S 10. directions for administering open-ended mathematics, primary 3 -TASK 3, forms S/T 11. Writing prompts, TASK 2 12. Directions for administering, Stanford Writing Assessment Program, 3rd ed., primary 3-TASK 3, forms S1/T1, descriptive 13. Response booklet, Stanford Writing Assessment Program, 14. response key, TASK 2, forms S/SA 15. response key, TASK 2, forms S/SA, abbreviated test 16. Combination answer folder, TASK 1,2,3, complete/basic battery, forms S/T/V 17. brochure, Preview for Parents 18. brochure, Understanding Test Results 19. Abbreviated test booklet, TASK 2, form S 20. directions for administering, abbreviated test booklet, TASK 1/2/3, forms S/SA and T/TA 21. answer sheet, abbreviated test booklet, TASK 1/2/3, forms S/T 22. brochure on SAT9 23. complete battery test booklet, multiple choice, form SA, TASK 24. practice test, advanced 1 and 2 25. directions for administering practice test, advanced 1 and 2 26. practice test, intermediate 1/2/3 and advanced 1 and 2, form SA 27. directions for administering practice test, intermediate 1/2/3 and advanced 1 and 2, form SA 28. combination answer folder, TASK 1/2/3, complete basic battery, forms SA/TA 29. open-ended scoring guide, form S, TASK 2, science 30. open-ended scoring guide, form S, TASK 2, social science 31. open-ended scoring guide, form S, TASK 2, reading 32. open-ended scoring guide, form S, TASK 2, mathematics Contact: Psychological Corporation, 555 Academic Court, San Antonio, TX 78204-2498.

Psychological Corporation, San Antonio, TX (1996). Stanford Test of Academic Skills 3 (TASK 3), Fourth Edition. (ETS# TC019841 ) The Stanford Achievement Test Series, Ninth Edition (SAT9) are norm-referenced achievement tests covering grades K - 13. The series consists of two levels of the Stanford Early School Achievement Test (SESAT) covering grades K through the first half of grade 1. The Stanford Achievement Tests (SAT) consist of eight levels covering the second half of grade 1 through the end of junior high school. The three levels of the Stanford Test of Academic Skills (TASK) measure the knowledge of students in grades 9-12 of those basic skills that are necessary to continued academic training. The SAT9 combines multiple-choice and open-ended subtests. The various subtests are aligned with national standards, projects, and models. The open-ended subtests are geared to instructional objectives that are best measured with performance tasks and student-constructed responses. The open-ended components can be used separately or as a supplement to the multiple-choice battery. The open-ended subtests cover reading, mathematics, science, social science, and language (using the Stanford Writing Assessment Program, Third Edition). The multiple-choice subtests cover reading, mathematics, language, spelling, study skills, listening, science, and social science. The SAT9 is available as a complete battery (two forms), a basic battery, or an abbreviated battery. TASK 3 is for students in grades 11 through 13. TASK 3 complete battery has 320 items and takes 225 minutes to administer; the basic battery has 240 items and takes 185 minutes to administer. TASK 3 covers reading, mathematics, language, spelling, study skills, science and social science. (MH) Materials: 1. complete battery test booklet, multiple choice, form S, TASK 3 2. directions for administering, complete/basic battery, multiple choice, form S/SA and T/TA TASK 1,2,3 3. test booklet, open-ended, TASK 3 reading, form S 4. directions for administering open-ended reading, primary 1 through TASK 3, forms S/T 5. test booklet, open-ended, TASK 3 science, form S 6. directions for administering open-ended science, primary 3 -TASK3, forms S and T 7. test booklet, open-ended, TASK 3 social science, form S 8. directions for administering open-ended social science, primary 3 - TASK 3, forms S/T 9. test booklet, open ended, TASK 3 mathematics, form S 10. directions for administering open-ended mathematics, primary 3 -TASK 3, forms S/T 11. Writing prompts, TASK 3 12. Directions for administering, Stanford Writing Assessment Program, 3rd ed., primary 3-TASK 3, forms S1/T1, descriptive 13. Response booklet, Stanford Writing Assessment Program, 14. response key, TASK 3, forms S/SA 15. response key, TASK 3, forms S/SA, abbreviated test 16. Combination answer folder, TASK 1,2,3, complete/basic battery, forms S/T/V 17. brochure, Preview for Parents 18. brochure, Understanding Test Results 19. Brochure on Stanford Achievement Test Series 20. Abbreviated test booklet, TASK 3, form S 21. Directions for administering abbreviated test booklet, TASK 1/2/3, forms S/SA and T/TA 22. Answer sheet, abbreviated test booklet, TASK 1/2/3, forms S/T 23. complete battery test booklet, multiple choice, TASK 3, form SA 24. practice test, intermediate 1/2/3 and advanced 1 and 2, form SA 25. directions for administering practice test, intermediate 1/2/3 and advanced 1 and 2, form SA 26. practice test, advanced 1 and 2 27. directions for administering practice test, advanced land 2 28. combination answer folder, TASK 1/2/3, complete/basic battery, forms SA/TA 29. open-ended scoring guide, form S, TASK3, social science 30. open-ended scoring guide, form S, TASK3, reading 31. open-ended scoring guide, form S, TASK3, mathematics 32. open-ended scoring guide, form S, TASK3, science Contact: Psychological Corporation, 555 Academic Court, San Antonio, TX 78204-2498.

Psychological Corporation, San Antonio, TX (1996). Stanford Test of Academic Skills 1 (TASK 1), Fourth Edition. (ETS# TC019839 ) The Stanford Achievement Test Series, Ninth Edition (SAT9) are norm-referenced achievement tests covering grades K - 13. The series consists of two levels of the Stanford Early School Achievement Test (SESAT) covering grades K through the first half of grade 1. The Stanford Achievement Tests (SAT) consist of eight levels covering the second half of grade 1 through the end of junior high school. The three levels of the Stanford Test of Academic Skills (TASK) measure the knowledge of students in grades 9-12 of those basic skills that are necessary to continued academic training. The SAT9 combines multiple-choice and open-ended subtests. The various subtests are aligned with national standards, projects, and models. The open-ended subtests are geared to instructional objectives that are best measured with performance tasks and student-constructed responses. The open-ended components can be used separately or as a supplement to the multiple-choice battery. The open-ended subtests cover reading, mathematics, science, social science, and language (using the Stanford Writing Assessment Program, Third Edition). The multiple-choice subtests cover reading, mathematics, language, spelling, study skills, listening, science, and social science. The SAT9 is available as a complete battery (two forms), a basic battery, or an abbreviated battery. TASK 1 is for students in grade 9. TASK 1 complete battery has 320 items and takes 225 minutes to administer; the basic battery has 240 items and takes 185 minutes to administer. TASK 1 covers reading, mathematics, language, spelling, study skills, science and social science. (MH) Materials: 1. complete battery test booklet, multiple choice, form S, TASK 1 2. directions for administering, complete/basic battery, multiple choice, form S/SA and T/TA, TASK 1,2,3 3. test booklet, open-ended, TASK 1 reading, form S 4. directions for administering open-ended reading, primary 1 through TASK 3, forms S/T 5. test booklet, open-ended, TASK 1 science, form S 6. directions for administering open-ended science, primary 3 -TASK3, forms S and T 7. test booklet, open-ended, TASK 1 social science, form S 8. directions for administering open-ended social science, primary 3 - TASK 3, forms S/T 9. test booklet, open ended, TASK 1 mathematics, form S 10. directions for administering open-ended mathematics, primary 3 -TASK 3, forms S/T 11. Writing prompts, TASK 1 12. Directions for administering, Stanford Writing Assessment Program, 3rd ed., primary 3-TASK 3, forms S1/T1, descriptive 13. Response booklet, Stanford Writing Assessment Program, 14. response key, TASK 1, forms S/SA 15. response key, TASK 1, forms S/SA, abbreviated test 16. Combination answer folder, TASK 1,2,3, complete/basic battery, forms S/T/V 17. brochure, Preview for Parents 18. brochure, Understanding Test Results 19. abbreviated test booklet, TASK 1, form S 20. directions for administering, abbreviated test booklet, TASK 1/2/3, forms S/SA and T/TA 21. answer sheet, abbreviated test booklet, TASK 1/2/3, forms S/T 22. brochure on SAT9 23. complete battery test booklet, multiple choice, TASK 1, form SA 24. combination answer folder, TASK 1/2/3, complete/basic battery, forms SA/TA 25. open-ended scoring guide, form S, TASK 1, science 26. open-ended scoring guide, form S, TASK 1, reading 27. open-ended scoring guide, form S, TASK 1, social science 28. open-ended scoring guide, form S, TASK 1, mathematics Contact: Psychological Corporation, 555 Academic Court, San Antonio, TX 78204-2498.

Psychological Corporation, San Antonio, TX (1996). Stanford Achievement Test (SAT9), Advanced 2, Ninth Edition. (ETS# TC019838 ) The Stanford Achievement Test Series, Ninth Edition (SAT9) are norm-referenced achievement tests covering grades K - 13. The series consists of two levels of the Stanford Early School Achievement Test (SESAT) covering grades K through the first half of grade 1. The Stanford Achievement Tests (SAT) consist of eight levels covering the second half of grade 1 through the end of junior high school. The three levels of the Stanford Test of Academic Skills (TASK) measure the knowledge of students in grades 9-12 of those basic skills that are necessary to continued academic training. The SAT9 combines multiple-choice and open-ended subtests. The various subtests are aligned with national standards, projects, and models. The open-ended subtests are geared to instructional objectives that are best measured with performance tasks and student-constructed responses. The open-ended components can be used separately or as a supplement to the multiple-choice battery. The open-ended subtests cover reading, mathematics, science, social science, and language (using the Stanford Writing Assessment Program, Third Edition). The multiple-choice subtests cover reading, mathematics, language, spelling, study skills, listening, science, and social science. The SAT9 is available as a complete battery (two forms), a basic battery, or an abbreviated battery. SAT9, Advanced 2 is for children in the first half of grade 8 through the first half of grade 9. SAT9, Advanced 2 complete battery has 394 items and takes 320 minutes to administer; the basic battery has 314 items and takes 270 minutes to administer. SAT9, Advanced 2 covers reading, mathematics, language, spelling, study skills, listening, science and social science. (MH) Materials: 1. complete battery test booklet, multiple choice, form S, Advanced 2 2. directions for administering, complete/basic battery, multiple choice, form S/SA, advanced 2 3. practice test, advanced 1 and 2 4. directions for administering practice test, advanced 1 and 2 5. test booklet, open-ended, advanced 2 reading, form S 6. directions for administering open-ended reading, primary 1 through TASK 3, forms S/T 7. test booklet, open-ended, advanced 2 science, form S 8. directions for administering open-ended science, primary 3 -TASK3, forms S and T 9. test booklet, open-ended, advanced 2 social science, form S 10. directions for administering open-ended social science, primary 3 - TASK 3, forms S/T 11. test booklet, open ended, advanced 2 mathematics, form S 12. directions for administering open-ended mathematics, primary 3 -TASK 3, forms S/T 13. Writing prompts, advanced 2 14. Directions for administering, Stanford Writing Assessment Program, 3rd ed., primary 3-TASK 3, forms S1/T1, descriptive 15. Response booklet, Stanford Writing Assessment Program, 16. response key, advanced 2, forms S/SA 17. response key, advanced 2, forms S/SA, abbreviated test 18. Combination answer folder, advanced 2, complete/basic battery, forms S/T/V 19. brochure, Preview for Parents 20. brochure, Understanding Test Results 21. abbreviated test booklet, advanced 2, form S 22. directions for administering, abbreviated test booklet, advanced 1/2, forms S/SA 23. answer sheet, abbreviated test booklet, advanced 1/2, forms S/T 24. brochure on SAT9 25. complete battery test booklet, multiple choice, advanced 2, form SA 26. practice test, intermediate 1/2/3 and advanced 1/2, form SA 27. directions for administering, practice test, intermediate 1/2/3 and advanced 1/2, form SA 28. answer folder, advanced 2, complete/basic battery, forms SA/TA 29. open-ended scoring guide, form S, advanced 2, social science 30. open-ended scoring guide, form S, advanced 2, science 31. open-ended scoring guide, form S, advanced 2, mathematics 32. open-ended scoring guide, form S, advanced 2, reading Contact: Psychological Corporation, 555 Academic Court, San Antonio, TX 78204-2498.

Psychological Corporation, San Antonio, TX. (1989). Stanford Achievement Test, Eighth Edition, Advanced 2. (ETS# TC016448 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432-TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. Concepts and skills assessed in each content area are those ordinarily taught during the second half of grade 8 and the first half of grade 9. Each subtest may be administered at a separate sitting. No more than two subtests should be administered at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Reading Vocabulary; Reading Comprehension; Language Mechanics; Language Expression; Study Skills; Spelling; Listening; Concepts of Number; Mathematics Computation; Mathematics Applications; Science; Social Science; Using Information; Thinking Skills. Number of Test Items: 499. Testing Time: 355; approx minutes. Grade Level(s): 8; 9. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Psychological Corporation, San Antonio, TX. (1989). Stanford Achievement Test, Eighth Edition, Advanced 1. (ETS# TC016447 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432-TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. Concepts and skills assessed are those ordinarily taught during the second half of grade 7 and the first half of grade 8. Each subtest may be administered at a separate sitting. No more than two subtests should be administered at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Reading Vocabulary; Reading Comprehension; Language Mechanics; Study Skills; Spelling; Listening; Concepts of Number; Mathematics Computation; Mathematics Applications; Science; Social Science; Using Information; Thinking Skills. Number of Test Items: 499. Testing Time: 355; approx minutes. Grade Level(s): 7; 8. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Psychological Corporation, San Antonio, TX. (1989). Stanford Achievement Test, Eighth Edition, Intermediate 3. (ETS# TC016446 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432-TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. Concepts and skills assessed in each content area are those ordinarily taught during the second half of grade 6 and the first half of grade 7. Each subtest may be administered at a separate sitting. No more than two subtests should be administered at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Reading Vocabulary; Reading Comprehension; Language Mechanics; Language Expression; Study Skills; Spelling; Listening; Concepts of Number; Mathematics Computation; Mathematics Application; Sciences; Social Science; Using Information; Thinking Skills. Number of Test Items: 499. Testing Time: 355; approx minutes. Grade Level(s): 6; 7. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
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_____ (1992). Quicktests Across The Curriculum: Fundamental Mathematics. (ETS# TC018069) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: Fundamental Mathematics focuses on uses of math in realistic, modern situations. Students work with consumer issues, including comparative shopping, sales tax, rental costs, driving costs, and banking. Students read a written passage or study a graph, chart, or advertisement and use the information in it to answer a series of questions. Basic skills are required for this instrument. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.

_____ (1992). Quicktests Across The Curriculum: General Science. (ETS# TC018070) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: General Science is designed to test the student's overall grasp of basic facts and concepts of the secondary science curriculum. All questions are in the multiple choice format. Some questions are based on short reading passages, graphs, charts, or figures. Both basic comprehension (locating details, recalling basic facts) and higher level thinking skills (applying given information to a new situation, drawing conclusions) are included. Topics from life science, earth science, and physical science are included. Examines modern issues such as deforestation, AIDS, and fluorocarbons, organ systems, the nature of cells, and the scientific method. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.

Quimper-Barry-E, & Claus-Richard-N. (1978). Prekindergarten Saginaw Objective Referenced Test. (ETS# TC016786 ) Used as a pretest posttest to determine if children enrolled in the Saginaw, MI prekindergarten program met the program's behavioral objectives. Children in this program, whose purpose is to prepare inner city children for entry into kindergarten, should be at least on a par with other children as they enter kindergarten. The test is individually administered and measures children's achievement in both cognitive and psychomotor skills. Number of Test Items: 31. Age Range: Adults.
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Russell, Ivan L. (1969). Achievement Motivation. (ETS# TC018600 ) Achievement Motivation was developed to assess high school students' motivation for school learning. It consists of 30 items designed to measure students' desire for school accomplishment, willingness to try, and utility for competition. Students respond to the items by indicating yes or no. Studies using the test made correlations between the students' achievement motivation, students' willingness to volunteer and students' scores on standardized achievement tests. These studies found the Achievement Motivation instrument to be reliable and have validity for the prediction of willingness to try and prediction of students' levels of achievement. Technical data are included. (KM) Materials: 1. Article reprint. See availability source. Contact: Journal of Educational Research, 0022-0671, 62, 6, 263-66, Feb 1969.Santostefano-Sebastiano. (1978). Teacher Rating Scale of Student Performance. (ETS# TC012502 ) Designed to assess developmental level of children. Teacher completes rating scale with respect to student's performance in comparison with all students teacher has taught at that age level. Subtests: Academic Skills; Cognitive-Coping Skills; Regulation of Aggression and Tensions. Number of Test Items: 12. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: Santostefano, Sebastiano; A Biodevelopmental Approach to Clinical Child Psychology, New York: John Wiley & Sons, 1978.

Russell, Ivan (1969). Achievement Motivation Scale. (ETS# TC018598 ) The objective instrument is an assessment of motivation for school learning among secondary school students. It consists of 30 items and measures the following variables: school motivation, willingness to compete, and achievement in reading, mathematics, and language. Rural ninth-grade students in Applachian Kentucky constituted the sample for studying relationships among the variables. Technical data are provided.(TJS) Materials: 1. Journal Article "Motivation for School Achievement: Measurement and Validation". See avail source. Contact: The Journal of Educational Research, ISSN 0022-0671;, 62, 6, 263-66, Feb 1969.

Rimm-Sylvia-B. (1986). Group Achievement Identification Measure. (ETS# TC015241 ) Designed to identify characteristics of students that are likely to cause them to underachieve. It is a self-report completed by the student. Reliability and validity are discussed. Norms exist for 950 rural, urban and suburban school-aged children. Scoring is done by the publisher. Percentiles, normal curve equivalents, and stanines are produced. Subtests: Competition; Responsibility; Achievement Communication; Independence/Dependence; Respect/Dominance. Number of Test Items: 90. Testing Time: 30 minutes. Grade Level(s): 5; 6; 7; 8; 9; 10; 11; 12. Contact: Educational Assessment Service; W6050 Apple Road, Watertown, WI 53094.
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Suter-Joanne. (1992). Quicktests Across The Curriculum: World History and Geography. (ETS# TC018074) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: World History and Geography is designed to measure the student's comprehensive grasp of concepts and skills gained from an overall study of the social studies. Social studies instrument employs a mix of prose and graphic stimuli. All questions are in the multiple choice format. Both basic comprehension, which entails noting details, recalling facts, and sequencing, and higher level thinking skills, which includes recognizing cause and effect, making inferences, and drawing conclusions, are tested. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.

Suter-Joanne, & Others. (1992). Quicktests Across The Curriculum: U.S. History and Geography. (ETS# TC018073) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: U.S. History and Geography is designed to measure the students' comprehensive grasp of concepts and skills gained from an overall study of the social studies. Employs a mix of prose and graphic stimuli. Both basic comprehension (noting details, recalling facts, sequencing) and higher level thinking skills (recognizing cause and effect, making inferences, drawing conclusions) are tested. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.

Sullivan-Elizabeth-T, & Others. (1970). Short Form Test Of Academic Aptitude. (ETS# TC005919 ) A measure of academic aptitude, i.e., knowledge and skills not directly taught in school, that have been shown to predict academic achievement. Users of this test are encouraged to change to the Test of Cognitive Skills (TC 011 526-011 530). Machine scoring is no longer performed by the publisher. Subtests: Vocabulary; Analogies; Sequences; Memory. Testing Time: 35 minutes. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: CTB/MacMillan/McGraw Hill; Del Monte Research Park, Monterey, CA 93940.Suter-Joanne, & Owen-Marna. (1992). Quicktests Across The Curriculum: English Reading and Writing. (ETS# TC018067) Each book in this series contains 10 new teacher aid titles in the basic content areas. This series is helpful so teachers can quickly assess students' progress across the academic areas. Useful to assess students' knowledge or skill level in preparation for instruction; to mark student improvement during the year; to encourage self-assessment; to ease students' anxiety about test taking; to help students improve their time on standardized tests; and to plan curriculum. All of the quicktests in this series provide practice in reading, following directions, and applying the various logical skills required to successfully take standardized tests. A deliberate effort has been made to mirror the reading and sophistication levels of standardized tests. Individually, by focusing on discrete concepts and skills from each subject area, this instrument helps students review and reinforce important, subject-specific content. Quicktests Across the Curriculum: English Reading and Writing is an instrument in English and Language Arts. It asks the students to read short passages and answer questions ranging in complexity from locating specific details to drawing conclusions about the author's point of view. Students study charts and answer questions by locating information or making inferences. It includes items in which students select correct wording, punctuation, or sentence structure. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Fearon/Janus; 500 Harbor Boulevard, Belmont, CA 94002.

Stern-George-G, & Others. (1975). Organizational Climate Index, Short Form. (ETS# TC011997 ) Designed to measure the psychological climate of a variety of institutionalizd work settings e.g. colleges, elementary and secondary schools. Subcores vary with the environment measured. Norms have also been obtained for industry and school districts. Measures intellectual climate, achievement, effectiveness, etc. A long form is also available (see TC 002 541). Subtests: Intellectual Climate; Achievement Standards; Personal Dignity; Organizational Effectiveness; Orderliness; Impulse Control; Development Press; Task Effectiveness; Practicalness; Supportiveness. Number of Test Items: 80. Testing Time: 20 minutes. Age Range: Adults. Contact: Instructional Resources Corporation; P.O. Box 545; Skaneateles, NY 13152.

Stern-George-G, & Others. (1974). Organizational Climate Index. (ETS# TC002541 ) Designed to measure the psychological climate of a variety of institutionalized work settings e.g. colleges, elementary and secondary schools. Subcores vary with the environment measured. Norms have been obtained for industry and school districts. Measures intellectual climate, achievement, effectiveness, etc. A short (80 item) form is available (See TC 011 997). Subtests: Intellectual Climate; Achievement Standards; Personal Dignity; Organizational Effectiveness; Orderliness; Impulse Control; Development Press; Task Effectiveness; Practicalness; Supportiveness. Number of Test Items: 300. Testing Time: 60 minutes. Age Range: Adults. Contact: Dr. Joel L. Richman, 770 James Street, Suite 215, Syracuse, NY 13203.

Stern-George-G, & Others. (1964). High School Characteristics Index. (ETS# TC002538 ) Designed to measure the psychological climate of the high school as an academic environment. Measures intellectual climate, expressiveness, achievement etc. True/False responses are made to statements concerned with curriculum, teaching, classroom activities, rules, policies, student activities, building features, etc. See also Elementary and Secondary School Environment Index (TC 009 025). Subtests: Intellectual Climate; Expressiveness; Group Social Life; Personal Dignity/Supportiveness; Achievement Standards; Orderliness/Control; Peer Group Dominance. Number of Test Items: 300. Testing Time: 40 minutes. Grade Level(s): 9; 10; 11; 12. Contact: Dr. Joel L. Richman, 770 James Street, Suite 215, Syracuse, NY 13203.

Steck-Vaughn Company, Austin, TX. (1983). Elementary Cumulative Record-Quarter System Form 7101. (ETS# TC012520) A standard letter-size folder for complete elementary and high school records. Includes space for grades, tests, attendance, health, counseling, fingerprints and photograph. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Steck-Vaughn Company; 807 Brazos, P.O. Box 2028; Austin, TX 78768.

Steck-Vaughn Company, Austin, TX. (1983). Progress Report to Parents, Form 7344. (ETS# TC012655) For reporting to parents about a student's program in elementary school work. Teacher checks off those subjects in which the student is doing acceptable work and those in which additional effort is needed. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8. Contact: Steck-Vaughn Company; 807 Brazos, P.O. Box 2028; Austin, TX 78768.

Steck-Vaughn Company, Austin, TX. (1983). Report to Parents, Forms 7241-7245. (ETS# TC012518) Six-week, nine-week and quarterly report forms for parents. Space is provided for attendance record and citizenship grade. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8. Contact: Steck-Vaughn Company; 807 Brazos, P.O. Box 2028; Austin, TX 78768.

Stanford-Diane, & Others. (1963). Achievement Anxiety Scale for Children. (ETS# TC008381 ) Designed to predict academic achievement by measuring children's test anxiety. This instrument was adapted from the Alpert-Haber Achievement Anxiety Scale (TC007099). Number of Test Items: 18. Grade Level(s): 3. Contact: William N. Dember; Department of Psychology, University of Cincinnati, Cincinnati, OH 45221.Steck-Vaughn Company, Austin, TX. (1974). Elementary Cumulative Record, Form 7101. (ETS# TC012521 ) A standard-size letter-file folder for complete elementary and high school student records. Includes space for grade, test, attendance, health, counseling and extracurricular achievement. Space is provided for personal qualities, fingerprints, a photo and information on physical development. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Steck-Vaughn Company; 807 Brazos, P.O. Box 2028; Austin, TX 78768.

Spivack-George, & Swift-Marshall. (1975). Hahnemann Elementary School Behavior Rating Scale. (ETS# TC014850 ) A rating scale to assist the teacher in both regular and open elementary classrooms to identify, measure and communicate observations about a wide range of positive as well as negative student behaviors. Provides a profile of fourteen dimensions of overt behavior which have been found to relate to classroom achievement in only regular settings, only open settings and in both. The Scale may serve: as a means to identify and measure specific classroom behaviors; as one element in a total educational diagnosis of students with learning problems; for identification of potential dropouts; as an ongoing school record of classroom behavior adjustment; as an aid in group placement of students in classes; as an aid in the development and assessment of alternative teaching approaches, and; as a research device for those involved in studying classroom behavior. Must be used by a teacher who has had an opportunity to observe a student in a classroom situation over a sufficient period of time - normally about one month. Subtests: Originality; Independent Learning; Involvement; Productive with Peers; Intellectual Dependency; Failure Anxiety; Unreflectiveness; Irrelevant Talk; Social Involvement; Negative Feelings; Holding Back-Withdrawn; Critical-Competitive; Blaming; Approach to Teacher. Number of Test Items: 60. Testing Time: 10; approx minutes. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: George Spivack; Institute for Graduate Clinical Psychology, Widener University, Chester, PA 19013.

Spivack-George, & Swift-Marshall. (1971). Hahnemann High School Behavior Rating Scale. (ETS# TC014849 ) A rating scale which provides a standard system for identifying and measuring classroom behaviors of junior and senior high school students. Provides a profile of 13 dimensions of overt behavior which interfere with, facilitate, or reflect the student's level of success in academic performance. Can be used: as part of a total educational diagnosis of students with learning problems; for identification of potential dropouts; to measure change in behavior through time; as a form of communication from the teacher to others involved with the class or a specific student; as an aid to the development and assessment of alternative teaching approaches; and, as a research device for those involved in studying behavior in the classroom. Subtests: Reasoning Ability; Originality; Verbal Interaction; Rapport with Teacher; Anxious Producer; General Anxiety; Quiet-Withdrawn; Poor Work Habits; Lack Intellectual Independence; Dogmatic-Inflexible; Verbal Negativism; Disturbance-Restless; Expressed Inability. Number of Test Items: 45. Testing Time: 10; approx minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: George Spivack; Institute for Graduate Clinical Psychology, Widener University, Chester, PA 19013.

Spivack-George, & Swift-Marshall. (1967). Devereux Elementary School Behavior Rating Scale. (ETS# TC004029 ) Designed for use by classroom teacher to assist in focusing upon behavioral difficulties affecting academic performance. Yields scores on following behavior factors: Classroom Disturbance; Impatience; Disrespect-Defiance; External Blame; Achievement Anxiety; External Reliance; Comprehension; Inattentive-Withdrawn; Irrelevant-Responsiveness; Creative Initiative; Need Closeness to Teacher. Subtests: Classroom Disturbance; Impatience; Disrespect-Defiance; External Blame; Achievement Anxiety; External Reliance; Comprehension; Inattentive-Withdrawn; Irrelevant-Responsiveness; Creative Initiative; Need Closeness To Teacher. Number of Test Items: 47. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: The Devereux Foundation Press; 19 South Waterloo Road, Devon, PA 19333.

Spence, Janet T. (1987). Achievement Strivings Questionnaire. (ETS# TC017431 ) Materials: 1. journal article. "Impatience Versus Achievement Strivings in the Type A Pattern: Differential Effects on Students' Health and Academic Achievement" Contact: Journal of Applied Psychology;, 72, 4, 522-28, 1987

Spence, Janet T. (1987). Impatience Irritability Scale. (ETS# TC017303 ) Materials: 1. journal article. "Impatience Versus Achievement Strivings in the Type A Pattern: Differential Effects on Students' Health and Academic Achievement." See avail source. Contact: Journal of Applied Psychology;, 72, 4, 522-28, 1987

Speer-Robert-K, & Smith-Samuel. (1939-1966). National Achievement Tests: High School Reading Test. (ETS# TC002117 ) Untimed test, designed to measure the level of reading achievement for secondary school and college students. Comes in two forms: Form A (copyrighted 1960) and Form B (copyrighted 1962). In later reprintings title changed to National Achievement Tests: Reading (For Grades 7 To 12 And College). Subtests: Vocabulary; Word Discrmination; Sentence Meaning; Noting Details; Interpreting Paragraphs. Number of Test Items: 134. Testing Time: 40; approx minutes. Materials: 1. Test, Form A 2. Test, Form B 3. Teacher's Directions, Class Record, Answer Form and Norms, Form A 4. Teacher's Directions, Class Record, Answer Form and Norms, Form B 5. Answer Sheet, Form A 6. Answer Sheet, Form B 7. Class Grade Level(s): 7; 8; 9; 10; 11; 12; Higher Education. Contact: Psychometric Affiliates; P.O. Box 807; Murfreesboro, TN 37133.

Solomon-Daniel, & Yaeger-Judy. (1983). Achievement-Related Affect Scale. (ETS# TC008418) Designed to assess student's achievement motivation in situations involving academic achievement, peer competition in sports, and other individual achievement efforts. Number of Test Items: 20. Age Range: AGE 8-17. Contact: Daniel Solomon; Developmental Studies Center, 111 Deerwood Place, Suite 165; San Ramon, CA 94583.

Smith-Gerald-R, & Others. (1981). Statements About Schools Inventory. (ETS# TC011550 ) Based on Maslow's need hierarchy, the inventory measures a school's social climate, e.g. the environment, interpersonal relationships, success and achievement, and personal growth. Administered to teachers and students via a card sort format. Actual and ideal schools are rated. Subtests: Security; Social; Esteem; Self Actualization. Number of Test Items: 90. Age Range: AGE 14-17, Adults. Contact: Gerald R. Smith; Indiana University, School of Education, Education Building, 3rd and Jordan, Bloomington, IN 47405.

Science Research Associates, Chicago, IL. (1985). SRA Survey of Basic Skills, Level 36. (ETS# TC014326 ) A battery of norm-referenced, standardized tests in basic curriculum areas for grades K-12. Designed to survey students' general academic achievement. Contents of tests are based on learner objectives most commonly taught in the United States. Two forms are available, forms P and Q. An optional test to include with the achievement battery is the Educational Ability Series (EAS) which provides an estimate of general learning ability for students in grades K-12. The EAS assesses those factors most closely associated with overall academic performance, such as verbal, numerical, and reasoning abilities. Test administrators may decide to do out-of-level testing with the Survey of Basic Skills for special groups of students, such as Chapter I, special education, gifted or high-achieving students. Levels 34 through 37 are multilevel tests designed for use from the spring of grade 4 through high school. The reference materials, social studies, and science subtests are optional. Subtests: Vocabulary; Reading Comprehension; Language Mechanics; Language Usage; Spelling; Mathematics Computation; Mathematics Concepts; Mathematics Problem Solving; Reference Materials; Social Studies; Science. Testing Time: 280; approx minutes. Grade Level(s): 8; 9; 10. Contact: CTB/MacMillan/McGraw-Hill; Del Monte Research Park, 2500 Garden Road, Monterey, CA 93940.

Science Research Associates, Chicago, IL. (1985). SRA Survey of Basic Skills, Level 35. (ETS# TC014325 ) A battery of norm-referenced, standardized tests in basic curriculum areas for grades K-12. Designed to survey students' general academic achievement. Contents of tests are based on learner objectives most commonly taught in the United States. Two forms are available, forms P and Q. An optional test to include with the achievement battery is the Educational Ability Series (EAS) which provides an estimate of general learning ability for students in grades K-12. The EAS assesses those factors most closely associated with overall academic performance, such as verbal, numerical, and reasoning abilities. Test administrators may decide to do out-of-level testing with the Survey of Basic Skills for special groups of students, such as Chapter I, special education, gifted or high-achieving students. Levels 34 through 37 are multilevel tests designed for use from the spring of grade 4 through high school. The reference materials, social studies, and science subtests are optional. Subtests: Vocabulary; Reading Comprehension; Language Mechanics; Language Usage; Spelling; Mathematics Computation; Mathematics Concepts; Mathematics Problem Solving; Reference Materials; Social Studies; Science. Testing Time: 280; approx minutes. Grade Level(s): 6; 7; 8. Contact: CTB/MacMillan/McGraw-Hill; Del Monte Research Park, 2500 Garden Road, Monterey, CA 93940.

Science Research Associates, Chicago, IL. (1985). SRA Survey of Basic Skills, Level 34. (ETS# TC014324 ) A battery of norm-referenced, standardized tests in basic curriculum areas for grades K-12. Designed to survey students' general academic achievement. Contents of tests are based on learner objectives most commonly taught in the United States. Two forms are available, forms P and Q. An optional test to include with the achievement battery is the Educational Ability Series (EAS) which provides an estimate of general learning ability for students in grades K-12. The EAS assesses those factors most closely associated with overall academic performance, such as verbal, numerical, and reasoning abilities. Test administrators may decide to do out-of-level testing with the Survey of Basic Skills for special groups of students, such as Chapter I, special education, gifted or high-achieving students. Levels 34 through 37 are multilevel tests designed for use from the spring of grade 4 through high school. The reference materials, social studies, and science subtests are optional. Subtests: Vocabulary; Reading Comprehension; Language Mechanics; Language Usage; Spelling; Mathematics Computation; Mathematics Concepts; Mathematics Problem Solving; Reference Materials; Social Studies; Science. Testing Time: 280; approx minutes. Grade Level(s): 4; 5; 6. Contact: CTB/MacMillan/McGraw-Hill; Del Monte Research Park, 2500 Garden Road, Monterey, CA 93940.

Schaefer-Earl-S, & Edgerton-Marianna. (1981). Parental Modernity Inventory. (ETS# TC012255 ) Designed to assess parental attitudes toward child rearing and education. Parental modernity in childrearing was found to be an index of a childrearing environment that contributes to academic competence rather than social adjustment. Number of Test Items: 30. Age Range: Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 202 605; 20 pages).
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Trites-D-R. (1975). Trites Neuropsychological Test. (ETS# TC011772 ) Designed to detect or confirm the presence of brain dysfunction and to describe the extent of impairment and document a patient's capabilities. Consists of a variety of measures of psychmotor ability, academic achievement, reasoning ability, language functions, visual perceptual ability, attention span and memory. Some of the tests are derived from the Halstead-Reitan Battery, the Wisconsin Motor Steadiness Battery and the Wechsler Adult Intelligence Scale. Subtests: Halstead Category Test; Halstead Tactual Performance Test; Motor Steadiness Battery; Roughness Discrimination Test; Dynamometer Grip Strength Test; Finger Tapping Test; Knox Cube Test; Tactile Form Recognition Test; Grooved Pegboard Test; Foot Tapping Test. Age Range: AGE 6-17, Adults. Contact: Lafayette Instrument Company; P.O. Box 5729; Sagamore Parkway, Lafayette, IN 47903.

Thurstone-T-G, & Thurstone-L-L. (1952). Thurstone Test of Mental Alertness. (ETS# TC002081 ) Measures general mental ability. Aids in determining if an applicant has the capacity for learning the requirements of one job, if a person's ability to understand meets the requirements of one job better than another, and if a present employee can change easily to another job and learn it quickly. Recommended for use in selection, placement, and evaluation. Was also found to be predictive of scholastic success for high school students. Subtests: Linguistic; Quantitative; Total. Number of Test Items: 126. Testing Time: 20 minutes. Age Range: Adults. Grade Level(s): 9; 10; 11; 12. Contact: London House, Inc.; SRA Product Group, 9701 West Higgins Road, Rosemont, IL 60018.

The Psychological Corporation, San Antonio, TX. (1992). GOALS: Social Science. (ETS# TC018018) A free-response, norm-referenced achievement test developed to supplement traditional tests by measuring content that is part of the curriculum. GOALS tests reading/language arts, mathematics, science, and social science from grades one to 12. GOALS: Social Science is an instructional tool as well as a measurement instrument which offers an open-ended assessment of student achievement. It stimulates thinking, offers a wide body of content, and deals with important issues. Many questions require comparisons or contrasts, causing students to delineate similarities or differences. This tool requires students to perform a variety of tasks, including drawing graphs, answering questions in their own words, constructing analyses of cartoons, and interpreting other stimuli. Responses are scored on a four-point scale, with rubrics tailor-made for each question. Helpful to teachers, administrators, students, and parents to learn more about the strengths and weaknesses of individual students and school programs. Subtests: History; Geography; Economics; Political Science; Sociology; Anthropology; Psychology. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-2498.

The Psychological Corporation, San Antonio, TX. (1992). GOALS: Language. (ETS# TC018007) A free-response, norm-referenced achievement test developed to supplement traditional tests by measuring content that is part of the curriculum. GOALS tests reading/language arts, mathematics, science, and social science from grades one to 12. GOALS: Language is designed to offer a comprehenive assessment of student's achievement in language arts. Students are engaged in a series of performance-based tasks that assess both their analytic and synthetic skills. The Composing cluster involves both standard sentence-formation objectives such as fragments, run-ons, and misplaced modifiers and several objectives that are more typically measured in the direct assessment of writing. The test requires students to recognize errors and correct these mistakes right on the passages. Based on a rating scale ranging from zero to four, additional Composing questions are included and evaluated on a separate 4-point scale. At levels 1 and 2, students are given three passages that the teacher reads to them. Errors are embedded in each passage in all three of the subtest areas. Students are required to edit each passage that others have written and generate a text of their own. From level 3 through level 11, students work without the teacher's assistance. The objectives are always grade-appropriate. No student is held responsible for objectives that are not curriculum-based. Subtests: Composing; Usage; Mechanics. Materials: 1. Preview booklet 2. Directions for administering, level 1, form A 3. Directions for administering, level 2, form B 4. Directions for administering, levels 3-11, forms A/B/C 5. Test, level 4, form A 6. Test, level 7, form A 7. Test, level 10, form A 8. Scoring guide, level 7, form A 9. Scoring guide, level 10, form A 10. Scoring guide, level 4, form A Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-2498.

The Mathematical Association of America, Washington, DC (1993). Japanese University Entrance Examination: Problems in Mathematics. (ETS# TC018735 ) The purpose of the instrument is to give samples of Japanese entrance examinations in the field of mathematics, along with the performance results of the 1990 examination. It is a report to give mathematics educators in the United States a better understanding of the level of mathematics expected of Japanese students, as well as a basis for comparison when reviewing the U.S. secondary school mathematics curriculum and expectations of student performance. The entrance examination for a national or local public university in Japan consists of two parts: Standardized Primary Exam - The University Entrance Center Examination (UECE) and the Secondary Exam. The UECE is an examination based on the high school curriculum set forth by the Ministry of Education to assess the degree of mastery of mathematics in the senior high schools. It is utilized in selecting university entrants. All applicants for national or local public universities are required to take this examination. The use of the UECE in Japan plays a role similar to the Scholastic Achievement Test (SAT) in the U.S. The Secondary Exam is given independently by each university. No technical data are provided. (TJS) Materials: 1. Scope of Exam Booklet Contact: The Mathematical Association of America; 1529 Eighteenth Street, N.W., Washington, DC 20036
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University of Cambridge Local Examinations Syndicate, Cambridge, England. (1986). Diploma of English Studies. (ETS# TC810656) This examination was designed for administration to students of English as a second language at an advanced level, for the purpose of granting a diploma. It is available to schools in Great Britain. Test taker writes essays, comments, or descriptions of excerpts from plays, sonnets, and other works. Also requires extensive descriptions of British social institutions. Subtests: Language and Application; Literature; Life and Institutions. Testing Time: 900 minutes. Age Range: Adults. Contact: University of Cambridge Local Examinations Syndicate Buildings, 17 Harvey Road, Cambridge, CB1 2EU, England.

Uguroglu-Margaret-E, & Others. (1981). Multidimensional Motivation Questionnaire. (ETS# TC011555 ) A multidimensional measure of motivation designed for use in a study of the correlations of such measures and unidimensional measures with academic achievement. Scale is read to students up to grade 4. Subtests: Academic Self-Concept; Achievement Motivation; Social Self-Concept; Locus of Control; Emotional Self-Concept; Physical Self-Concept. Number of Test Items: 23. Testing Time: 10 minutes. Age Range: AGE 3-8. Contact: Psychology in the Schools, 18, 3; pp 279-85; Jul 1981.Ulin-Richard-O. (1982). Adolescent Value-Orientation Profile. (ETS# TC008845) Measures adolescent's degree of adherence to each of seven values. Each item presents a situation with a choice of two possible actions. Subtests: Peer Group; Family Allegiance; Athletics; Dating; Financial Security; Urge For Upward Mobility; Respect For Academic Achievement. Number of Test Items: 42. Age Range: AGE 13-17.
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Wright-E-N, & Wyman-W-C. (1974). Teacher's Rating Questionnaire: Kindergarten (1974 Revision). (ETS# TC830280) Designed as an unobtrusive measure of the teacher's perceptions of his or her student's achievement, performance, and success in school. The student is rated (0-8) on five types of behavioral situations; the ratings indicate the student's ability relative to his or her peers. Used for student promotion, comparison with previous student evaluation, organization of the various indicators of achievement into useful categories, and the gaining of a general impression of the student's overall school ability. Subtests: Language; Mental; Social; Emotional; Physical. Number of Test Items: 23. Testing Time: 30; approx minutes. Grade Level(s): K. Contact: Edgar N. Wright; Director of Research, Board of Education, 155 College Street, Toronto, Ontario M5T 1P6; Canada._____ (1965). Minimum Competence Test in Arithmetic Fundamentals for New York State Secondary Schools, Form A. (ETS# TC009684) Measures students' ability to perform fundamental operations in arithmetic and to apply those operations in solving simple mathematical problems. Measures understanding of some basic principles and concepts in arithmetic. Number of Test Items: 25. Testing Time: 40 minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: University of the State of New York; State Education Department, Albany, NY 12224.

Woodcock-Richard-W. (1982). Bateria Woodcock Psico-Educativa en Espanol. (ETS# TC011931 ) Consists of 17 subtests which measure cognitive functions, expected scholastic achievement and actual academic achievement. To determine whether to assess a subject's psychoeducational abilities in English or Spanish, examiner may administer Oral Language Cluster (vocabulario sobre dibujos, antonimos-sinonimos, analogras) in Spanish from Bateria or in English from the Woodcock Language Profiency Battery-English (1980). Battery may be used for clinical assessment, program evaluation or research purposes with individuals ranging from preschool age through the geriatric level. Within the school-age range, a primary application is for students having learning and/or adjustment problems. Uses of the battery include individual evaluation, selection and placement, individual program planning, guidance, recording individual growth, program evaluation, research studies, and psychometric training. Subtests: Vocabulario Sobre Dibujos; Relaciones Espaciales; Aprendizaje Visual-Auditivo; Conceptos Cuantitativos; Pareo Visual; Antonimos-Sinonimos; Analisis-Sintesis; Inversion de Numeros; Formacion de Conceptos; Analogias; Identificacion de Letras y Palabras; Analisis de Palabras; Comprension de Textos; Calculo; Problemas Aplicados; Dictado; Comprobacion; Puncuacion y Empleo de Letras Mayusculas. Age Range: AGE 3-17, Adults, Older Adults. Contact: Riverside Publishing Co., 8420 Bryn Mawr Avenue, Chicago, IL 60631-3476.

Whetstone-Robert-D, & Taylor-Ronald-G. (1975). Colorado Educational Interest Inventory. (ETS# TC015057 ) An interest inventory composed of 399 items related to post-secondary education. Supplies educational interest information specifically for the academic decision making concerns. Designed to identify for students those academic majors in which there is a pattern of interest similar to that of successful students who have earned degrees in that major. Most useful for high school students in grades 11 and 12, freshmen and sophomores in college and older students coming back to college. Items are arranged in six sections each of which focuses on a specific aspect of the educational experience of most students: course titles, educational experiences, instructor characteristics, personal preferences, educational preferences, educational self-concept. Because there are about 150 scales, it is necessary to use computer scoring. The scales are divided into six areas, educational area, educational cluster, school and college, academic major, academic achievement interest, educational level and check. Subtests: Educational Area; Educational Cluster; Personal Characteristics; School and College; Academic Major; Academic Achievement Interest; Educational Level; Check. Number of Test Items: 399. Grade Level(s): 10; 11; 12; Higher Education. Contact: Consulting Psychologists Press, Inc.; 3803 East Bayshore Road, Palo Alto, CA 94303.

Watson-Michael-A. (1976). Tests of Group Learning Skills. (ETS# TC008728 ) Designed to evaluate information processing skills required in most mechanical academic tasks. Measures the most important developmental learning skills in a group setting. Subtests: Visual-Motor; Visual-Memory; Visual Discrimination; Visual Association; Auditory Memory; Auditory Discrimination; Auditory Association; Auditory-Visual Association. Number of Test Items: 140. Testing Time: 240; approx minutes. Age Range: AGE 3-11. Contact: Educational Activities, Inc.; P.O. Box 392; Freeport, NY 11520.

Wahlstrom-M-W. (1983). Student Achievement Assessment in Ontario. (ETS# TC830367) Questionnaires for teachers, parents and students survey practices in the assessment of achievement. Covers school policies; tests used; differing procedures used in various subject areas; use of report cards, files, etc.; parent interviews; end-of-unit or year assessment, teacher behavior and classroom practices related to grading. Subtests: Student Questionnaire; Teachers' Questionnaire; Principal's Questionnaire. Number of Test Items: 50. Age Range: AGE 12-17, Adults. Contact: Ontario Institute for Studies in Education; Educational Evaluation Centre, 252 Bloor Street West, Toronto, Ontario M5S 1V6; Canada.

Wagner-Mazil-Earle, & Schubert-Herman-J-P. (1965). Draw A Person Quality Scale. (ETS# TC000366 ) Designed to aid in interpretations of drawings done by males and females of late adolescence and young adulthood. Four pictorial scales indicate levels of artistic quality. Instrument may be used to predict college success of freshmen. Materials: 1. Blank 2. Atypical DAP Page Placement as an Indication of Atypical Behavior 3. DAP Quality Scale for late adolescents and young adults Age Range: AGE 16-17, Adults. Contact: Herman J.P. Schubert; 500 Klein Road, Buffalo, NY 14221.
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SS

Science Research Associates, Chicago, IL. (1985). SRA Survey of Basic Skills, Level 22. (ETS# TC014322 ) A battery of norm-referenced, standardized tests in basic curriculum areas for grades K-12. Designed to survey students' general academic achievement. Contents of tests are based on learner objectives most commonly taught in the United States. Two forms are available, forms P and Q. An optional test to include with the achievement battery is the Educational Ability Series (EAS) which provides an estimate of general learning ability for students in grades K-12. The EAS assesses those factors most closely associated with overall academic performance, such as verbal, numerical, and reasoning abilities. Test administrators may decide to do out-of-level testing with the Survey of Basic Skills for special groups of students, such as Chapter I, special education, gifted or high-achieving students. The level 22 test is designed for spring testing in grade 2 and fall testing in grade 3 at most schools. Subtests: Letters and Sounds; Vocabulary; Reading Comprehension; Language Arts; Mechanics; Language Arts; Usage; Spelling; Mathematics; Concepts/Problem Solving; Mathematics Computation. Testing Time: 165; approx minutes. Grade Level(s): 2; 3. Contact: CTB/MacMillan/McGraw-Hill; Del Monte Research Park, 2500 Garden Road, Monterey, CA 93940.

Science Research Associates, Chicago, IL. (1985). SRA Survey of Basic Skills, Level 21. (ETS# TC014321 ) A battery of norm-referenced, standardized tests in basic curriculum areas for grades K-12. Designed to survey students' general academic achievement. Contents of tests are based on learner objectives most commonly taught in the United States. Two forms are available, forms P and Q. An optional test to include with the achievement battery is the Educational Ability Series (EAS) which provides an estimate of general learning ability for students in grades K-12. The EAS assesses those factors most closely associated with overall academic performance, such as verbal, numerical, and reasoning abilities. Test administrators may decide to do out-of-level testing with the Survey of Basic Skills for special groups of students, such as Chapter I, special education, gifted or high-achieving students. Level 21 test is designed for spring testing in first grade and fall testing in second grade at most schools. Subtests: Letters and Sounds; Listening Comprehension; Vocabulary; Reading Comprehension; Language Arts; Mechanics; Mathematics; Concepts/Problem Solving; Mathematics Computation. Testing Time: 165; approx minutes. Grade Level(s): 1; 2. Contact: CTB/MacMillan/McGraw-Hill; Del Monte Research Park, 2500 Garden Road, Monterey, CA 93940.

Science Research Associates, Chicago, IL. (1985). SRA Survey of Basic Skills, Level 20. (ETS# TC014320 ) A battery of norm-referenced, standardized tests in basic curriculum areas for grades K-12. Designed to survey students' general academic achievement. Contents of tests are based on learner objectives most commonly taught in the United States. Two forms are available, forms P and Q. An optional test to include with the achievement battery is the Educational Ability Series (EAS) which provides an estimate of general learning ability for students in grades K-12. The EAS assesses those factors most closely associated with overall academic performance, such as verbal, numerical, and reasoning abilities. Test administrators may decide to do out-of-level testing with the Survey of Basic Skills for special groups of students, such as Chapter I, special education, gifted or high-achieving students. Level 20 test is designed for spring testing in kindergarten and fall testing in grade 1 at most schools. Subtests: Auditory Discrimination; Reading; Letters and Sounds; Reading; Decoding; Listening Comprehension; Mathematics; Concepts/Problem Solving. Testing Time: 100; approx minutes. Grade Level(s): K; 1. Contact: CTB/MacMillan/McGraw-Hill; Del Monte Research Park, 2500 Garden Road, Monterey, CA 93940.
Science Research Associates, Chicago, IL. (1985). SRA Survey of Basic Skills, Level 23. (ETS# TC014323 ) A battery of norm-referenced, standardized tests in basic curriculum areas for grades K-12. Designed to survey students' general academic achievement. Contents of tests are based on learner objectives most commonly taught in the United States. Two forms are available, forms P and Q. An optional test to include with the achievement battery is the Educational Ability Series (EAS) which provides an estimate of general learning ability for students in grades K-12. The EAS assesses those factors most closely associated with overall academic performance, such as verbal, numerical, and reasoning abilities. Test administrators may decide to do out-of-level testing with the Survey of Basic Skills for special groups of students, such as Chapter I, special education, gifted or high-achieving students. Level 23 test is designed for spring testing in grade 3 and fall testing in grade 4 in most schools. The reference materials subtest is optional. Subtests: Vocabulary; Reading Comprehension; Language Mechanics; Language Usage; Spelling; Mathematics; Concepts/Problem Solving; Mathematics Computation; Reference Materials. Testing Time: 215; approx minutes. Grade Level(s): 3; 4. Contact: CTB/MacMillan/McGraw-Hill; Del Monte Research Park, 2500 Garden Road, Monterey, CA 93940.
Science Research Associates, Chicago, IL. (1985). SRA Survey of Basic Skills, Level 37. (ETS# TC014327 ) A battery of norm-referenced, standardized tests in basic curriculum areas for grades K-12. Designed to survey students' general academic achievement. Contents of tests are based on learner objectives most commonly taught in the United States. Two forms are available, forms P and Q. An optional test to include with the achievement battery is the Educational Ability Series (EAS) which provides an estimate of general learning ability for students in grades K-12. The EAS assesses those factors most closely associated with overall academic performance, such as verbal, numerical, and reasoning abilities. Test administrators may decide to do out-of-level testing with the Survey of Basic Skills for special groups of students, such as Chapter I, special education, gifted or high-achieving students. Levels 34 through 37 are multilevel tests designed for use from the spring of grade 4 through high school. The reference materials, social studies, and science subtests are optional. Subtests: Vocabulary; Reading Comprehension; Language Mechanics; Language Usage; Spelling; Mathematics Computation; Mathematics Concepts; Mathematics Problem Solving; Reference Materials; Social Studies; Science. Testing Time: 280; approx minutes. Grade Level(s): 9; 10; 11; 12. Contact: CTB/MacMillan/McGraw-Hill; Del Monte Research Park, 2500 Garden Road, Monterey, CA 93940.Sedlacek, William E., & Tracey, Terence J. (1981). Non-Cognitive Questionnaire. (ETS# TC014533 ) The instrument is designed to assess noncognitive dimemsions predicting minority college students' academic success in college. These dimensions are positive self-concept or confidence, realistic self appraisal, ability to deal with and understand racism, preference of long-range goals over more immediate, short-term needs, availability of a strong support person, successful leadership experience, demonstrated community service, and knowledge acquired in a field. The self-administered tool consists of 23 items. There are two nominal items on educational expectations, 18 Likert-type items on expectations about college and self-assessment, and 3 open-ended questions on present goals, past accomplishments, group memberships, and offices held. Reliability and validity data are provided. (TJS) Materials: 1. Non-Cognitive Minority Admissions Variables 2. Minority Admissions Variables/Questionnaire Items for Supplementary Admission Questionnaire II. 3. Profiles of High and Low Scorers on Non-Cognitive Variables. 4. Scoring Key for Supplementary Admissions Questionnaire II. 5. Supplementary Admissions Questionnaire II. 6. Policy for Materials on Noncognitive Variables. 7. Admissions and Retention References. 8. Univ. of MD Research Report #3-82. 9. Univ. of MD Research Report #2-85. 10. Univ. of MD Research Report #6-85. 11. Univ. of MD Research Report #2-86. 12. Journal Article "Problems in Retention Research in Higher Education." NASPA Journal;, 17, 1, 2-8, 1979. 13. Journal Article "The Relationship of Noncognitive Variables to Academic Success: A Longitudinal Comparison by Race." Journal of College Student Personnel;, 26, 405-410, Sept 1985. 14. Journal Article "Conducting Student Retention Research." NASPA Journal;, 5, 2, 5-6, Spring 1981. 15. Journal Article "Following Directions: An Unobstrusive Measure of Student Success." Journal of College Student Personnel;, 25 p556-57, 1984. 16. Journal Article "Teaching Minority Students." New Directions for Teaching and Learning;, 16, 39-50, Dec 1983. 17. Journal Article "Admission and Retention of Minority Students in Large Universities." Journal of College Student Personnel;, 19 n3, 242-48, May 1978. 18. Journal Article "Using Ridge Regression with Non-cognitive Variables by Race in Admissions." College and University, 59, 345-50, 1984. 19. Journal Article "Alternative Admissions Models." Law School Admissions Study - Mexican-American Legal Defense and Educational Fund, 1980. 20. Journal Article "Applying Ridge Regression to Admissions Data by Race and Sex." College and University;, 58, 313-18, 1983. 21. Journal Article "Noncognitive Variables in Predicting Academic Success by Race." Measurement and Evaluation in Guidance;, 16, 4 p171-78, Jan 1984. 22. Journal Article "Noncognitive Dimensions as Predictors of College Success Among Black, Mexican-American, and White Students." Journal of College Student Development;, 31, 5, 415-22, Sept 1990. Contact: University of Maryland; Counseling Center, College Park, MD 20742
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PP

Psychological Corporation, San Antonio, TX. (1989). Stanford Achievement Test, Eighth Edition, Intermediate 1. (ETS# TC016444 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432-TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. Concepts and skills assessed in each content area are those ordinarily taught during the second half of grade 4 and the first half of grade 5. Each subtest may be administered at a separate sitting. No more than two subtests should be administered at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Reading Vocabulary; Reading Comprehension; Language Mechanics; Language Expression; Study Skills; Spelling; Listening; Concepts of Number; Mathematics Computation; Mathematics Applications; Science; Social Science; Using Information; Thinking Skills. Number of Test Items: 487. Testing Time: 355; approx minutes. Grade Level(s): 4; 5. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Psychological Corporation, San Antonio, TX. (1989). Stanford Achievement Test, Eighth Edition, Primary 3. (ETS# TC016443 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432-TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. Concepts and skills assessed in the Primary 3 test are those ordinarily taught during the second half of grade 3 and the first half of grade 4. Each subtest may be administered at a separate sitting. No more than two subtests should be given at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Word Study Skills; Reading Vocabulary; Reading Comprehension; Language Mechanics; Language Expression; Study Skills; Spelling; Listening; Concepts of Number; Mathematics Computation; Mathematics Application; Science; Social Science. Number of Test Items: 529. Testing Time: 370; approx minutes. Grade Level(s): 3; 4. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Psychological Corporation, San Antonio, TX. (1989). Stanford Achievement Test, Eighth Edition, Primary 2. (ETS# TC016442 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432-TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. Concepts and skills assessed in the Primary 2 level test are those ordinarily taught during the second half of grade 2 and the first half of grade 3. Each subtest can be administered at a separate sitting. No more than two subtests should be given at one sitting. Subtests: Word Study Skills; Reading Vocabulary; Reading Comprehension; Language; Spelling; Listening; Concepts of Numbers; Mathematics Computation; Mathematics Application; Environment. Number of Test Items: 392. Testing Time: 285; approx minutes. Grade Level(s): 2; 3. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Psychological Corporation, San Antonio, TX. (1982). Allied Health Entrance Examination. (ETS# TC007913) Designed as an exam for those seeking admission to various allied health programs such as dental assistant, surgical technician, medical record technician and other similar programs which lead to certification but require one year or less of training. Restricted distribution; tests given only at specified testing centers throughout the U.S. and Canada. Instrument under constant revision; thus, the number of items and time vary (from 3-1/2 to 4 hours). Subtests: Verbal Ability; Numerical Ability; Arithmetic Fundamentals; Science; Reading Skill; Reading Speed; Academic Ability. Testing Time: 240 minutes. Age Range: Adults. Grade Level(s): 12. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.Psychological Corporation, San Antonio, TX. (1989). Stanford Achievement Test, Eighth Edition, Primary 1. (ETS# TC016441 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432-TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. Concepts and skills assessed in the Primary 1 level test are those ordinarily taught during the second half of grade 1 and the first half of grade 2. Each subtest may be administered at a separate sitting. No more than two subtests should be given at one sitting. Subtests: Word Study Skills; Word Reading; Reading Comprehension; Language; Spelling; Listening; Concepts of Number; Mathematics Computation; Mathematics Application; Environment. Number of Test Items: 355. Testing Time: 280; approx minutes. Grade Level(s): 1; 2. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.

Psychological Corporation, San Antonio, TX. (1982). Entrance Examination For Schools Of Practical Nursing. (ETS# TC003662) Designed and developed as an aid in the selection of applicants for practical nursing programs. Each subtest is timed separately. Distribution is restricted; given only at designated testing centers or specific nursing schools. Under continuous revision. Two different forms are always available. Subtests: Verbal Ability; Numerical Ability; Arithmetic Fundamentals; Science; Reading Comprehension; Reading Speed. Number of Test Items: 255. Testing Time: 155 minutes. Age Range: Adults. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.

Psychological Corporation, San Antonio, TX. (1982). Allied Health Aptitude Test. (ETS# TC007912) Designed as an exam for those seeking admission to various allied health programs such as inhalation therapy, medical record administration, respiratory therapy, laboratory assistants, radiologic technologists, surgical nursing technologists, medical record technologists. This exam differed from the Allied Health Entrance Examination (TC007913) in the length of the program. The AHAT program is typically a one year or two year program. Not distributed to individuals, given only at specified testing centers. Instrument under constant revision, thus, the number of items and time vary (from 3-1/2 to 4 hours). Restricted. Subtests: Verbal Ability; Numerical Ability; Arithmetic Processes; Science; Reading Skill; Scholastic Aptitude Total. Testing Time: 240 minutes. Age Range: Adults. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.

Psychological Corporation, San Antonio, TX. (1975). Entrance Examination For Schools Of Nursing. (ETS# TC003661 ) Designed as an aid to nursing schools in the identification and selection of qualified nursing school applicants for professional nursing programs. Also helps identify strengths and weaknesses of applicants in various academic areas. Revised periodically as needed. Restricted distribution; administered only at specified test centers and at individual nursing schools. Subtests: Numerical; Arithmetic Fundamentals; Verbal; Life Sciences; Physical Sciences; Reading. Number of Test Items: 280. Testing Time: 115 minutes. Age Range: Adults. Contact: Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.

Porter-Rutherford-B, & Others. (1976). Children's Personality Questionnaire, Spanish Edition. (ETS# TC010179 ) A general measure of personality assessing fourteen dimensions of personality. Designed to predict academic achievement/underachievement, delinquency, leadership and emotional disturbance. Four forms are available. Group or individually administered. Used for diagnosis and screening. Subtests: Reserved-Warmhearted; Less Intelligent-More Intelligent; Affected by Feelings-Emotionally Stable; Phlegmatic-Excitable; Obedient-Assertive; Sober-Happy-Go-Lucky; Expedient-Conscientious; Shy-Venturesome; Tough Minded-Tender Minded; Zestful-Circumspect; Forthright-Shrewd, Self-Assured-Apprehensive; Casual-Controlled; Relaxed-Tense. Number of Test Items: 140. Testing Time: 60 minutes. Age Range: AGE 8-12. Contact: Institute for Personality and Ability Testing; P.O. Box 188; Champaign, IL 61820.
Psychological Corporation, San Antonio, TX. (1989). Stanford Achievement Test, Eighth Edition, Intermediate 2. (ETS# TC016445 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432-TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. Concepts and skills assessed in each content area are those ordinarily taught during the second half of grade 5 and the first half of grade 6. Each subtest may be administered at a separate sitting. No more than two subtests should be administered at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Reading Vocabulary; Reading Comprehension; Language Mechanics; Language Expression; Study Skills; Spelling; Listening; Concepts of Number; Mathematics Computation; Mathematics Application; Sciences; Social Science; Using Information; Thinking Skills. Number of Test Items: 497. Testing Time: 355; approx minutes. Grade Level(s): 5; 6. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
Psychological Corporation, San Antonio, TX. (1989). Stanford Test of Academic Skills, Third Edition, Level 1. (ETS# TC016449 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432 - TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. The three levels of Stanford Test of Academic Skills are intended for use as measures of basic skills in Grades 9 through 12 and for entering college students. Level 1 is designed primarily for students in Grade 9. All three levels of TASK, which are linked in terms of content and score information to the rest of the Stanford series, assess those skills that are requisite to continued academic training. Each subtest may be administered at a separate sitting. No more than two subtests should be administered at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Reading Vocabulary; Reading Comprehension; English; Study Skills; Spelling; Mathematics; Science; Social Science; Using Information; Thinking Skills. Number of Test Items: 370. Testing Time: 225; approx minutes. Grade Level(s): 9. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
Psychological Corporation, San Antonio, TX. (1989). Stanford Test of Academic Skills, Third Edition, Level 2. (ETS# TC016450 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432 - TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. The three levels of Stanford Test of Academic Skills are intended for use as measures of basic skills in Grades 9 through 12 and for entering college students. Level 2 is intended for students in Grade 10. All three levels of TASK, which are linked in terms of content and score information to the rest of the Stanford series, assess those skills that are requisite to continued academic training. Each subtest may be administered at a separate sitting. No more than two subtests should be administered at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Reading Vocabulary; Reading Comprehension; English; Study Skills; Spelling; Mathematics; Science; Social Science; Using Information; Thinking Skills. Number of Test Items: 370. Testing Time: 235; approx minutes. Grade Level(s): 10. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.Psychological Corporation, San Antonio, TX. (1989). Stanford Test of Academic Skills, Third Edition, Level 3. (ETS# TC016451 ) Comprehensive, standardized battery of tests designed to measure school achievement at each grade from K-12. Tests were developed to measure important learning outcomes of the school curriculum for use in improving instruction and evaluating progress. Was developed to have the highest possible degree of curricular validity for the concepts and skills taught throughout the nation. The Stanford Achievement Tests were standardized with the Otis-Lennon School Ability Tests (TC 016432 - TC 016438) to allow for generation of achievement/ability comparisons when the two tests are administered together. The three levels of Stanford Test of Academic Skills are intended for use as measures of basic skills in Grades 9 through 12 and for entering college students. Level 3 is designed for Grades 11 and 12 and entering college freshmen. All three levels of TASK, which are linked in terms of content and score information to the rest of the Stanford series, assess those skills that are requisite to continued academic training. Each subtest may be administered at a separate sitting. No more than two subtests should be administered at one time. The Stanford Writing Assessment Program, available in a separate booklet, provides for the assessment of written expression in four modes: descriptive, narrative, expository, and persuasive. Subtests: Reading Vocabulary; Reading Comprehension; English; Study Skills; Spelling; Mathematics; Science; Social Science; Using Information; Thinking Skills. Number of Test Items: 370. Testing Time: 235; approx minutes. Grade Level(s): 11; 12; Higher Education. Contact: Harcourt Brace Educational Measurement (Psychological Corporation; 555 Academic Court, San Antonio, TX 78204-0952.
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