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Index: Data Collection
Academic Achievement Instruments
Page Contents
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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).
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