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Personal Development Instruments

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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;
Bangs-Tina-E. (1986). Birth to Three Assessment and Intervention System: Screening Test of Language and Learning Development. (ETS# TC014820) This norm-referenced test is designed for use by teachers to identify behaviors exhibited by a child that show the child as being at high risk for delay. Areas covered are: oral language (comprehension and expression); problem solving, social/personal skills, and motor skills. It is accompanied by a Criterion-Referenced Checklist of Language and Learning Behavior (TC 014 831). Number of Test Items: 68. Age Range: AGE 0-3. Contact: Riverside Publishing Co., 8420 Bryn Mawr Avenue, Chicago, IL 60631-3476.
Bangs-Tina-E. (1986). Birth to Three Assessment and Intervention System: Checklist of Language, and Learning Behavior. (ETS# TC014831) This program was designed for use by parents and teachers to evaluate children's developmental skills. Includes another component, the Screening Test of Language and Learning Development (TC 014 820). The Checklist is a criterion-referenced measure that organizes 240 behaviors into five categories so that they may be observed and scored in the young child. Categories are: language comprehension, language expression, problem solving, social personal behavior, and motor behaviors. Number of Test Items: 240. Age Range: AGE 0-3. Contact: Riverside Publishing Co., 8420 Bryn Mawr Avenue, Chicago, IL 60631-3476.
Barclay-James-R. (1989). Student Adjustment Inventory. (ETS# TC017909) A computerized, menu-driven, interactive system designed to assess emotional and social problem areas which may impede academic development of students from upper elementary school through beginning college levels. Instrument was originally developed as an extension to the Barclay Classroom Climate Inventory (TC 013189). On a three-point scale, students indicate the frequency of problems they experience in seven areas: self-competency or self-esteem; group interaction and social processes; self-discipline; communication skills; energy/effort; learning/studying; and attitude towards the learning environment. The computerized administration generates a problem profile and a personal report. May be used to evaluate the effectiveness of intervention programs. May also be used by counselors in conjunction with programs to enhance study skill efforts and as a tool for client feedback. A paper and pencil format of the instrument is included. Manual includes technical data. Subtests: Self-Competency; Group Interaction; Self-Discipline; Communicaton Skills; Energy/Effort; Learning/Studying; Attitude. Number of Test Items: 78. Grade Level(s): 5; 6; 7; 8; 9; 10; 11; 12; Higher Education. Contact: Metritech, Inc.; 111 North Market St., Champaign, IL 61820.
Barker-William-F, & Others. (1973). Preschool Rating Scale. (ETS# TC007931) Rating scale used to determine a preschool child's personal and social development. May be used as a screening test in order to detect those with incipient or manifest problems, or, if retested, to document longitudinal developmental gains. Also used to alert teachers to specific areas of development and to assess the effectiveness of day care workers and programs. The child need not be present as the Guttman scaled items are based upon previous observations and interaction with the child. Subtests: Coordination; Verbal Expression; Auditory Understanding; Orientating; Social Relations. Number of Test Items: 20. Testing Time: 10; approx minutes. Age Range: AGE 3-5. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED109225; 13 pages).
Baumrind-Diana. (1972). Primary School Behavior Q-Sort. (ETS# TC007148) Designed to assess personal, interpersonal, and cognitive behavior of primary grade children. Many items were derived from Preschool Behavior Q Sort (TC005939). Number of Test Items: 82. Grade Level(s): 1; 2; 3. Contact: Dr. Diana Baumrind; Institute of Human Development, University of California, Tolman Hall 1203; Berkeley, CA 94720.Bean-Suzanne-M., Karnes-Frances-A; (1991). Process Skills Rating Scales. (ETS# TC017438) Rating scales were designed to assist in determining what the student knows and can do, using processing skills. It will develop their ability to think, reason, and search for knowledge independently, as well as communicate and interact effectively with all members of society. Teachers, students, and parents may use this tool as a way of assessing a wide range of skills in twelve areas. This continuum of skills include: four verbal communication skills (speech, group discussion, interviewing, and debate), scientific research skills, independent study, written communication skills, receptive/nonverbal communication skills, critical thinking and reasoning skills, personal growth and human relations skills, creative thinking skills, and library research skills. Subtests: Verbal Communication Skills (Speech); Verbal Communication Skills (Group Discussion); Verbal Communication Skills (Interviewing); Verbal Communication Skills (Debate); Scientific Research Skills; Independent Study Skills; Written Communication Skills; Receptive/Nonverbal Communication Skills; Critical Thinking and Reasoning Skills; Personal Growth and Human Relations Skills; Creative Thinking Skills; Library Research Skills. Testing Time: 240; approx minutes. Grade Level(s): 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: United Educational Services, Inc.; P.O. Box 1099; Buffalo, NY 14224.
Boyd-Robert-D. (1986). Boyd Developmental Progress Scale. (ETS# TC014412) Intended as a practical examination procedure to provide a description of motor, cognitive, and adaptive development in children at preschool, kindergarten, and first-grade levels. Considered a screening instrument designed to identify the possible need for further and more precise developmental assessment. It is not intended as a detailed diagnostic measure. A test manual is available from the Morrison Center for Youth and Family Service, 3355 SE Powell Boulevard, Portland, OR 97202. The publisher of Innovations in Clinical Practice: A Source Book, is Professional Resource Exchange, P.O. Box 15560, Sarasota, FL 33579. Age Range: AGE 0-8. Contact: Keller, Peter A.; Ritt, Lawrence G., eds. Innovations in Clinical Practice: A Source Book. Volume 3. Sarasota, FL: Professional Resource Exchange, 1984.
Braskamp, Larry A., & Maehr, Martin L. (1985). Spectrum: An Organizational Development Tool. (ETS# TC018596) The tool is used for organizational and individual development and measures the personal incentives that motivate individual workers; the opportunities the workers see for fulfillment in their present jobs; and the culture of the organization as a whole. Each element (job, organization, worker) is assessed in terms of the same four characteristics: accomplishment, recognition, power, and affiliation. The instrument contains 200 items that require 6th grade reading level. Three different computer reports are included to analyze information from the survey. Type I Report provides feedback to employees about their personal incentives/values, and opportunities in their present job for satisfying these values. Type II Report parallels the Type I Report by providing feedback on personal incentives and available opportunities. The Group Report generates a detailed statistical analysis of survey responses and provides management with feedback on employee perceptions of organization culture, degree of commitment, and areas of job satisfaction. The survey takes less than one hour to complete. Technical data are provided.(TJS) Materials: Materials: 1. Manual 2. Suggestions for using Spectrum 3. Survey 4. Answer Sheet 5. Type I Report 6. Type II Report 7. Group Report Contact: MetriTech, Inc.; 111 North Market Street, Champaign, IL 61820
Brigance-Albert-H. (1985). Brigance Preschool Screen for Three- and Four-Year Old Children. (ETS# TC013771) A screening test for three- and four-year old children used to obtain a sampling of a child's skills and behavior in order to identify those who may need more comprehensive evaluation. The skills that are assessed include personal data responses, identification of body parts, gross motor skills, object identification, sentence repetition, visual motor skills, number concepts, building a tower with blocks, matching colors, picture vocabulary, plurals and -ing, identifying use of objects, identifying colors, using prepositions and irregular plural nouns. Spanish direction lines for screening Spanish-speaking children are available. Testing Time: 12; approx minutes. Age Range: AGE 3-4. Contact: Curriculum Associates; 5 Esquire Road, North Billerica, MA 08162-2589.
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, & Coleman-Margaret-C. (1988). Index of Personality Characteristics: A Measure of Affect in School-Aged Children. (ETS# TC015685) Norm-referenced, self report inventory designed to elicit students' perceptions of their own behavior and feelings. The items and eight subscales measure affect across four dimensions: ecological, social perception, behavioral, and locus of control. The ecological dimension describes the environment or setting in which a behavior or feeling occurs. The social perception dimension describes students' perceptions of themselves as individuals and as part of an interpersonal interaction. The behavioral dimension describes behavioral manifestations of disordered personality development. The locus of control dimension describes the extent to which students accept responsibility for their own behavior and its consequences. Instrument can be used to help identify students who may be emotionally disturbed, have behavior problems, or who are experiencing personal and social adjustment problems; to verify referrals; to document degree of deviance as perceived by students themselves; to formulate hypotheses to guide further evaluation; to help plan intervention programs; to use in research projects. Subtests: Academic; Nonacademic; Perception of Self; Perception of Others; Acting In; Acting Out; Internal Locus of Control; External Locus of Control. Number of Test Items: 75. Testing Time: 45; approx minutes. Age Range: AGE 8-17. Grade Level(s): 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: PRO-ED; 8700 Shoal Creek Boulevard, Austin, TX 78758.
Busse-Thomas-V, & and-Others. (1970). Preschool Observation Schedule. (ETS# TC007081) Observation technique designed to assess the social interaction of preschool children, with an emphasis on play and aggressive behavior. Types of play include six scoring categories: solitary play, parallel play, cooperative toy play, cooperative peer play, isolation, other. Aggressive behavior is also scored in six categories: personal physical attack, taunting, threatening, destroying property of another's labor, usurping property, no aggressive behavior. Each child will be observed separately for 3 fifteen-minute periods. Each period will occur on a different day. Subtests: Approaches to Play; Aggressive Behavior. Number of Test Items: 12. Testing Time: 45; approx minutes. Age Range: AGE 2-5. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
Carlson-Rae. (1981). Self-Descriptive Questionnaire, Adolescent Form. (ETS# TC009720) Questionnaire designed to measure self esteem and social-personal orientation. Number of Test Items: 105. Age Range: AGE 13-17. Contact: American Documentation Institute; Auxiliary Publications Project, Photoduplication Service, Library of Congress, Washington, D.C. 20540 (Document 8280).
Carlson-Rae. (1981). Self-Descriptive Questionnaire, Preadolescent Form. (ETS# TC009719) Questionnaire designed to measure self-esteem and social-personal orientation. Number of Test Items: 95. Grade Level(s): 6. Contact: American Documentation Institute; Auxiliary Publications Project, Photoduplication Service, Library of Congress, Washington, D.C. 20540 (Document 8280).
cassel, Russell N. (1974). Ego Development Scale. (ETS# TC007510) The 60-item rating scale is designed to assess the ego development of children from ages 9 (grade 4) through adults. The EDS provides an overall diagnosis of the degree to which people funcntion in personal, social, and educational life areas and how they perceive themselves in relation to certain personality attributes. The scale may be administered by a teacher, guidance counselor, school psychologist, social worker or other interested party with a minimum of testing experience. The scale may also be self-administered. It was normed on six groups: elementary school students, junior high school students, senior high school students, junior college students, adults without a college education, and upper division college students. Validity and reliability data are available in the manual. (MH) Materials: 1. Scale 2. Manual Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
Cattell-Raymond-B, & Cattell-Mary. (1968). Jr.-Sr. High School Personality Questionnaire. (ETS# TC006966) Aid for teachers and guidance counselors and for general clinical and research use. Gives objective analysis of individual personality to supplement teacher's personal evaluation. A standardized test which can be given in a class period to individuals or groups to yield a general assessment of personality development. Yields 14 scores which allow psychologist to obtain predictions of school achievement, vocational fitness, delinquency potential, likelihood of leadership qualities, etc. Available in four forms. Subtests: Reserved-Warm Hearted; Dull-Bright; Affected by Feelings-Emotionally Stable; Undemonstrative-Excitable; Obedient-Assertive; Sober-Enthusiastic; Disregards Rules-Conscientious; Shy-Adventurous; Tough Minded-Tender Minded; Zestful-Circumspect Individualism; Self Assured-Apprehensive; Socially Group Dependent-Self Sufficient; Uncontrolled-Controlled; Relaxed-Tease. Number of Test Items: 142. Testing Time: 45; approx minutes. Age Range: AGE 12-17, Adults. Contact: Institute for Personality and Ability Testing, Inc.; P.O. Box 188; Champaign, IL 61820.
Chabassol-David-J. (1970). Chabassol Adolescent Structure Inventory. (ETS# TC007892) Designed to measure the extent to which adolescents want structure and perceive themselves as having such structure. In the context of this instrument, "structure" is defined as guidance, advice, information, clarity, or direction offered to the adolescent by an adult authority figure. Subtests: Wants Structure; Has Structure. Number of Test Items: 47. Age Range: AGE 13-17. Contact: David J. Chabassol; Department of Education, University of Victoria, Box 1700; Victoria, BC, Canada, 8W2Y2.
Corporation, Wilson Learning, & Eden Prairie, MN (1986). Team Interaction Profile. (ETS# TC018549) The instrument is designed to assess the performance of group members who need to cooperate and work together closely as a team. It measures eight dimensions of work group behavior and two dimensions of satisfaction: personal and group. The tool consists of 10 dimensions: rapid response, shared responsibliity, focus on task, communication norms, future focus, alignment on purpose, participative leadership (encompases 2 dimensions), open communication, and satisfactions. Group members are asked to respond to items on a six-point rating scale that ranges from "almost never" to "almost always." There are some items that ask about personal or general group member satisfaction for which the six-point scale ranges from "not satisfied" to "very satisfied." Scores on each dimension are interpreted with reference to three stages of group development: low scores indicate that the work unit is functioning as a collection of individuals; intermediate scores indicate that the work unit is functioning as a group; and high scores indicate that the work unit has reached the level of a high-performance team. The scale is appropriate for use with middle managers or supervisors in the production/manufacturing area. Technical data are available. (TJS) Materials: 1. Journal Article "Measuring Work Group Effectiveness: A comparison of three instruments." Management Communication Quarterly;, 2, 3, 424-48, Feb 1989. Contact: Wilson Learning Corporation; 7500 Flying Cloud Drive, Eden Prairie, MN 55344-3975
Cuyahoga Special Education Service Center, OH. (1981). Survival Skills Profile, 2nd Edition. (ETS# TC014419) Designed by classroom teachers for use with children who are emotionally disturbed. Focuses on two major areas: skills directly related to daily living and personal development, such as managing criticism or controlling aggression. May also be used as an adjunct to Developmental Learning Profile (TC 013 163) or Student Learning Profile (TC 014 420). Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Creative Learning Systems, Inc.; 9899 Hilbert St., Suite C, San Diego, CA 92101.
Dobbs, H. Thomas (1994). Measuring Your Wellness. (ETS# TC019937) Measuring Your Wellness is a self-administered check list to determine if the individual lives a wellness lifestyle. It measures: self-responsibility, high-risk behaviors, environmental sensitivity, appropriate use of the medical system, physical fitness and stress management. The factors measured relate to the six components of wellness: physical, emotional, spiritual, social, intellectual and vocational, which are of equal value in helping individuals achieve a healthy lifestyle, and therefore a more balanced and centered life. When individuals gain awareness of these components, they can begin to become involved in the process of learning to take responsibility for their own progress and growth. (JW) Materials: 1. Article, Dobbs, H. Thomas, "Personal Physical Health-The Wellness Way", Thresholds in Education, 20, 1 p 8-12, Feb 1994. Contact: Thresholds in Education, 0196-9641;, 20, 1 p 8-12, Feb 1994.
Donohue-Mike, & Others. (1972). Behavioral Developmental Profile. (ETS# TC007695) Developed for use with handicapped and disadvantaged children ages 0-6. Covers receptive and expressive language, cognitive, fine, and gross motor skills, personal-social skills, self-help skills and emotions. Profile format used with a guide listing behaviors occurring at set ages. Establishes a baseline and ceiling while indicating areas for intervention. Not timed. From 2 to 10 items of behavior are listed for each age range. Age Range: AGE 0-6. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 079 917; 35p).
Dougherty-Edward-H, & Schinka-John-A. (1989). Developmental History Checklist for Children. (ETS# TC017144) This survey measure was developed as an information gathering aid for the completion of a developmental history for children. It was designed to assist in a review of those topics that have traditionally been addressed. Presenting problems, personal information and family background, developmental history, educational history, medical history and health status, family history, and current relationships and behavior. This tool can be completed by a parent, guardian or clinician, and can be used by the professional as a vehicle for written documentation of the child's developmental history and background. There is no scoring system. Number of Test Items: 136. Age Range: AGE 5-12. Contact: Psychological Assessment Resources, Inc.; P.O. Box 998; Odessa, FL 33556.
Dr. Gertrude A. Barber Center, Erie, PA. (1982). Continuing Education Assessment Inventory for Mentally Retarded Adults, Second Revised Edition. (ETS# TC013717) Designed to measure development of somatic, personal, social and vocational capabilities of mentally retarded teenagers and adults. Geared toward a population which has not yet reached minimal development in vocational independence and/or personal and social skills and who are found in work activity centers and adult day care centers. CEAI identifies seven major competencies: independence, leisure time, pre-vocational, self-care, mobility, communication, and personal and social development. These seven competencies are divided into 34 specific skill areas which are subdivided into 434 specific skills. Age Range: AGE 12-17, Adults. Contact: The Barber Center Press; 136 East Avenue, Erie, PA 16507.
Education., California State Department of (1977). Southern California Ordinal Scales of Development: Scale of Practical Abilities. (ETS# TC014606) Developed by the Diagnostic School for Neurologically Handicapped Children, Southern California, State Department of Education as a complete Piagetian system that combines classroom and clinical assessment. The series consists of six cross-referenced Piagetian developmental scales. Each scale assesses all levels of development from sensorimotor through formal operations. Useful for comparative assessments, ability grouping, research, and individualized education program (IEP) development. Designed especially for use with multiply handicapped, developmentally delayed, and learning disordered persons, but may be used with all other children. Scales are considered to be culture-free and non-sexist. Administration of the scale consists of informal observation of the child within the environment. This scale is designed to assess personal independence and the ability to care for basic needs. Developmental areas assessed include eating, dressing, personal-hygiene, safety and social awareness. Age Range: AGE 2-12. Contact: Foreworks; Box 82289; Portland, OR 97282.
Emmerich-Walters, Kornblith-Alice, & Wilder-Gita. (1968). Classroom Observation Rating Scale. (ETS# TC009828) Bipolar scales are used to assess general personality characteristics as found in multivariate research and unipolar attributes. Assess personality characteristics in the areas of personal-social motives, controlling mechanisms, attitudes and interests. Subtests: Bipolar Characteristics; Attributes. Number of Test Items: 113. Testing Time: 60 minutes. Age Range: AGE 4-8. Contact: Disadvantaged Children and Their First School Experiences ETS-OEO Longitudinal Study: Theoretical Considerations and Measurement Strategies, ETS-PR-68-4; Educational Testing Service, Princeton, NJ 08541.
Epstein-Ann-S. (1980). Assessing the Child Development Information Needed by Adolescent Parents with Very Young Children. (ETS# TC016983) This instrument was developed to study teenaged mothers from diverse sociodemographic backgrounds. These teenagers were interviewed in their own homes during pregnancy and after delivery of their babies to explore how much they knew and needed to know about infant development; what their expectations and attitudes were regarding the role of parenthood; what support systems within and outside of the family they had for coping with pregnancy and parenthood; and how these factors influenced their actual parenting ability in interactions with their babies. Number of Test Items: 5. Age Range: AGE 13-17. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 183; 286; 41 pages).
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Farr-Roger, & Farr-Beverly. (1990). Integrated Assessment System (IAS), Language Arts Performance Assessment. (ETS# TC017663) This two part performance-based measurement system includes language arts performance assessment and portfolio assessment components. Students read selections including fiction, poetry, plays and prose. After reading, students complete a writing task that requires the use of information contained in the passages. Includes suggestions to guide students through a development and organization process for the writing task. These exercises are untimed but a particular number of class periods is suggested at each grade level, i.e., four class periods at grade two. Uses holistic, analytic and primary trait scoring. Samples of student works are collected and saved in the personal portfolios and storage boxes that are included. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
Frankenburg-W-K, & Others. (1990). Denver II. (ETS# TC018041) Used to identify the child whose development appears to be delayed in comparison to the development of other children. It can also be used to identify changes in developmental rates or patterns over a period of time. Individual items are interpreted first, then the entire test is interpreted. Arranged in four sectors to screen the following areas of function: personal-social; fine motor-adaptive; langugae; and gross motor. Also included are five "test behavior" items for completion after administration of the test: typical, compliance, interest in surroundings, fearfulness, and attention span. This is not an IQ test, nor is it a definitive predictor of future adaptive or intellectual ability. Designed to be used in a clinical setting by a variety of professionals and paraprofessionals. Number of Test Items: 125. Age Range: AGE 0-6. Contact: Denver Developmental Materials, Inc.; P.O. Box 6919; Denver, CO 80206-0919.
Frankenburg-William-K, & Dodds-Josiah-B. (1967). Denver Developmental Screening Test. (ETS# TC003628) Designed as a screening device to identify infants and preschool children with serious developmental delays. The test is to be used only for screening purposes to alert professional child workers to the possibility of developmental delays so that appropriate diagnostic studies may be pursued. A child at any given age is administered only twenty or so simple items. Subtests: Gross Motor; Fine Motor-Adaptive; Language; Personal-Social. Number of Test Items: 105. Testing Time: 20; approx minutes. Age Range: AGE 0-6. Contact: Denver Developmental Materials; P.O. Box 6919; Denver, CO 80206-0919.
Frankenburg-William-K, & Others. (1978). Denver Developmental Screening Test Revised. (ETS# TC011816) Designed as a screening device to identify infants and preschool children with serious developmental delays. The test is to be used only for screening purposes to alert professional child workers to the possibility of developmental delays so that appropriate diagnostic studies may be pursued. A child at any given age is administered only twenty or so simple items. DDST-R test items are arranged in a chronological step-wise order. Subtests: Gross Motor; Language; Fine Motor - Adaptive; Personal-Social. Number of Test Items: 105. Testing Time: 20; approx minutes. Age Range: AGE 0-6. Contact: Denver Developmental Materials; P.O. Box 6919; Denver, CO 80206-0919.
Geier-John-G. (1983). Child's Profile. (ETS# TC016823) This illustrated children's personal profile provides graphic descriptions of the child, and identifies how each child tends to think, feel and act. It describes the strengths of a child's behavioral pattern, and sets the stage for the child to discuss information with the adult. This tool is used to identify behavioral tendencies and to build self-esteem, while providing adults with an in-depth analysis of a child's behavior and valuable information about the inner child. It shows how to best support positive growth and self-development. Number of Test Items: 192. Age Range: AGE 4-14. Contact: Carlson Learning Company; Carlson Parkway, P.O. Box 59159; Minneapolis, MN 55459-8247.
Gertrude A. Barber Center, Erie, PA. (1982). Sheltered Employment Work Experience Program, Second Revised Edition. (ETS# TC013716) Designed to assess and program the development of vocational capabilities of mentally retarded adolescents and adults. Focuses on subject who has achieved a minimal development in vocational independence and adequate independence in personal and social skills. Vocational skills assessed are those designed to facilitate success in traditional programs, such as sheltered workshops. SEWEP identifies ten major vocational competency areas: factory work, carpentry, print shop, laundry, building maintenance, general and outdoor maintenance, transportation aide, library aide, food service, and housekeeping. The vocational competency areas are divided into 50 specific skill areas which are subdivided into 504 specific skills. Two other competency areas are also assessed: personal-social development and general vocational development. Age Range: AGE 12-17, Adults. Contact: The Barber Center Press; 136 East Avenue, Erie, PA 16507.
Gnagey-Thomas-D. (1973). Mutually Responsible Facilitation Inventory. (ETS# TC005362) Untimed questionnaire in which an untrained person as a helper can assist an emotionally or socially maladjusted individual. This instrument analyzes this type of helping relationship, how the helper interacted with the individual in the past, and what he or she can do to encourage self-help and to aid the individual's personal and social adjustment in the present and future. Used by teachers, parents, and in marital counseling and in work environments to assist problem employees in the improvement of the basic adjustment to the work situation; also by doctors, psychologists, counselors, special education teachers, etc. Subtests: Importance As A Person; Ability to Conform; Removal Of Negative Interaction; Involvement With Others. Number of Test Items: 15. Testing Time: 20; approx minutes. Age Range: AGE 6-17, Adults. Contact: Psychologists and Educators; P.O. Box 513; Chesterfield, MO 63006.
Gordon-Leonard-V., Monney-Ross-L; (1950). Mooney Problem Check List, 1950 Revision: High School Level. (ETS# TC006753) Designed to help individuals to express their personal problems. Helps to identify problems of major concern to students desiring or requiring counseling. May be administered to individuals or groups. Respondent anonymity may be preferable for survey and research purposes. Subtests: Health and Physical Development; Finances, Living Conditions, and Employment; Social and Recreational Activities; Social-Psychological Relations; Personal-Psychological Relations; Courtship, Sex, and Marriage; Home and Family; Morals and Religion; Adjustment to College (School) Work; The Future; Vocational and Educational; Curriculum and Teaching Procedure. Number of Test Items: 330. Testing Time: 50; approx minutes. Grade Level(s): 10; 11; 12. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
Griffiths-Ruth. (1955). Griffiths Mental Development Scale. (ETS# TC009055) Designed to measure cognitive development which is significant for intelligence or indicative of mental growth. Subtests: Locomotor; Personal-Social; Hearing and Speech; Eye and Hand; Performance. Number of Test Items: 27. Age Range: AGE 0-2. Contact: Test Center, Inc.; Snug Harbor Village, 7721 Holiday Drive, Sarasota, FL 33581.
Griffiths-Ruth. (1970). Griffiths Mental Development Scales, Extension. (ETS# TC009056) Designed as an upward extension of Griffiths Mental Development Scales (TC 009055). Designed to assess intelligence and cognitive development of children ages three to eight. Subtests: Locomotor; Personal-Social; Hearing and Speech; Eye and Hand Coordination; Performance; Practical Reasoning. Number of Test Items: 22. Age Range: AGE 3-8. Contact: Test Center, Inc.; Snug Harbor Village, 7721 Holiday Drive, Sarasota, FL 33581.
Haines-Jacqueline, & Others. (1980). Gesell Preschool Test. (ETS# TC011776) Includes a series of individual test situations which, taken together, reveal a child's relative maturity ratings in four basic fields of behavior: Motor, adaptive language and personal-social. Tests may be used to determine the normality of a child's level of development, to give parent a clear picture of child's individuality, to indicate how a child adapts to a new situation, and for school readiness and placement purposes. The tests are designed for children from 2.5 to 6 years of age. Subtests: Motor; Adaptive; Language; Personal-Social. Age Range: AGE 2-6. Contact: Programs for Education; Dept. 217CI, Rosemont, NJ 08556.
Hall-Lacy-G. (1976). Hall Occupational Inventory: Intermediate Form. (ETS# TC008176) A shorter adaptation of Hall Occupational Orientation Inventory (TC009783), with school focused items designed to complement awareness/development programs. Scales focus on several job and personality characteristics including personal needs, work needs, and work habits. Number of Test Items: 110. Testing Time: 40; approx minutes. Grade Level(s): 3; 4; 5; 6; 7. Contact: Scholastic Testing Service; 480 Meyer Road, Bensenville, IL 60106.
Handley, Patrick (1990). Insight Inventory. (ETS# TC018217) A self-scoring instrument that provides information on four ways people use their personalities. It measures styles of Getting One's Way (direct or indirect), Responding To People (outgoing or reserved), Pacing Activity (Urgent or Steady), and Dealing With Details (Unstructured or Precise). Provides two profiles based on two environments. One profile describes how a person behaves at work, and the other profile describes how the person behaves at home. This instrument points out awareness of these characteristics and helps people understand themselves Others, and guides them in making temporary changes (flex their style) to work better together. Also included in this instrument is a companion piece, the Style Feedback Set, which provides ratings from five co-workers. Useful for team building, leadership training, customer service, stress management, career planning, sales training, job interviewing, and performance coaching. Subtests include: Personal Style; Work Style. (TJS) Materials: 1. Inventory, Form A 2. Inventory, Form B 3. Style Feedback Set 4. Reference Guide. Contact: Human Resource Development Press; 22 Amherst Road, Amherst, MA 01002
Harris, Philip R. (1995). Human Resources Inventory. (ETS# TC019972) The Human Resources Inventory is designed to help individuals assess their personal achievements, competencies and goals and to facilitate development of personal growth and life planning strategies. It consists of three sections: life values, individual competencies, and human relationships. Life Values examines the individual's perceptions of self in the present, 5 years past and 5 years in the future on 28 aspects of human values such as self- awareness, independence, joyfulness, etc. Indivdual competencies assists the individual to focus on past attainments and objectives in 9 aspects of personal and professional life including professional and educational attainment and intellectual and social competencies. Human Relationships allows the individual to examine satisfaction with his/her relationships in 10 types of interactions. The instrument is self administered and requires about one hour to complete. Review of the instrument with a person significant in the respondent's life is recommended.(JW) Materials: 1. Description 2. Inventory Contact: HRD Press, 22 Amherst Road, Amherst, MA 01002
Heger-Herbert-K. (1969). Miniaturized Total Interaction Analysis System. (ETS# TC010474) Coding system for use in evaluating classroom communication. Allows recording of verbal and nonverbal aspects of interaction, including intonation, gestures, mannerisms, inflections, and pace. Covers content, personal development, and classroom management. The system is a 14-category observational record with 7 verbal categories and 2 nonverbal dimensions corresponding to each verbal category. Communication events are encoded every three seconds. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
Hitchings-Alex, & Spence-Robert. (1991). Personal Communication Plan: for People with Learning Disabilities. (ETS# TC810739) Designed for use with adults who have a learning disability. This assessment and planning system looks at the communication of people being assessed in the context of their everyday life and environment. This is done to establish a clear understanding of their strengths and needs. Divided into five sections. The first four sections comprise the assessment which includes background information, speech and language profile, social communication skills, and environment. The fifth section is the action plan. This tool should be used jointly by speech and language therapists and relevant others in the focal person's life. It is a flexible assessment and can be used in total if a comprehensive assessment of communication is needed. Otherwise, sections can be selected to reflect a specific need appropriate to individual clients. Using certain sections together can provide a screening assessment. Age Range: AGE 16-17, Adults, Older Adults. Contact: NFER-NELSON Publishing Company; Darville House, 2 Oxford Road East, Windsor, Berks SL4 1DF, ENGLAND.
Human Services Data Center Inc., Chicago, IL. (1979). Phoenix Ability Survey System. (ETS# TC011786) Test battery designed for use with vocational rehabilitation clients. Tests vocationally related "pure" abilities: finger dexterity, manual dexterity, coordination, hand-tool dexterity, machine feeding, perceptual accuracy and speed, spatial perception, aiming, reaction time, fine perceptual motor coordination, visual-motor skills, abstract, verbal, and numerical reasoning, decision speed, reading, arithmetic, strength, leadership ability, sales attitudes and following directions. Uses ability scores and data on personal characteristics, e.g. ability to lift; matches test-taker, via computer, with specific jobs from the Dictionary of Occupational Titles. Used with gifted, mentally and physically handicapped, nonliterate, non-English speaking persons. Used for choosing majors, job placement, vocational evaluation, disability assessment. Subtests: Depth Perception Apparauus; Purdue Pegboard Test; Minnesota Manual Dexterity Test; Etch-A-Sketch; Hand Tool Dexterity Test; Phoenix Perception Speed Card Set; Hold Steadiness Test; Tapping Board Test; Two Arm Coordination Test; Mirror Tracer; Photo-Electric Rotary Pursuit; Raven Progressive Matrices; Wide Range Achievement Test; Revised Minnesota Paper Form Board; PTI Oral Directions Test; Minnesota Clerical Test; SRA Verbal Form; Leadership Opinion Questionnaire; Sales Attitude Checklist; Gates-McGinitie Reading Test. Testing Time: 300 minutes. Age Range: AGE 15-17, Adults. Contact: Lafayette Instrument; P.O. Box 5729; Lafayette, IN 47904.
Insel-Paul-M., Moos-Rudolf-H; (1974). Work Environment Scale. (ETS# TC001767) Assesses the social climate of work units, focusing on relationships among employees, between employees and supervisors, on the directions of personal growth available, and the unit's basic organizational structure and functioning. A tool for industrial psychologists evaluating correlates of productivity, worker satisfaction, supervisory methods. An alternate form, The 40-Item Short Form (Form S) of the WES was developed to permit rapid assessments of work group climate. Subtests: Involvement; Peer Cohesion; Staff Support; Autonomy; Task Orientation; Work Pressure; Clarity; Control; Innovation; Physical Comfort. Number of Test Items: 90. Materials: 1. Scale - Form R 2. Answer Sheet 3. Stencil 4. Manual 5. Test Review 6. Manual (1981) 7. Manual (2nd ed) 8. Scale, Form E 9. Scale, Form I 10. Interpretive Report Form 11. Answer Sheet 12. A User's Guide Age Range: Adults. Contact: Consulting Psychologists Press; 3803 East Bayshore Road, Palo Alto, CA 94303.
Institute for Developmental Studies, New York, NY. (1965). Verbal Identification Test. (ETS# TC005882) Designed to measure labeling function and conceptual ability. Assesses the child's ability to describe and identify pictorial representations of objects, events, and people in his/her environment. Subtests: Noun Enumeration Score; Action Enumeration Score; Combined Enumeration Score; Noun Gestalt Score; Action Gestalt Score; Combined Gestalt Score. Number of Test Items: 20. Testing Time: 20; approx minutes. Grade Level(s): K; 1; 2; 3; 4; 5. Contact: Institute for Developmental Studies; Press Building, New York University, Washington Square, New York, NY 10003.
Institute for Developmental Studies, New York, NY. (1965). Word Association Test. (ETS# TC005884) Designed to sample student's partially structured speech, mid-way between spontaneous and structured associations. Number of Test Items: 14. Testing Time: 5; approx minutes. Grade Level(s): 1; 2; 3; 4; 5. Contact: Institute for Developmental Studies; Press Building, New York University, Washington Square, New York, NY 10003.
Institute for Developmental Studies, New York, NY. (1965). Word Distance Scale. (ETS# TC005885) Designed to measure the degree of relatedness of words to other words in terms of associative belongingness, or "connotative spread.". Number of Test Items: 11. Testing Time: 15; approx minutes. Grade Level(s): 1; 2; 3; 4; 5. Contact: Institute for Developmental Studies; Press Building, New York University, Washington Square, New York, NY 10003.
Institute., Youth Development (1984). Youth Development Profile. (ETS# TC016822) As a self-assessment tool, this survey is designed for use by adolescents to enable them to identify and understand their own behavioral pattern while building self-esteem and confidence. This information can provide the user with information concerning motivation, interaction with others, leadership style, and accomplishment of tasks. It allows for critical thinking about behavioral tendencies shown in the school setting, and points out goals, fears, how one can increase one's effectiveness. This tool can help adolescents develop a plan of action for building on strengths and minimizing weaknesses. Number of Test Items: 96. Age Range: AGE 13-17, Adults. Contact: Carlson Learning Company; Carlson Parkway, P.O. Box 59159; Minneapolis, MN 55459-8247.
Ireton-Harold, & Thwing-Edward. (1974). Minnesota Child Development Inventory, 1974 Edition. (ETS# TC004422) Designed for completion by child's parent in order to assess current development level. Developed to identify children whose development is below expectations on the basis of normative data for children of the same age and sex. Computerized version, including administration, scoring, and interpretation, is now available for the Apple IIe and IIc. Subtests: General Development; Gross Motor; Fine Motor; Expressive Language; Comprehension-Conceptual; Situation Comprehension; Self Help; Personal-Social. Number of Test Items: 320. Age Range: AGE 1-6. Contact: Behavior Science Systems, Inc.; Box 1108; Minneapolis, MN 55440.
Karnes-Frances-A, & Chauvin-Jane-C. (1985). Leadership Skills Inventory. (ETS# TC014104) Self-administered, self-scored inventory of personal leadership skills for use with students who would like to improve their potential for leadership roles. Analyzes students' leadership abilities in nine areas: fundamentals of leadership, written communication, speech communication, values clarification, group dynamics, problem solving, personal development, decision making, and planning. May also be used at the postsecondary level. Number of Test Items: 125. Grade Level(s): 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: D.O.K. Publishers; P.O. Box 1099; Buffalo, NY 14224.
Kaufman-H. (1974). Kaufman Developmental Scale. (ETS# TC008084) Designed to assess developmental behavior of normal children through age nine and for mentally retarded individuals of all ages. Six developmental level modalities yield a Developmental Age (DA) and Developmental Quotient (DQ). Developmental stages include infancy, early childhood, play age, middle childhood, early adolescence, and later adolescence and beyond. A prescription for teaching objectives may be formulated from the evaluation. Subtests: Gross Motor; Fine Motor; Receptive; Expressive; Personal Behavior; Interpersonal Behavior. Number of Test Items: 270. Age Range: AGE 0-10. Contact: Stoelting Company; 620 Wheat Lane, Wood Dale, IL 60191.
Keogh-Barbara-K, & Others. (1982). Short Form of the Teacher Temperament Questionnaire. (ETS# TC012115) A revised, shortened form of the Teacher Temperament Questionnaire (TC009739) which was designed for use in the New York Longitudinal Study to investigate the beginning and development of behavior problems in children. In the shortened form, teacher rates each item on a six-point rating scale. The items cluster into three factors labeled Task Orientation, Personal-Social Flexibility, and Reactivity. Number of Test Items: 23. Grade Level(s): K; 1; 2; 3. Contact: Journal of Educational Measurement;, 19, 4, 323-29;
Kirchner-Elizabeth, & Others. (1973). Day Care Inventory. (ETS# TC009144) Designed to assess the interaction of day care, family, and personal variables in the development of preschool children. Assesses day care children's understanding of their physical, social, and personal world. Number of Test Items: 16. Age Range: AGE 3-5. Contact: Institute for the Study of Human Development; Pennsylvania State University, University Park, PA 16802.
Knetelkamp, L. Lee, & Widick, Carole (1974). Measure of Intellectual Development. (ETS# TC018484) The Measure of Intellectual Development (MID) (formerly the Measure of Educational, Personal, and Vocational concerns - usually referred to as the Knewi), is a series of three essay stems which assesses student' reflections on classroom learning issues (essay A), personal decision-making issues (essay B), and career planning issues (essay C). The standard version of the MID is a single essay which focuses either on the student's "best class" or "ideal learning environment". The instrument is administered in-class, but it can also be done on a take-home basis. It takes about 30 minutes to complete. The MID is used with students from high school to graduate school. Respondents must have a reasonable level of basic writing skills to be able to articulate their skills. Scoring is done by raters who are trained in the Perry scheme (the Perry scheme offers three broad areas of service to the higher education community: assessment and research support; bibliographic resources; and consultation (both formal and informal)). Individual ratings are represented by a three-digit number which reflects the dominant and the subordinate position(s) rated in the essay, ranging from "stable position" to "dominant position". The ratings reflect an assessment of the cognitive complexity displayed by the essay with respect to classroom learning. Tehnical data are not provided. (TJS) Materials: 1. Background information 2. Overview 3. Essay prompts 4. General information sheet Contact: William S. Moore, Coordinator; Center for the Study of Intellectual Development, 1520 14th Avenue, SW, Olympia, Washington 98502Knobloch-Hilda, & Others. (1980). Revised Developmental Screening Inventory. (ETS# TC011903) Screening inventory designed to determine if the child is functioning at age level or if further testing is needed. Covers adaptive, gross motor, fine motor, language, and personal-social behavior. Ratings are made based on direct observation of the child. Derived from the Revised Gesell and Amatruda Developmental Schedules. Number of Test Items: 180. Age Range: AGE 0-3. Contact: Developmental Evaluation Materials, Inc.; P.O. Box 272391; Houston, TX 77277-2391.
Lambert-Nadine, & Windmiller-Myra. (1981). AAMD Adaptive Behavior Scale. School Edition. (ETS# TC011358) Used to assess children whose adaptive behavior indicates possible mental retardation, emotional disturbance, or other learning handicaps. Part I is organized along developmental lines and is designed to evaluate a child's skills and habits in nine behavior domains considered important to the development of personal independence in daily living. Part II, with 12 domains, provides measures of adaptive behavior related to personality and behavior disorders. Someone who has personal knowledge of the child, such as teachers, parents, school psychologists, speech therapists, social workers, can rate each item, or an interviewer can record the responses of someone who knows the child well. Subtests: Independent Functioning; Physical Development; Economic Activity; Language Development; Numbers and Time; Prevocational Activity; Self Direction; Responsibility; Socialization; Aggressiveness; Antisocial vs Social Behavior; Rebelliousness; Trustworthiness; Withdrawal vs Involvement; Mannerisms; Interpersonal Manners; Acceptability of Vocal Habits; Acceptability of Habits; Activity Level; Symptomatic Behavior; Use of Medications. Number of Test Items: 95. Testing Time: 45; approx minutes. Age Range: AGE 3-16. Contact: Publishers Test Service; 2500 Garden Road, Monterey, CA 93940.
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Liptak-John-J. (1992). Career Exploration Inventory. (ETS# TC018081) A self-scoring, self-interpreting interest instrument designed to help explore and plan three major areas of one's life: work, leisure activities, and education or learning. Responses are scored in relation to 15 major clusters of interest, which will help identify which career, leisure, and educational goals best relate to interests. It provides a developmental approach that measures interests from the past, present, and those anticipated in the future. This instrument will also help locate additional sources of information on occupations, leisure activities and related educational programs that one may want to consider more carefully. Does not measure ability or motivation. Useful for a wide range of individual and group counseling situations, such as with employed and unemployed adults, students, youth, and special groups, such as economically disadvantaged, corrections, substance abuse and other populations. Easy to read and simple to interpret with minimal counselor intervention. Can be used by career development researchers, career counselors, job search specialists, and leisure counselors. Number of Test Items: 120. Age Range: AGE 17, Adults. Contact: Jist Works, Inc.; 720 North Park Avenue, Indianapolis, IN 46202.
Locke-Ann, & Beech-Maggie. (1991). Teaching Talking: Infant Pack. (ETS# TC810754) A set of teaching materials used as a screening and intervention program for children with speech and language difficulties. It enables teachers working in mainstream nursery and primary schools to identify, manage, and work with children having difficulty acquiring or using spoken language. This program suggests that the learning environment of children who are having difficulty acquiring or using spoken language needs to be modified to give increased focus, attention and time to those events that normally promote language learning. Procedures are offered at three stages, nursery, infant and junior, although this tool is designed to provide a developmental continuum. Each stage provides an initial screening system and low-key educational approaches, a means of evaluating children's progress, and materials to work in-depth with children with significant language learning difficulties. Infant stage include: commenting and directing; initiation of conversation, with familiar adults and children; awareness of feelings/awareness of social context; use of questioning; use of descriptive language; reporting previous experience; reasoning/explaining; prediction of events; planning; imaging; instructing; awareness of language. Subtests: Social-Emotional Development; Intellectual Development/Play; Listening/Understanding; Expressive Skills; Physical Skills; Personal/Social Skills; Speaking and Listening; Reading; Writing; Mathematics; Scientific Investigation; Self-Help and Independence; Eye-hand Coordination; Play and Social Development. Age Range: AGE 5-8. Contact: NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, Windsor, Berkshire SL4 1DF, ENGLAND.
Locke-Ann, & Beech-Maggie. (1991). Teaching Talking: Junior Park. (ETS# TC810755) A set of teaching materials used as a screening and intervention program for children with speech and language difficulties. It enables teachers working in mainstream nursery and primary schools to identify, manage, and work with children having difficulty acquiring or using spoken language. This program suggests that the learning environment of children who are having difficulty acquiring or using spoken language needs to be modified to give increased focus, attention and time to those events that normally promote language learning. Procedures are offered at three stages, nursery, infant and junior, although this tool is designed to provide a developmental continuum. Each stage provides an initial screening system and low-key educational approaches, a means of evaluating children's progress, and materials to work in-depth with children with significant language learning difficulties. The Junior stage includes: initiation of conversation with unfamiliar adults and children; projection of thoughts and feelings; instructing; explaining; imaginative use of language; extended use of questions; planning; hypothesizing; inferring and deducing; reflecting on and exploring language; presenting sequenced oral account; giving and considering opinions. Subtests: Social-Emotional Development; Intellectual Development/Play; Listening/Understanding; Expressive Skills; Physical Skills; Personal/Social Skills; Speaking and Listening; Reading; Writing; Mathematics; Scientific Investigation; Self-Help and Independence; Eye-hand Coordination; Play and Social Development. Age Range: AGE 9-11. Contact: NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, Windsor, Berkshire SL4 1DF, ENGLAND.
Locke-Ann, & Beech-Maggie. (1991). Teaching Talking: Nursery Pack. (ETS# TC810756) A set of teaching materials used as a screening and intervention program for children with speech and language difficulties. It enables teachers working in mainstream nursery and primary schools to identify, manage, and work with children having difficulty acquiring or using spoken language. This program suggests that the learning environment of children who are having difficulty acquiring or using spoken language needs to be modified to give increased focus, attention and time to those events that normally promote language learning. Procedures are offered at three stages, nursery, infant and junior, although this tool is designed to provide a developmental continuum. Each stage provides an initial screening system and low-key educational approaches, a means of evaluating children's progress, and materials to work in-depth with children with significant language learning difficulties. The Nursery stage includes: expression of feelings, needs and wants; commenting and directing; social greetings; use of language in play; response to and maintenance of conversation; use of questioning; use of descriptive language; reporting previous experience; reasoning; prediction of events. Subtests: Social-Emotional Development; Intellectual Development/Play; Listening/Understanding; Expressive Skills; Physical Skills; Personal/Social Skills; Speaking and Listening; Reading; Writing; Mathematics; Scientific Investigation; Self-Help and Independence; Eye-hand Coordination; Play and Social Development. Contact: NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, Windsor, Berkshire SL4 1DF, ENGLAND.
Lynch, Dudley, & Kordis, Paul L. (1990). PathPrimer. (ETS# TC018309) The instrument is used to discover one's personal purpose in life. Its aim is to make clear to the respondents their personal purpose. The tool offers seven categories on which to base one's purpose: work, love, family/friends, physical health, emotional health, intellectual growth, and spiritual growth. Based on a rating scale ranging from 0 (very poor) to 100 (excellent), the results of the scale measure overall vitality, whether dangerous, deficient, holding on, promising, or healthy. Included are instructions on tracking and analyzing one's purpose. This is useful for teams, large corporations, small companies, and individuals. Also included is an instructional guide to develop workshop formats in areas from teambuilding to strategic planning, leadership skills to customer support and services, career planning/downsizing counseling to interpersonal communication skills. A transparency set which is designed for team leaders who like to coach new performance skills is also included. (TJS) Materials: 1. Description booklet Contact: Brain Technologies Corporation; 2290 East Prospect Road, Suite Two, Fort Collins, CO 80525
Mack, Faite R-P (1989). Mack Test of Early School Readiness. (ETS# TC019862) The Mack Test of Early School Readiness is an assessment instrument designed to determine if children have the skills to succeed in school readiness programs. The test is particularly useful where pretest and posttest data gathering is important to show growth in student abilities. The test consists of 10 subtests, measuring skills necessary for success in preschool, kindergarten, and the early elementary grades: 1) personal information; 2) human figure drawing; 3) alphabet recognition lower case; 4) alphabet recognition upper case; 5) sight word recognition; 6) color recognition; 7) rote counting; 8) concept awareness; 9) number identification; and 10) visual motor integration. The test is appropriate for children four to seven years old. It should be given individually only and takes approximately 15 minutes. (JL) Materials: 1. Administration and Scoring procedures 2) Answer booklets (5) 3) Color Clown Card 4) Upper-Case Letter Card 5) Lower-Case Letter Card 6) Number Card 7) Sight Word Recognition Card 8) Concept Awareness Card 9) Concept Awareness Questions (1-20) 10) Visual-Motor Integration Sheet (5 copies) Contact: College Institute for Equity Assessment and Evaluation, 466 Fountain St., NE, Grand Rapids, MI, 49503.
Matthews-Karen-A, & Angulo-Julio. (1980). Matthews Youth Test for Health, Form O. (ETS# TC011938) Designed to assess Type A behavior (extremes of competitiveness, impatience, easily aroused anger, aggression). Two factors were identified: competitiveness and impatience-aggression. Completed by the classroom teacher based on observation of the child. Number of Test Items: 17. Age Range: AGE 6-13. Contact: Child Development, 51, 2; p 466-75; JUN 1980.
McGahan-F-E, & McGahan-Carolyn. (1969). Functional Educability Index. (ETS# TC011488) Individually administered instrument used to determine functional or operational academic level; to establish educational baseline of individuals; and to provide criteria for curriculum design. Originally developed to provide basic criteria for teachers to use in making judgments relative to functional educational level of illiterate adults. Later extended to use with students from upper elementary grades through high school. Instruments probe six basic areas necessary to the learning process. It is not intended for IQ assessment. Subtests: Personal Identity; Abstract Reasoning; Visual Perception; Immediate Recall; Naming of Objects; Mathematical Reasoning; Spelling; Figure Copying; Make a Picture of a Person. Testing Time: 15; approx minutes. Age Range: AGE 10-17, Adults. Contact: N.E.T. Educational Services; 3065 Clark Lane, Paris, TX 75460.
McGahan-F-E, & McGahan-Carolyn. (1969). Indice de Funcion Educativa. (ETS# TC011489) Individually administered instrument used to determine functional or operational academic level; to establish educational baseline of individuals; and to provide criteria for curriculum design. Originally developed to provide basic criteria for teachers to use in making judgments relative to functional educational level of illiterate adults. Later extended to use with students from upper elementary grades through high school. Instruments probe six basic areas necessary to the learning process. It is not intended for IQ assessment. Subtests: Identidad Personal; Razonamiento Abstracto; Percepcion Visual; Recordatario Inmediato; Nombramiento de Objectos; Razonamiento Matematico; Deletreo; Reproducion de Figuras; Dibuje la Imagen de Una Persona. Testing Time: 15; approx minutes. Age Range: AGE 10-17, Adults. Contact: N.E.T. Educational Services; 3065 Clark Lane, Paris, TX 75460.Mercer-Jane-R, & Lewis-June-F. (1978). System of Multicultural Pluralistic Assessment. (ETS# TC009044) Comprehensive system for assessment of cognitive and sensorimotor abilities, and adaptive behavior of children ages five to eleven years of age. Parent Interview Materials and Student Assessment Materials are two major components. Each component is available as a separate package. Parent Interview is conducted in the home with the principal caretaker of the child, usually the mother. May be conducted in English or Spanish and requires one hour to complete. The measures used in the interview include the Adaptive Behavior Inventory for Children (TC011756); Sociocultural Scales; and Health History Inventories. Student Assessment Materials include Physical Dexterity Tasks; Bender Visual Motor Gestalt Test (TC001319); Weight by Height; Visual Acuity; Auditory Acuity; and WISC-R (TC007461). The system is racially and culturally nondiscriminatory and thus fulfills the requirements of the Education for All Handicapped Children Act. Normative data are available for Black, Hispanic, and White Children. Testing Time: 80; approx minutes. Age Range: AGE 5-11. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
Monney-Ross-L, & Gordon-Leonard-V. (1950). Mooney Problem Check List, 1950 Revision: Junior High School Level. (ETS# TC006752) Designed to help individuals to express their personal problems. Helps to identify problems of major concern to students desiring or requiring counseling. May be used with groups or individuals. Student anonymity may be preferable in group situations, when results are to be used for research or survey purposes. Subtests: Health and Physical Development; School; Home and Family; Money, Work, the Future; Boy and Girl Relations; Relations to People in General; Self-Centered Concerns. Number of Test Items: 210. Testing Time: 50; approx minutes. Grade Level(s): 7; 8; 9. Contact: Harcourt Brace Educational Measurement (Psychological Corporation); 555 Academic Court, San Antonio, TX 78204-0952.
Moos-Rudolf-H, & Trickett-Edison-J. (1974). Classroom Environment Scale. (ETS# TC001765) Designed to assess the social climate of secondary school classrooms. Interpersonal relationships between students and students and teachers are measured as well as the type of organizational structure of a classroom. The nine subscales are grouped in dimensions of relationship, personal development, system maintenance, and system change. This scale has been adapted to measure the ideal social environment (Form I), or the expectations one has of an environment (Form E). Short form (Form S) may be adapted from standard Form R. Alternate scales and their construction are described in the manual. Subtests: Involvement; Affiliation; Teacher Support; Task Orientation; Competition; Order and Organization; Rule Clarity; Teacher Control; Innovation. Number of Test Items: 90. Testing Time: 20; approx minutes. Materials: 1. Scale, Form R 2. Answer Sheet 3. Stencil 4. Manual 5. Test Review 6. Bibliography (1979) 7. Annotated Bibliography (1979-1983) 8. Manual (1987) Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Consulting Psychologists Press; 3803 East Bayshore Road, Palo Alto, CA 94303.
Moos-Rudolf-H, & Humphrey-Barrie. (1974). Group Environment Scale. (ETS# TC001766) Designed to assess the social environment of psychotherapeutic, social, and task-oriented groups. Subscales are arranged in dimensions of relationship, personal growth, and system maintenance and system change. This scale has been adapted to measure the ideal social environment (Form I), or the expectations one has of an environment (Form E). Short form (Form S) may be adapted from standard Form R. Alternate scales and their construction are described in the manual. Subtests: Cohesion; Leader Support; Expressiveness; Independence; Task Orientation; Self Discovery; Anger and Aggression; Order and Organization; Leader Control; Innovation. Number of Test Items: 90. Testing Time: 20; approx minutes. Materials: 1. Scale - Form R 2. Answer Sheet 3. Stencil 4. Manual 5. Test Review 6. Manual (1981) 7. Manual (2nd ed) Age Range: Adults. Contact: Consulting Psychologists Press; 3803 East Bayshore Road, Palo Alto, CA 94303.
Moos-Rudolf-H. (1974). Family Environment Scale. (ETS# TC001768) Designed to measure to social-environmental characteristics of families. The domains assessed include Relationship dimensions Personal Growth dimensions, and System Maintenance dimensions. Form R (Real form) measures individual's perceptions of their nuclear family environment. Form I (Ideal form) and Form E (Expectations form) are adapted from Form R and are available from the publisher. Subtests: Cohesion; Expressiveness; Conflict; Independence; Achievement Orientation; Intellectual-Cultural Orientation; Active-Recreational Orientation; Moral-Religious Emphasis; Organization; Control. Number of Test Items: 90. Testing Time: 20; approx minutes. Materials: 1. Scale - Form R 2. Answer Sheet 3. Stencil 4. Test Review (missing 12/83) 5. Annotated bibliography (1979) 6. Social Climate Scale profile (missing) 7. Manual 8. Social Climate Scales An Overview 9. Manual (2nd ed) 10. Profile Sheet 11. Scale, Form I 12. Scale, Form E 13. Social Climate Scales User's Guide 14. Family Environment Scale (1989) 15. Interpretive Report Form 16. Answer Sheet 17. Request Form for CPP Scoring Services Age Range: AGE 13-17, Adults. Contact: Consulting Psychologists Press; 3803 East Bayshore Road, Palo Alto, CA 94303.
Myers-Isabel-Briggs, & Briggs-Katharine-C. (1976). Myers-Briggs Type Indicator, Form F. (ETS# TC007901) Measure of personality dispositions and interests based on Jung's theory of types. Scales assessed are Introversion-Extraversion, Sensing-Intuition, Thinking-Feeling, and Judging-Perceptive. Designed to ascertain an individual's basic preferences. Useful in personal, vocational, educational and marital counseling, as well as educational planning and executive development programs. Software for computer administration and scoring is available. Also available for computer-administered testing from Integrated Professional Systems, 5211 Mahoning Avenue, Suite 135, Youngstown, OH 44515. Subtests: Introversion-Extraversion; Sensing-Intuition; Thinking-Feeling; Judging-Perceptive. Number of Test Items: 166. Testing Time: 30; approx minutes. Age Range: AGE 10-17, Adults. Contact: Consulting Psychologists Press; 3803 East Bayshore Road, Palo Alto, CA 94303.
National Occupational Competency Testing Institute, Big Rapids, MI (1989). Industrial Occupational Competency Tests, Job Ready Assessments: Diversified Occupations (1028). (ETS# TC017819) Job Ready Assessments measure worker competency at the entry level. They were designed to ensure the competency level of students who complete a program and, in industry, to measure entry level skills in prospective employees. Both written and performance components are included in the tests and separate scores are reported. The tests may also be used for employee selection, and for planning training or retraining programs. The written assessment is multiple choice and covers factual knowledge, technical information, understanding of principles, and problem solving skills related to the occupation or skill. The performance component is administered in a shop and consists of manipulative tasks related to a particular occupation. The diversified occupations test consists of the written test only. It contains 152 items covering orientation, employment retention, health and safety, employment acquisition, human relations, communications development, legal awareness, youth organizations, and consumer skills. (JL) Materials: 1. No materials. See TC017778 for Catalog of Assessments. Contact: National Occupational Competency Testing Institute; 500 North Bronson Avenue, Big Rapids, MI 49307.
Nelson-Darwin-B, & Low-Gary-R. (1979). Personal Skills Map. (ETS# TC013819) Self administered instrument that may be used in group or individual assessment. Purpose is to provide a positive assessment instrument which would result in an individual's self description in order to identify areas of personal strengths and areas of needed change for personal growth and creative living. There are 14 scales in three dimensions: intrapersonal skills, interpersonal skills, and career/life management skills. The inventory is applicable for use in human development education, counseling and psychotherapy, and business and industry. Subtests: Self Esteem; Growth Motivation; Change Orientation; Interpersonal Assertion; Interpersonal Aggression; Interpersonal Deference; Interpersonal Awareness; Empathy; Drive Strength; Decision Making; Time Management; Sales Orientation; Commitment Ethic; Stress Management. Number of Test Items: 300. Testing Time: 75; approx minutes. Age Range: Adults. Grade Level(s): 7; 8; 9; 10; 11; 12; Higher Education. Contact: Institute for the Development of Human Resources; 1201 Second Street, Corpus Christi, TX 78404.
New South Wales Dept. of Education, Sydney (Australia). (1978). Library of Test Items: Commerce, Volume 1. (ETS# TC800236) One of a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies. Designed for use by secondary school teachers for the construction of tests or as the basis for classroom discussions. Items in this volume assess knowledge of business activity, expansion, growth, modern business methods, as well as types of business organizations. The items in the second section measure knowledge of areas important to consumers including buying goods and services, earning and budgeting an income, and consumer protection. The items in the final section of the volume measure knowledge related to personal, company, and government finance and banking. Subtests: Business; Consumers; Finance. Grade Level(s): 7; 8; 9; 10. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 218 287; 155 pages).
Nihira, Kazuo, & Others (1993). Adaptive Behavior Scale - Residential and Community, Second Edition. (ETS# TC018674) The revised scale of the American Association on Mental Retardation has four main uses: to determine strengths and weaknesses among adaptive domains and factors; to identify individuals significantly below their peers in areas of adaptive behavior; to document the progress of individuals enrolled in intervention programs; and to measure adaptive behavior in research studies. The scale is divided into two parts. Part 1 focuses on personal independence and assesses behaviors in 10 domains: independent functioning, physical development, economic activity, language development, numbers and time, domestic activity, prevocational/vocational activity, self-direction, responsibility, and socialization. Part 2 is concerned with social behaviors in eight domains: social behavior, conformity, trustworthiness, stereotyped and hyperactive behavior, sexual abuse, self-abusive behavior, social engagement, and disturbing interpersonal behavior. The scale is suitable for use with individuals through 79 years of age. (mh) Materials: 1. examiner's manual Contact: Pro-Ed; 8700 Shoal Creek Boulevard, Austin, TX 78757
Ohio State Department of Education, Columbus. Div. of Vocational Education. (1981). Ohio Vocational Achievement Tests: Agricultural Education, Agricultural Mechanic. (ETS# TC011378) For use in the evaluation and diagnosis of vocational achievement. Developed to measure skills and understandings in specific vocational areas. Items measure ability to: solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations and form parts into complete structures. Administered with the California Short Form Test of Academic Aptitude (TC 005 919 - 005923). Subtests: Service and Repair Engines; Carburetion Systems; Diesel Engines; Cooling Systems; Hydraulic Systems; Brakes and Steering; Equipment Assembly; Charging Systems and Accessories; Cranking Systems; Ignition Systems; Power Trains and Transmissions; Metal Fabrication and Refinishing; Heating, Ventilation and Air Conditioning; Personal Development. Number of Test Items: 343. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University, Instructional Materials Laboratory; 1885 Neil Ave., Columbus, OH 43210.
Ohio State Department of Education, Columbus. Div. of Vocational Education. (1981). Ohio Vocational Achievement Tests: Business and Office Education, Clerk-Stenographer. (ETS# TC011382) For use in the evaluation and diagnosis of vocational achievement. Developed to measure skills and understandings in specific vocational areas. Items measure ability to: solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations and form parts into complete structures. Administered with the California Short Form Test of Academic Aptitude (TC 005 919 - 005923). Subtests: Dictation; Correspondence; Financial Records; Communications; Copy Reproduction; Record Management; Personal Development/Employment. Number of Test Items: 278. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University, Instructional Materials Laboratory; 1885 Neil Ave., Columbus, OH 43210.
Ohio State Department of Education, Columbus. Div. of Vocational Education. (1981). Ohio Vocational Achievement Tests: Construction Trades, Masonry. (ETS# TC011388) For use in the evaluation and diagnosis of vocational achievement. Developed to measure skills and understandings in specific vocational areas. Items measure ability to: solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations and form parts into complete structures. Administered with the California Short Form Test of Academic Aptitude (TC 005 919 - 005923). Subtests: Prepare Materials and Job Site; Lay Brick and Block to a Line; Lay Brick and Block with a Plumb Rule; Fireplaces and Chimneys; Arches; Miscellaneous Masonry Construction; Concrete Masonry; Surveying; Mathematics and Blueprint Reading; Personal Development. Number of Test Items: 319. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University, Instructional Materials Laboratory; 1885 Neil Ave., Columbus, OH 43210.
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Ohio State Department of Education, Columbus. Div. of Vocational Education. (1981). Ohio Vocational Achievement Tests: Health Occupations Education, Dental Assisting. (ETS# TC011397) For use in the evaluation and diagnosis of vocational achievement. Developed to measure skills and understandings in specific vocational areas. Items measure ability to: solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations and form parts into complete structures. Administered with the California Short Form Test of Academic Aptitude (TC 005 919 - 005923). Subtests: Anatomy; Microbiology and Sterilization; Dental Emergencies and Pharmacology; Dental Laboratory; Restorative and Impression Materials; Preventive Dentistry; Ethics and Personal Development; Radiology; Dental Office Management; Chairside Assisting-Basic; Chairside Assisting Prosthetics; Chairside Assisting-Oral Surgery and Pathology; Chairside Assisting-Other Specialities; Expanded Duties. Number of Test Items: 396. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University, Instructional Materials Laboratory; 1885 Neil Ave., Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1983). Ohio Vocational Achievement Tests: Communication Products Electronics. (ETS# TC014979) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Personal Development; D.C. Electronics; A.C. Electronics; Active Electronic Devices; Electronic Circuitry; Electronic Test Equipment; Audio Systems; Radio Receiver Systems; T.V. Receiver Systems; Digital Electronic Circuits; Troubleshooting and Analysis; Special Systems; Digital Logic Systems. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1983). Ohio Vocational Achievement Tests: Industrial Electronics. (ETS# TC014991) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Personal Development; Selling, Installing, and Testing Equipment; Fabricate Circuits and Enclosures; D.C. Electronics; A.C. Electronics; Semi-Conductors; Test Equipment; Analog Electronic Circuits; Digital Logic; Digital Electronic Circuits; Troubleshooting and Analysis; Special Electronic Devices; Electromechanical Devices. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1984). Ohio Vocational Achievement Tests: Construction Electricity. (ETS# TC014980) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Basic Electricity; National Electric Code; Planning and Layout; Rough-In Wiring; Finish Wiring; Safety; Service Entrance; Motors and Controls; Low-Voltage Systems; Electrician's Mathematics; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1984). Ohio Vocational Achievement Tests: Medical Assistant. (ETS# TC014994) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Personal Development; Body Systems; Clinical Skills; Medications; Medical Office Skills; Sterilization; Laboratory Skills; E.K.G.; X-ray; Diet and Nutrition; First Aid; Medical Terminology; Medical Office Computations. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1985). Ohio Vocational Achievement Tests: Diversified Health Occupations. (ETS# TC014983) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Anatomy and Physiology; Asepsis and Sterilization; Vital Signs; Acute Care Nursing; Ward Clerk; Emergency First Aid; Long Term Care Nursing; Home Health Aide; Medical Assisting and Laboratory; Dental Assisting; Personal Development, Employment Skills, and Ethics. Number of Test Items: 300. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1985). Ohio Vocational Achievement Tests: Lithographic Printing. (ETS# TC014992) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Layout and Design; Composing; Proofing; Paste-up; Camera and Film Processing; Personal Development; Stripping; Platemaking and Proofs; Offset Presses; Finishing Operations. Number of Test Items: 300. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1986). Ohio Vocational Achievement Tests: Auto Body Mechanic. (ETS# TC014973) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Welding; Repair and Straighten, Patch and Fill; Panel Replacement; Fiberglass and Plastic Repair; Refinishing; Reconditioning; Trim, Hardware, and Glass; Frame and Unit Body Repair; Suspension Systems; Electrical Systems; Engine Cooling Systems; Heating and Air Conditioning; Personal Development and Shop Management. Number of Test Items: 300. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1986). Ohio Vocational Achievement Tests: Automotive Mechanics. (ETS# TC014974) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Lubrication, Preventive Maintenance, and Shop Management; Service and Repair Engine; Service and Repair Cooling Systems; Service and Repair Fuel and Exhaust Systems; Service and Repair Ignition Systems; Personal Development; Service and Repair Cranking and Charging Systems; Accessory System; Transmissions and Drive Lines; Emission Systems; Brake Systems; Steering and Suspension Systems; Heating, Ventiliation and Air Conditions Systems. Number of Test Items: 300. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1986). Ohio Vocational Achievement Tests: Building Maintenance. (ETS# TC014975) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Carpentry; Masonry; Electrical; Heating/Air Conditioning; Painting/Decorating; Plumbing; Welding; Flooring; Custodial; Grounds and Landscape; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1986). Ohio Vocational Achievement Tests: Child Care Services. (ETS# TC014977) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Assist in Managing the Center; Assist in Maintaining Facilities and Supplies; Aid in Program Planning; Conduct Routine Activities; Assist Infant/Toddler Instruction; Assist Preschool Instruction; Assist Elementary School Instruction; Assist Exceptional Children Instruction; Personal Development. Number of Test Items: 300. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1986). Ohio Vocational Achievement Tests: Heating, Air Conditioning, Refrigeration. (ETS# TC014989) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Install Heating Systems; Install Refrigeration and Air Conditioning Equipment; Troubleshoot Refrigeration and Air Conditioning Equipment; Service and Repair Refrigeration and Air Conditioning Equipment - Electrical; Service and Repair Refrigeration and Air Conditioning Equipment - Mechanical; Troubleshoot, Service, and Repair Oil Heating Systems; Troubleshoot, Service, and Repair Gas Heating Systems; Troubleshoot, Service, and Repair Alternate Heating Systems; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1986). Ohio Vocational Achievement Tests: Horticulture. (ETS# TC014990) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Soil and Plant Science; Greenhouse Operations; Interior Plantscape Services; Landscape Services; Turf Services; Retail Floriculture; Nursery; Garden Center; Fruit and Vegetable Production; Equipment and Mechanics; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1986). Ohio Vocational Achievement Tests: Machine Trades. (ETS# TC014993) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Benchwork; Inspection and Measuring Instruments; Drilling Machines; Turning Machines; Sawings and Special Operations; Layout and Blueprint; Milling; Abrasive Machining; Heat Treating and Applied Science; N.C./C.N.C; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Accounting/Computing Clerk. (ETS# TC014971) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the test of cognitive skills. Subtests: Purchases and Payables; Receipts and Payments; Specialized Accounting; Payroll Records; Sales and Receivables; Maintaining Files and Inventory Records; General Office Duties; Electronic Accounting Functions; Personal Development and Employment. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1900 Kenny Road, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Agricultural Business. (ETS# TC014972) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Retail Sales; Maintain Stock; Storage and Distribution; Marketing; Office Functions; Establish and Manage an Agribusiness; Agricultural Skills; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Commercial Art. (ETS# TC014978) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the test of cognitive skills. Subtests: Illustration; Lettering; Layout; Photography; Specialized Functions; Business Functions; Design; Mechanical; Typography; Reproduction; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1900 Kenny Road, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Cosmetology. (ETS# TC014981) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Manicuring; Facials and Skin Care; Hair Shaping; Hairstyling; Hair Color; Sanitation and Safety; Scalp Care; Permanent Waving; Shop Management and Customer Relations; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Diesel Mechanics. (ETS# TC014982) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Service and Repair Engines; Fuel Systems; Cooling Systems; Electrical Systems; Exhaust Intake Systems; Lubrication and Preventive Maintenance; Drive Lines; Suspension Systems; Brake Systems; Heating and Air Conditioning Systems; Cabs and Chassis; Hydraulic Systems; Service Management and Records; Personal Development. Number of Test Items: 300. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
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Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Food Marketing. (ETS# TC014985) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Receiving and Storing; Operations; Front-End Operations; Product and Service Technology; Selling; Advertising; Display/Merchandising; Communications; Human Relations; Economics, Marketing, and Entrepreneurship; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Food Services. (ETS# TC014986) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Cook/Chef; Sanitation and Safety; Dietary Aide; Pantry Worker; Steward Worker; Baker; Front of the House; Caterer; Management and Supervision; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: General Merchandise Retailing. (ETS# TC014987) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Selling; Cashiering; Store Security; Housekeeping and Safety; Human Relations; Merchandise Display; Receiving, Stocking, Inventory Control; Marketing; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Welding. (ETS# TC014995) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Oxyfuel Welding; Shielded Metal Arc Welding; Fabrication and Assembly; Personal Development; Gas Tungsten Arc Welding; Gas Metal Arc Welding; Specialized Welding Process (Resistance, Plasma, and Submerged Arc). Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Drafting. (ETS# TC014984) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the test of cognitive skills. Subtests: Geometric Shapes and Construction; Orthographic and Auxiliary Projection; Pictorial Drawings; Sectional Views; Production/Working Drawings; Fastening Methods; Industrial Materials and Processes; Dimensions and Tolerancing; Intersections and Developments; Mechanics; Architectural Drawings; Structural and Civil Drawings; Electrical and Electronic Drawings; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1900 Kenny Road, Columbus, OH 43210.
Ohio State Department of Education, Division of Vocational Education, Columbus, OH. (1987). Ohio Vocational Achievement Tests: Carpentry. (ETS# TC014976) This test is part of a series of achievement tests for use in secondary schools offering vocational education. The tests cover: Agricultural Education, Business and Office Education, Distributive Education, Health Occupations, Home Economics, Trade and Industrial Education. Each has approximately 300 items. The tests were developed to measure skills and understandings in specific vocational areas. Individual items measure ability to solve problems, analyze data, recall facts, have a knowledge of principles, react to generalizations, use abstractions in specific situations, and form parts into complete structures. Included in the administration of each test is the California Short Form Test of Academic Aptitude (TC005919-005923). Subtests: Blueprint Reading; Surveying; Footers and Foundations; Floor Framing; Stairs; Wall and Ceiling Framing; Roof Framing; Roofing; Exterior Finish; Insulation; Interior Finish; Special Applications; Energy Efficient Construction; Personal Development. Testing Time: 240 minutes. Grade Level(s): 11; 12. Contact: Ohio State University; Instructional Materials Laboratory, 1885 Neil Avenue, Columbus, OH 43210.
Oliver-John-E. (1985). Personal Value Statement: An Experiential Learning Instrument. (ETS# TC013745) Development of instrument is based on Edward Spranger's 1929 book Types of Men that describes six basic value systems which motivate people's thoughts and behaviors: political, aesthetic, social, theoretical, economic, and religious. Instrument is intended as a learning device in organizational behavior. It is not meant to be used as a counseling, selection, or placement instrument. This instrument is available in the 1985 Annual Handbook for Group Facilitators: Developing Human Resources, published by University Associates. Number of Test Items: 20. Age Range: Adults. Contact: University Associates; 8517 Production Avenue, San Diego, CA 92121.Others., Frankenburg-William (1970). Examen Del Desarrolla Del Nino en Denver. (ETS# TC010599) A Spanish translation of the manual for the Denver Developmental Screening Test, 1970 edition which was designed to provide a method of screening for evidence of slow development. Covers gross motor, language, fine-motor adaptive and personal-social functions. Number of Test Items: 105. Age Range: AGE 0-6. Contact: Denver Developmental Materials; P.O. Box 6919; Denver, CO 80206-0919.
Others., Stern-George-G (1973). Classroom Environment Index. (ETS# TC007818) Used to measure the psychological environment in the classroom. Shown to differentiate between classrooms, subjects, grades and educational levels. Can be used to examine relationships between classroom environment, teacher personality, teaching style, creativity etc. Subtests: Humanistic Intellectual Climate; Group Intellectual Life; Achievement Standards; Personal Dignity; Orderliness; Science; Development Press; Control Press. Number of Test Items: 300. Grade Level(s): 5; 6; 7; 8; 9; 10; 11; 12. Contact: Dr. Joel L. Richman, 770 James Street, Suite 215, Syracuse, NY 13203.
Others., Nihira-Kazuo; (1975). AAMD Adaptive Behavior Scale For Adults and Children, 1975 Revision. (ETS# TC008095) Behavior rating scale for mentally retarded, emotionally and developmentally disabled individuals, but can be used with other handicapped persons as well. Designed to provide objective descriptions and evaluations of an individual's adaptive behavior, to the social expectation of his or her environment. There are two parts to the scale. Part one is concerned with the evaluation of the individual's skills and habits important to the development of personal independence in daily living. Part two deals with the social expectations placed upon retarded persons, both in residential institutions and in the community, and is designed to provide measures of maladaptive behavior related to personalities and behavior disorders. Subtests: Violent and Destructive Behavior; Antisocial Behavior; Rebellious Behavior; Untrustworthy Behavior; Withdrawal; Stereotyped Behavior and Odd Mannerisms; Inappropriate Interpersonal Manners; Unacceptable Vocal Habits; Unacceptable or Eccentric Habits; Self Abusive Behavior; Hyperactive Tendencies; Sexually Aberrant Behaviors; Psychological Disturbances; Use of Medication; Independent Functioning; Physical Development; Economic Activity; Language Development; Numbers and Time; Domestic Activity; Vocational Activity; Self Direction; Responsibility; Socialization. Number of Test Items: 44. Age Range: AGE 0-17, Adults, Older Adults. Contact: American Association on Mental Deficiency; Central Office, 2501 Connecticut Avenue, N.W., Washington, DC 20015.
Perfection Form Co., Logan, IA. (1970). Economics Tests. (ETS# TC014593) A series of tests covering: concepts in economics; price, income and personal growth; money, banking and insurance; and international trade. These are objective tests and use true-false, multiple choice and matching items. Besides the area tests, a final exam is included. Number of Test Items: 75. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Perfection Form Company; 1000 North Second Avenue, Logan, IA 51546.
Porter-Rutherford-B, & Cattell-Raymond-B. (1975). Children's Personality Questionnaire. (ETS# TC004331) Designed to assess personality traits found useful in predicting and evaluating personal, social, and academic development. Items are written at a reading grade level of 3.6. Alternate forms A, B, C, and D are available. Each form has two permits so that test may be administered in two sessions. Subtests: Reserved vs. Warmhearted; Less Intelligent vs. More Intelligent; Affected by Feelings vs. Emotionally Stable; Phlegmatic vs. Excitable; Obedient vs. Assertive; Sober vs. Happy-go-lucky; Expedient vs. Conscientious; Shy vs. Venturesome; Tough-Minded vs. Tender-Minder; Zestful vs. Circumspect; Forthright vs. Shrewd; Self-Assured vs. Apprehensive; Casual vs. Controlled; Relaxed vs. Tense. Number of Test Items: 140. Testing Time: 60; approx minutes. Age Range: AGE 8-12. Contact: Institute for Personality and Ability Testing, Inc.; P.O. Box 188; Champaign, IL 61820.
Porter-Rutherford-B, & Cattell-Raymond-B. (1975). Child's Personality Questionnaire, German. (ETS# TC010129) A German translation of the Children's Personality Questionnaire (TC 004 331) designed to assess fourteen personality factors. These factors have been found useful in predicting and evaluating personal, social, and academic development. Subtests: Reserved vs. Warmhearted; Less Intelligent vs. More Intelligent; Affected by Feelings vs. Emotionally Stable; Phlegmatic vs. Excitable; Obedient vs. Assertive; Sober vs. Happy-go-lucky; Expedient vs. Conscientious; Shy vs. Venturesome; Tough-Minded vs. Tender-Minded; Zestful vs. Circumspect; Forthright vs. Shrewd; Self-Assured vs. Apprehensive; Casual vs. Controlled; Relaxed vs. Tense. Number of Test Items: 140. Testing Time: 60; approx minutes. Age Range: AGE 8-12. Contact: Institute for Personality and Ability Testing, Inc.; PO Box 188; Champaign, IL 61820.
Project RHISE, Rockford, IL. (1979). Rockford Infant Developmental Evaluation Scales. (ETS# TC010391) A checklist of 308 developmental behaviors arranged by age range into five skill areas. Designed for use in early intervention and preschool programs to assess developmental functioning of disabled children. Subtests: Personal-Social/Self-Help; Fine Motor/Adaptive; Receptive Language; Expressive Language; Gross Motor. Age Range: AGE 0-4. Contact: Scholastic Testing Service, Inc.; 480 Meyer Road, P.O. Box 1056; Bensenville, IL 60106.
Psychological Services Bureau, St. Thomas, PA. (1983). PSB-Health Occupations Aptitude Examination. (ETS# TC012154) A battery of tests designed to measure abilities, skills, knowledge and attitudes important for the successful performance of students in the allied health education programs. Predictive of readiness for instruction. Also useful for placement, counseling and curriculum planning. Measures verbal, quantitative and nonverbal ability, spelling, reading comprehension, knowledge of biology, chemistry, physics, pharmacology, anatomy, physiology, health and safety, and personal qualities indicative of adjustment. Subtests: Academic Aptitude; Spelling; Reading Comprehension; Information in the Natural Sciences; Vocational Adjustment. Number of Test Items: 385. Testing Time: 120 minutes. Grade Level(s): 10; 11; 12; Higher Education. Contact: Psychological Services Bureau; P.O. Box 4; St. Thomas, PA 17252.
Rosenthal-Doreen-A, & Others. (1981). Erikson Psychosocial Stage Inventory. (ETS# TC800241) A self-report questionnaire designed for adolescents. The items are based upon the first six of Erikson's psychosocial stages. This instrument is also known as the Survey of Social Attitudes. For more information, Contact Doreen Rosenthal, Department of Psychology, University of Melbourne, Perkville, Victoria 3052, Australia. Subtests: Trust; Autonomy; Initiative, Industry, Identity; Intimacy. Number of Test Items: 72. Testing Time: 20; approx minutes. Age Range: AGE 13-17. Contact: Journal of Youth and Adolescence;, 10, 6, 525-37; 1981.
Sanford-Anne-R, & Zelman-Janet-G. (1981). Learning Accomplishment Profile, Revised Edition. (ETS# TC014661) A criterion-referenced assessment of a young nonhandicapped or handicapped child's skills. Designed for use in identifying developmentally appropriate learning objectives for each child. Measures child's progress in seven developmental areas: gross motor skills, fine motor skills, personal skills, social skills, self-help, pre-writing, cognitive and language skills. The difference between this revised edition and the earlier one is the translation of general descriptors of developmental milestones into behavioral objectives. Another edition is available for ages 0-36 months. See the Early Learning Accomplishments Profile (TC 012 159). A Spanish edition is available. Age Range: AGE 3-6. Contact: Kaplan School Supply Corporation; 1310 Lewisville-Clemmons Road, Lewisville, NC 27023.
Sashkin, Marshall (1991). Organizational Beliefs Questionnaire: Pillars of Excellence, Revised. (ETS# TC018279) Designed to help respondents and associates in an organization develop some useful insights into the culture of their organization. An organization's culture consists of the set of beliefs or values with which most of its members would agree. By understanding the effects of the organization's culture, a positive and healthy influence may occur with the use of this instrument. Included are statements which refer to possible viewpoints or beliefs of people in an organization. The respondent is to rate, as an objective observer, the degree to which people agree or disagree with each statement, and not report on their own personal feelings. (TJS) Materials: 1. Questionnaire Contact: Organization Design and Development Inc.; 2002 Renaissance Boulevard, Suite 100, King of Prussia, PA 19406
Schinka-John-A. (1985). Personal Problems Checklist for Adolescents. (ETS# TC014293) Developed as an aid in the evaluation and assessment of adolescents. Intended as a survey measure to identify relevant problems, establish rapport and provide documentation of problems consistent with community standards of care. Is completed by the adolescent. Is essentially a structured information-gathering instrument. May be used by clinicians as a comprehensive intake survey and as a basis for designing an appropriate assessment battery for a client. Can also be computer-administered, using an Apple II+ or IIe or IBM/PC. Subtests: Social and Friends; Appearance; Job; Parents; Family and Home; School; Money; Religion; Emotions; Dating and Sex; Health and Habits; Attitudes and Opinions; Crises. Number of Test Items: 240. Testing Time: 20; approx minutes. Age Range: AGE 13-17. Contact: Psychological Assessment Resources; P.O. Box 98; Odessa, FL 33556.
Search Institute, Minneapolis, MN. (1975). Becoming the Gift Survey. (ETS# TC011815) "Becoming the Gift" is a youth survey. The answer sheets are sent to the Search Institute. They are processed and a confidential profile is prepared. Profiles are received, along with a study guide. Then, they can be discussed with a priest or pastor or studied alone. This is the only survey of its kind including moral, spiritual and psychological welfare and growth. The material is designed for Christians. Some subjects included are: 1) moral relationships; 2) family unity; 3) relationship with God; and 4) human relations. Concerns, beliefs, and values are measured. Number of Test Items: 176. Testing Time: 45; approx minutes. Age Range: AGE 14-17, Adults. Contact: Search Institute; 122 West Franklin Avenue, Minneapolis, MN 55404.
Shaffer-Phyllis, & Others. (1980). Evaluation of Counselors Scale-Revised. (ETS# TC010932) Designed for use as an evaluation by students who have sought counseling, of the effectivenss of counselor behaviors provided in a college or university counseling and testing center. Items describe behaviors typically encountered in a counseling session and are rated on a 5-point scale from "Very Descriptive" to "Not at all Descriptive,". Subtests: Personal Growth and Improved Self Understanding; Experience with Counselor; Counselor Effectiveness; Distrust, Lack of Understanding by Counselor; Career and Academic Planning. Number of Test Items: 20. Age Range: AGE 13-16. Contact: Educational and Psychological Measurement;, 40, 4, 1081-89; Win. 1980.
Shapiro-Stewart-B. (1985). Orientation to Learning. (ETS# TC015412) A series of three forms of a measure of orientation to learning based on a humanistic value orientation to the principles of instruction. Fifteen major humanistic instructional values were identified and serve as subscales. Each subscale contains 19 items except in shorter form B1-B2. Instruction based on the humanistic paradigm is described as person-centered and growth-oriented. Each scale uses a five-point Likert-type strongly agree to strongly disagree format. Several types of reliability and validity are presented. Percentile norms are available for several student groups. Items pertain to teaching style and behaviors, the teacher-student relationship and educational goals. Subtests: Process-orientation; Self-determination; Connectedness; Relevancy; Integration; Context; Affective Bias; Innovation; Democrative Participation; Personal Growth Orientation; People Orientation; Individualism; Reality Claims; Evaluation; Variety-Creativity. Number of Test Items: 135. Grade Level(s): Higher Education. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689Shostrom-Everett-L. (1963). Personal Orientation Inventory. (ETS# TC001005) Designed as a comprehensive measure of values and behavior seen to be of importance in the development of the self-actualizing person. May be used in counseling situations by counselors or therapists. Consists of two-choice value and behavior items scored for major scales of time ratio and support ratio. Sub-scales include self-actualizing value, existentiality, feeling reactivity, spontaneity, self regard, self acceptance, nature of man, synergy, acceptance of aggression, and capacity for intimate contact. POI is available in French and Spanish. Should not be used with individuals with mental age of less than 14 years. Number of Test Items: 150. Testing Time: 30; approx minutes. Materials: 1. Test 2. IBM 805 Answer Sheet 3. Hand Scoring Stencil Scale 1 4. Hand Scoring Stencil Scale 2 5. Hand Scoring Stencil Scale 3 6. Hand Scoring Stencil Scale 4 7. Hand Scoring Stencil Scale 5 8. Hand Scoring Stencil Scale 6 9. Hand Scoring Stencil Scale 7 10. Hand Scoring Stencil Scale 8 11. Hand Scoring Stencil Scale 9 12. Hand Scoring Stencil Scale 10 13. Hand Scoring Stencil Scale 11 14. Hand Scoring Stencil Scale 12 15. Hand Scoring Stencil Scale 13 16. Hand Scoring Stencil Scale 14 17. Profile Sheet 18. Manual (Preliminary, Sept 1963) 19. Order Form 20. Review, JOURNAL OF COUNSELING PSYCHOLOGY, 1973, V.20, 5, 447-478. 21. Order Form 1974 22. Manual (1974) 23. Handbook for POI (1976) 24. Bibliography Supplement to 1974 Manual 25. References 26. Review 27. Review Age Range: AGE 14-17, Adults. Contact: Educational and Industrial Testing Service; P.O. Box 7234; San Diego, CA 92107.
Smith-Gerald-R, & Others. (1981). Statements About Schools Inventory. (ETS# TC011550) Based on Maslow's need hierarchy, the inventory measures a school's social climate, e.g. the environment, interpersonal relationships, success and achievement, and personal growth. Administered to teachers and students via a card sort format. Actual and ideal schools are rated. Subtests: Security; Social; Esteem; Self Actualization. Number of Test Items: 90. Age Range: AGE 14-17, Adults. Contact: Gerald R. Smith; Indiana University, School of Education, Education Building, 3rd and Jordan, Bloomington, IN 47405.
Southeastern Virginia Training Center for the Mentally Retarded, Chesapeake, VA. (1977). SEVTC Assessment Scales for Community Integration of the Severely/Profoundly Handicapped, Part I, Pre-Entry Screening Instrument. (ETS# TC010482) A screening and selection tool for use with institutionalized mentally retarded individuals to select those suitable for a program that would return them to a less restrictive living environment. Consists of an interview for use with parent or institutional staff member who has worked with the individual. Covers: language, personal hygiene, toilet training, dressing, table behavior, gross motor skills. Age Range: AGE 0-17, Adults. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 167 564; 31 p.).
Squires, Jane, & Others (1995). Ages & Stages Questionnaires (ASQ): A Parent-Completed, Child-Monitoring System. (ETS# TC020031) The Ages & Stages Questionnaires (ASQ): A Parent-Completed, Child-Monitoring System includes 11 questionnaires designed to identify infants and young children who show potential developmental problems. The questionnaires are designed to be completed by parents when a child is 4, 8, 12, 16, 20, 24, 30 36, and 48 months of age, with optional questionnaires available at 6 and 18 months. Children are identified as needing further testing and possible referral to early intervention services. Each questionnaire features 30 developmental items divided into 5 areas: communication, gross motor, fine motor, problem solving, and personal-social. Reliability and validity are discussed. (JW) Materials: 1.48 Month Questionnaire 2. 36 Month Questionnaire 3. 30 Month Questionnaire 4. 24 Month Questionnaire 5. 20 Month Questionnaire 6. 18 Month Questionnaire 7. 16 Month Questionnaire 8. 12 Month Questionnaire 9. 8 Month Questionnaire 10. 6 Month Questionnaire 11. 4 Month Questionnaire 12. User's Guide 13. Description Contact: Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624.
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Stillman-Robert. (1978). Callier-Azusa Scale, G. Edition. (ETS# TC010694) This edition of the scale now covers cognitive development through the pre-operational period. New items were added to the Receptive and Expressive Communication subscales. Designed to aid in the assessment of deaf-blind and severely and profoundly handicapped children so that developmentally appropriate activities can be provided. Subtests: Postural Control; Locomotion; Fine Motor; Visual Motor; Visual Development; Auditory Development; Tactile Development; Undressing and Dressing; Personal Hygiene; Development of Feeding Skills; Toileting; Cognitive Development; Receptive Communication; Expressive Communication; Development of Speech; Interactions with Adults; Interactions with Peers; Interactions with the Environment. Number of Test Items: 800. Age Range: AGE 0-12. Contact: Callier Center for Communication Disorders; 1966 Inwood Rd., Dallas, TX 75235.
Super-Donald-E, & Nevill-Dorothy-D. (1985). Values Scale. (ETS# TC015001) Measures a number of intrinsic and extrinsic values not assessed by existing measures. Objectives are to understand the values that individuals seek in various life roles and to assess the relative importance of the work role as a means of value realization in the context of other life roles. Yields twenty-one separate scales of values or satisfactions that people seek in life. Can be administered to middle school students through adults who read at an eighth-grade level. Values Scale can be used in individual counseling, group assessment, career-development workshops, needs surveys, and research with other variables such as interests, career maturity, sex and socioeconomic status. Subtests: Ability Utilization; Achievement; Advancement; Aesthetics; Altruism; Authority; Autonomy; Creativity; Economic Rewards; Life Style; Personal Development; Physical Activity; Prestige; Risk; Social Interaction; Social Relations; Variety; Working Conditions; Cultural Identity; Physical Prowess; Economic Security. Number of Test Items: 106. Testing Time: 45; approx minutes. Age Range: AGE 13-17, Adults. Contact: Consulting Psychologists Press, Inc.; 3803 East Bayshore Road, Palo Alto, CA 94303.
Svinicki-John. (1984). Battelle Developmental Inventory. (ETS# TC013658) Standardized individually administered assessment battery of key developmental skills in children up to age 8. Primarily for use by infant, preschool, and primary teachers and special education teachers. May also be used by speech pathologists, psychologists, and other clinicians to assess functional abilities in young handicapped and non-handicapped children. BDI is behaviorally based and provides a method to determine in which areas of development a child needs to be comprehensively assessed. Data are collected by structured test format, interviews with parents, caregivers or teachers, and observation of the child in a natural setting. Serves four specific purposes: assessment and identification of the handicapped child, assessment of the non-handicapped child, planning and providing instruction, and evaluation of groups of handicapped children. Within each of the five domains assessed, items are grouped by specific skill areas. Useful in developing individualized education programs. Subtests: Personal-Social; Adaptive; Motor; Communication; Cognitive. Number of Test Items: 341. Testing Time: 120; approx minutes. Age Range: AGE 0-8. Contact: Riverside Publishing Co., 8420 Bryn Mawr Avenue, Chicago, IL 60631-3476.
Svinicki-John. (1984). Battelle Developmental Inventory Screening Test. (ETS# TC014819) This inventory is standardized and individually administered to assess developmental skills. It is for use primarily with non-handicapped children. Some tasks are added for use with a handicapped population. Used as a general screening tool, to monitor student progress, and to identify developmentally delayed children. Subtests: Personal-Social; Adaptive; Gross Motor; Fine Motor; Motor; Receptive; Expressive; Communication; Cognitive. Number of Test Items: 96. Testing Time: 20 minutes. Age Range: AGE 0-8. Contact: Riverside Publishing Co., 8420 Bryn Mawr Avenue, Chicago, IL 60631-3476.
Tagliaferri, Louis E. (1990). Five Star Supervisor Team Builder Skills Inventory. (ETS# TC018216) A self-assessment instrument that measures the extent to which the respondent may engage in eight sets of practices that research has shown are focus issues of superior team builders. These practices are action, performance, improvement, contact, relationships, development, team interaction, and personal character. Inventory consists of sixteen forced choice pairs of practices. Respondents are required to select the specific practice that is most applicable to them. Provides managers, supervisors, and team leaders with feedback about the extent to which they may use practices characteristic of those used by superior team builders. It also provides these administrators with self- assessment information that will help them improve their team building skills. Applicable for team leaders skill development, team building, management development, career development, and performance coaching. (TJS) Materials: 1. Administration Guide. 2. Instrument. Contact: Talic Inc.; 2320 South Third Street, Suite 5, Jacksonville Beach, FL 32250
Talico, Inc., Jacksonville Beach, FL (1992). Team Member Behavior Analysis. (ETS# TC018505) The purpose of this 40-item rating scale is to familiarize work team members with constructive and dysfunctional team behaviors and to provide individual team members with feedback about how their personal behaviors are perceived by and affect other team members. The items are categorized into ten areas, five of which measure construcive behavior and five of which measure dysfuncional behavior. The ten areas are initiator, facilitator, motivator, harmonizer, analyzer, playboy, aggressor, monopolizer, resistor, and non-participator. THe scale can be either self-administered or facilitator-administered in approximately 20-25 minutes. It can be used at all organizational levels for team building, work team development, management and supervisory training, continuous improvement in team development. (mh) Materials: 1. questionnaire 2. administration guide Contact: Talico, Inc.; 2320 South Third Street, #5, Jacksonville Beach, FL 32250
United Cerebral Palsey of the Bluegrass, Inc., Lexington, KY. (1977). Lexington Developmental Scales: Long Form. (ETS# TC010719) Designed to provide meaningful profiles of the attainment levels of individual children from birth to six years of age. Development is assessed in the areas of motor, language, cognitive, and personal-social skills. Scales are arranged according to age levels from birth to six years. The scales consist of behavioral and experiential items. Behavioral items may be assessed by direct observation and are primarily in the motor, language and cognitive scales. The personal-social scale consists primarily of experiential items. These items consist of information which must be obtained from anecdotal records or from parents. Subtests: Motor - Gross and Fine; Language - Receptive and Expressive; Cognitive; Personal-Social. Number of Test Items: 424. Testing Time: 120; approx minutes. Age Range: AGE 0-6. Contact: Child Development Centers of the Bluegrass, Inc.; 465 Springhill Drive, P.O. Box 8003; Lexington, KY 40503.
United Cerebral Palsey of the Bluegrass, Inc., Lexington, KY. (1977). Lexington Developmental Scales: Short Form. (ETS# TC010720) Designed as a screening tool for assessment of young children's developmnt in the areas of motor, language, cognitive, and personal social skills. May be used by teachers, nurses, social workers, and homemakers during clinic or home visit. Scales are arranged according to age levels from birth to six years of age. The scale is composed of behavioral and experiential items. Subtests: Motor; Language; Cognitive; Personal-Social. Number of Test Items: 212. Testing Time: 45; approx minutes. Age Range: AGE 0-6. Contact: Child Development Centers of the Bluegrass, Inc.; 465 Springhill Drive, P.O. Box 8003; Lexington, KY 40503.
Vogel-William, & Others. (1982). Personal Skills Scale. (ETS# TC007487) Specifically designed for rating retarded individuals' behavior from the records of the Wrentham State School. The authors feel that the PS Scale may be too imprecise when working with the retarded persons themselves rather than the records. Rates the degree to which retarded subjects have acquired those perceptual, motoric, and verbal skills which enable them to assume personal responsibility for themselves and their possessions. Used to re-evaluate after treatment in order to determine the degree of adaptive behavior and change. Number of Test Items: 15. Testing Time: 5; approx minutes. Age Range: AGE 9-17, Adults. Contact: Professor William Vogel; Department of Psychology, Worcester State Hospital, Worcester, MA 01713.
Wachs-Theodore-D. (1982). Purdue Home Stimulation Inventories: Sections I, II, and III. (ETS# TC009227) Designed to measure the physical parameters of a child's home environment upon which social inter-personal interactions take place NOT the social inter-personal transactions themselves. The interviewing of the parents and the observation of the child takes place in the home. Sections are repeated at one or half month intervals. Historically, the first version evolved from Caldwell's Inventory of Home Stimulation (TC004330) into the Home Stimulation Scale developed by this author with others. Physical stimulation items were added to the Home Stimulation Scale. The author considers this instrument to be in a transitional stage of development. Age Range: AGE 0-2. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
Wiederholt-J-Lee, & Larsen-Stephen-C. (1983). Test of Practical Knowledge. (ETS# TC011920) Mainly limited to testing the dimension of knowledge believed to be necessary for daily functioning. Results can be used to identify those significantly below their peers in practical Knowledge; to determine particular areas of practical knowledge where students may be weak or strong; to serve as a measurement device to ascertain growth in intervention programs; to document student progress; or to investigate the construct of functional competency itself. May be administered individually or to groups. Subtests: Personal Knowledge; Social Knowledge; Occupational Knowledge. Number of Test Items: 100. Testing Time: 40; approx minutes. Age Range: AGE 13-17, Adults. Grade Level(s): 8; 9; 10; 11; 12. Contact: PRO-ED; 8700 Shoal Creek Boulevard, Austin, TX 78758.
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