This booklet contains the specially printed answer choices for a written simulation test that is contained in TM 009 785. Only the directions and the section and item numbers are visible until the test takers have indicated their choices. In this test, rather than choosing answers to a fixed set of questions, the test taker chooses questions from…

This study was to identify variables potentially useful in predicting a larger proportion of variance in community college study fields than accounted for by the current Washington Pre-College (WPC) battery. Selected tests from the Comparative Guidance and Placement (CGP) Core and Research Batteries, and the Tool and Form Matching subtests from…

The Washington Pre-College (WPC) program decided, in fall 1967, to inaugurate in April 1968 the testing of high school students during the spring of their junior year. The advantages of this shift from senior year testing were to provide guidance data for earlier, more extensive use in high school and to make these data available to colleges at…

The predictive validity of the American College Testing Program's (ACT) Tests were compared with the College Entrance Examination Board's Scholastic Aptitude Tests (SAT) and the Educational Testing Service's School and College Ability Tests (SCAT) for a sample of 21 colleges and universities. Grades in specific courses as well as overall grade…

The purpose of this study was to determine whether a group of volunteer subjects could produce and maintain a pedalling cadence within an acceptable range of error. This, in turn, would aid in determining the reliability of pedalling rates employed in work tests on the bicycle ergometer. Forty male college students were randomly given four…

Investigated was the incidence of learning disabilities in juvenile delinquents at a Rhode Island Training School. Ss and nondelinquent controls were administered the Halstead-Reitan battery of measures including the Wechsler Intelligence Scale, the Wide Range Achievement Test, and tests of sensory imperception. Results found the five predictors…

For most tests administered with time limits some examinees complete all items while others do not. It is often useful to know what the distribution of items completed would be if the number of items on the test were much larger. It may also be of interest to estimate the correlation between working speed, as measured by the number of items…

A study investigated the effects of test anxiety, as measured by the Test Anxiety Scale for Children (TASC), on memory processes in problem solving and the extent to which memory support reduced this effect. Two experiments were performed on 40 and 96 subjects respectively, from grades 5 and 6. Each experiment utilized a factoral design involving…

Both measurement and testing are regarded as component methodologies contributing to the legitimate and more comprehensive scientific activity of evaluation. This perspective is broader than that offered by Bloom and incorporates the need for the educational evaluator not only to apply specific criteria and methods for evaluation but also to…

A 1968 study by Justiz developed the first reliable measure of general teaching ability at the secondary level. This paper describes the application of that measure to junior college instructors. When the teacher's subject knowledge and his students' ability levels are held constant, teaching ability may be measured by testing the students for the…

The author discusses the use of hierarchical tests with learning disabled (LD) children and presents four examples to explain basic characteristics of this type of test. It is explained that a hierarchical measurement provides two associated scores - a composite score and an error of prediction score. The examples are used to portray the use of a…

Discusses the role of test marketing in new product development, based on interviews with marketing executives. Attempts to clarify when a test market should be done, what its aims should be, and how it should be used. (JG)

Forty-eight fourth- and fifth-grade boys and girls designated as low-, middle-, or high-anxious performed anagram tasks in the presence of an experimenter also working on anagrams. Results showed that high-anxious children had the lowest performance scores and exhibited substantially more off-task glancing than low- and middle-anxious children.…