.

4

41 NATIONAL AND STATE

<COOPERATIVE HI GII-CHOOL

TESTINÓ PROG

*

Of

Ity BITIrLETIN 1933, No. 9

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DAVID SEGil

o Edvirgranal Conasik.sni

and lipsdaiial in Tests and Measuivnients

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4. CONTENTS

Page Letteiff transmittal 511 V

Introduction 1

National cooperative high-school testing programsCollege Entrance Etaminatipn BoardEducational Records BureauCooperative Test *SérviceKansas Nation-Wide

Every Pupil Scholarship TestNational Survey of nglih UsageAmerican Council on Education PsychOogical Examination

State cooperative high lich9o1 testing prOgrams-TAlabama ColoradoGeorgia:In4ianaIowa KansasMaine

M ichigan M in nesotd:14 tana New Hampehire New YorkNorth CarolinaNorth DakotaOhio Pennsyl- vaniaTexae-2-WisconsinDiséontinued Programer._

Analysis ot cooperative high-school testing progtameGeo- graphical Dietriliution and DifferencesObjective' Measurement Movement as a FactorPurposesPossible Improve, ments 32

Appendix 41

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4 LETTER OF TRANSMITTAL

DmurrmErirr or THE INTERIOR,

OFFIC7 OF EDUCATIO+1

Washington, D.C., June 1933.

Sri; There seems to be an tinuival interest in cooperative high-school testing program& Accordingly our specialist in

this field, Dr. David Segel, has made some examination of

these plans on both the national basis and the State basi& Ile finds that on the national basis the College Entrance

Examination Board, the Educational Records Bureau, ihe

Cooperative Test Service" and the American Council on

Education ,Psychological Examination are the major efforts.

There are also mentioned some testa which have more than

a State-wide influence. These are the Kansas Nition-wide Every Pupil Scholarship Test, the National °Survey of English Usage, the New York Regents Examination, the

Iowa Academic Contest, and the Ohio State University

intelligence *-nation.

After checking up on these briefly, the bulletin treats of

State testing programs as given in the various State& Many

of the Statts, it will be found, have some testing in progress. The bulletiA" is finished with suggestions for possible improvements in ctipperative program. It is suggested, first, that achievement tests bear on the application of principles rather than on fact knowledgii second,. it is desirable thae

tests be given throughout the high-school period rather than at the end of the period; third, that tests are so constructed

. that forms from one year to another are comparable; fourth, that tests from different cooperative programs should be

equated on 'account of geographical regions; and fiith, that

the cooperative testing program should include in its scope all pupils in the subject teited.

The bulletin is very suggestive of what may be done with

.f the standardized achievement and aptitude tests, and I

recommend that it -be published 'as a bulletin of this Office.

Respectfully submitted.

wit. JOHN CoOPERI

Commissioner.

The SzatrrsztY or Tin INTERIM

a W

o

O
NATIONAL AND STATE COOPERATIVE.

'HIGH-SCHOOL TESTIN4 PROGRAMS

INTRODUCTION

In tivir constant groping toward achievement. standaras, the high schools of this country have developod what is

known as, " cooperative testing." This development is not

recent- Cooperative testing dates back further tibial the

standardized testing inovtment itself. For instance, it1 has

been customary for about 50 years in New Ylrk and in certain Western States to conduct State high-school examinations. This tyPe of testing was developed through the de- sire to standardize and supervi.se high-school instruction.

There also fleveloped at an early date a form of testing designed as a means of determining admission to college. In the last decade, particularly-in the last 5 years, cooperative

testing has been stimulated through themeasurement movepent.

There is a reason for the increasing popularity of cooperative testing. It is in advance over the use .of tests by indi- vidual schools or school systems because in cooperative test- ing a group of schools, usually in a fairly well-defmeci geo- graphical area, agree to give the same test under uniform

conditions to their students so that the work of the intlivid- ual students in one school can be compared with the work of the students in all schools. This intimate comparison

tends to bring about a better understanding of the achieve- pled and ability of the pupils in a given acea. Whereas national norms classify the work of pupils in a general Way they have not always been found to fit the* achievement of pupils in tlie9. :various geographical areas as well as results

. of tests giveñ cCooperatively. This is more true for the high- school level than for that of the elementary school because of the diffefing courses of siudy in each high-school sub- ject in the different geographical areas.

That geography is a factor in the present developmeni of

'cooperative testing is evidenced in the fact that the schools

V

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000PERATIVZ HIGH-OCHOOL TESTING PROGRAMS

'on the plains of our Central States have been very willing to

take up the movemen,t. Probably this is true because in the

small towns of this great area there is a fairdegree of homogeneity of population and a oneness in the purpose of education. The actual variation in achievement among the schools

of a Middle Western State is probably less than that of the

schools of any fairly good-sized city. This, in turn, may be

dué to the fact that a city draws all classes of the population

ih large numbers.

This bulletin is restricted to cooperative testing programs

in the United States which are State and national in character. We are not restricting ourselves to programs cariied

forward by State departments, but induct all programs which cover large portions of the Nation or a State regardless of the agency which is sponsoiing it. Only programs

relating io grades 9 to 12, inclusive, .are consideréd. By a

cooperative testing program, we mean one initiated and carried through for the mutual benefit of all concerned and

without a commercial aspect. It so happens that oti the high-school level there ire no

organized cooperative testing programs being Pushed by

commercial testing companies. This does not mean that

such testing pompanies are not concerned with testing over

large areas. Companies put;lishing tests do encourage testing over wide areas, but it is done through individual solicitation-, and the connection of any school system's testing with

another is through the use of norms and inutual experience with method of treating test results which are furnished by

the company. This service of the testing companies goes along with their regular sales of tests. Insofar as this is

true, it is not a cooperative affair, since the service is paid fot directly to the testing company by the individual school sysl tans through payment for tests and test materials, and there

Is no direct contact with other'schóols.

We consider as high-school testing programs all testing which is done in the ninth, tenth, eleventh, and twelfth

gwdes and testing done after students graduate, from high

school but before théy actually enter college. 114h-schoo1

testing by individual colleges for thtir owp benefit to determine admission is not codsidered cooperative. By cooper4+

41. eirib e.
°COMBATIVE limn-*max ;ram() PROGRA1118 3

ative testing in this regard; we mean programs *hid) are carried out for the benefit of several institutions, be they all colleges or colleges and high schools.

Our definition of cooperative high-school testing pro- grams takes into Account among )(ahem practically all. pro- grams initiated for the determination of college entrance and 'placement in college. The fevrexceptipns to this may be here noted : (a) The American Council on Education

psychological examifiation when given in college; (b) the

Cooperative Test Service tests when given in colleges; (c) tife Ohio University psychological test when given in col-. leges; (d) Oklahoma testing program carried on in Okla- horn colleges with English placement and reading tests; (e) California mental-educational survey which was'ca Tied

on in California junior colleges and which since has been car- ried on to some extent by individttal schools.

A good division of testing programs is that into national

programs of testing and State programs of testing. The former takes in those programs that have little or no reference to State lines, while the latter is concrned with those

programs that are found within the confines of a State. We shall present I;ere u much as we can for each °program on

the fallowing topics: (a) Agency sponsoring the program ; (b) special cooperating bodies; (c) the name of the testa, if standardizéd and sold commercially; (d) person respon- sible for constructing the tests; (e) criterion for pie construction of tests; (f) extent of program; (g) classes tested ; and (A) purposes of testing program, names 'subjects

tested, etc.

6 In describing these programs we assume thaf, they are

continuoils from one year to another using the tame organi- zation and teeth except where we note differently. Also the

tests used are of the new-type short-answer testa unless oth6fwise stated. Ab mentioned it is the development of hew-type

testing which has made such programs as these possible. The

testing set-up for those programs which require subjective analysis of the test papers will be found to' be much more

complicated than the others.

The programs described, if annual affairs, are usually held

some time in the spring. The time of the closing of school,

17113941*--411---2

.
4 axwortaAnva mon-ourocn. TENTING PROGRAMS

the time it takes. to assemble the results in any particular

testing program, etc., in most cases determ the time set

for testing. In some programs where the h h schools are

to use the results in guidance, the tests are .given earlier

in the year.

NATIONAL COOPERATIVE HI G H- SCHOOL TESTING PROGRAMS

*Some of the national testing programs 4 expanded Stale

programs. In other cases ivhere the, best classification of a

prog am as a working program is a State program, we shall

only mention it in this section.

CO LUDO g ENTRANCE EXAMINATION BOARD

The tests of the 'college entrance examina6on board -are

cArried on for the benefit of many colleges and high ichools

by a 'general agency consisting of (in 193041) 39 members

representing u4iversitiee,, colleges, and scientific schools, and

11 members represenOni the interesto of the secondary

schools. This board carries on a testing program with graduating seniors in the high-school academic silbjects ana a

scholastic aptitude ex4mination. The results on these .examinations are accepted by all universities and colleges in the \ United *gels. A few universities require the taking of college entrance examination board tests for entrance. Others

accept the testa in whole or in part as determiniAg tollege

admission. In 1932, 19,929 students took one or more of the

college 'entrance eximination board testa.

The college entrance ezamination board prepares its own'

examinations, arranges to have them given at various centers, and appoints persons to score the papers. Thii is all

done indepe4nt1y of any individual institution. Representatives einaby different colleges and universities and,

secondary scliools serve' 'on committees appointed to score

h papers. These exáminationd have felt the influence of the

objective type of examination question, although as yet this

type of item has not bein introdimed to any great extent

except in the case of the pcbotagic aptitude examination.

Students takig the examination are charged at a rate sufficient to defray, expenses of the work of the board.

I.
e 000rixaerrvz HIGH -SCHOOL TESTING PROGRAMS 5

EDUCATIONAL RECORDS BURKA 17

'The Edycational Wear& Dureaii located in New York

City is arí in.dependènt tion of school people which - is carrying out testing programs, 901118 of which a:re on the . high-school level: The Bureau is incorporated and chartered

by . the board of regents of thè University of pthe State of

New York: In the miain it has served prii7ate schools,

although ,its °services are in no way restricted to private

Pchools. It is in close touch with the cooperative tat service.

(Seti page.6.) The edu'ciiional records bureau is essentially.

an organisation for cirrying on the program of testihg

. 'whereas the coopercive test -se Tv ice is esse.ntialkj an organition designed td construct tests.

The educational réc9rdsbureau services are given accord-

.. ing to two plans:

PLAN . (1) Scoring and reporting service.

(II) Comparative statist ict, and ft.tkilies::".

1. General comitiarative reports including distribution

of pupil scores and percentile norms on cooperative test,g

find others used in educational records blireau testing

programs for the following classifications:

(a) Nation-wide.

(b) State and regional.

(c) Conununfty, accordirig to size and type.

(d) School, according to size and type.

. (e) Sex.

(f) Age. 2. Confidential repoit to individual schools -or individual school systemw indicating thAr rank in one (5r

morti of the groups listed under II, Ï. The cost of this

service is::

(a) An annual membership fei of $16 Per schoo?.

b) A per test charge based an service costs.

PLAN B. This .plan is similar 6 Plan A except that the

school is expected to score the test& With this plan the

service charge is reduced materially:

The tests reCommended by th¡p bureau for testing in high

schools for 1938 includò the cooperative test form 1938 in the

foljowing subjects: English, French, -German, Latin, Span-

.

416,

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, COOPERATIVE HIGH-SCHOOL TESTING PROGRAMS

ish, general mathematics, algebra, plane geometry, solid

geometry, trigontry, biology, chemistry, general science,

physics, American history, ancient history, Europe= history,

English history ; American council' tests in civics and American Government and in economics; Elwell-Foulkes bookkeeping test; Engle-Stenquist home economics tests; Detroit

mechanics.' aptitdde examination for boys, Detroit Medianical aptitude examination for girls; stenography test from o Blackstone stenographic proficiency tests; typewriting test

from Blackstone proficiency tests. For general scholastic

aptitude testing, it recommends the American Council on

yiducation Psychological Examination.

/ The chief purposes of the work of this bureau are to act

(a) ais ail agency for scoring testa and reporting the results,

and (b) as a coordinating center for testing so that results

on different tests may be comparable.

Th6 bureau it encouraging the use of tests emphasizes the

cumulative record system whereby the re.sults of tests for an

individual over a period of years are pictured. It believes

that a reoörd of,the groVth of a pupil as shown by appropriate test results and other records is the best method of

obtaining an indication of the future success of the student.

k. In 1932 more than 225 schools held ,membership in the

-"Educational Records bureau.

COOPERATIVE TEST SERVICE

The cooperative test service is a service instituted under

the auspices of the American council on education andzor:4:

in close cooperation with the committee an educational testing of the council. The cooperative test service is subsidized

by the General Education Board to the amount of approximately $50,000 per year (for 10 years), for the purpme of

constructing 10 or more comparable forms of examinations

in the fupdamental subject matters of the senior high school

and junior college level.

The adv.antageg of a compaxable series as ,listed in the

announcement of tests of thi cooperative test service

(August 1982) are as fOlows:

(a) Individual growth!tk defined Wes of achievement can be

measured year after year, us making feailble types of educational

CA
111m1i1111i111i1111111111141114

COOPERATITE HIGH-8CHOOL TESTING PROGRAMS 7

kit

guidance and of educational research which would be difficult or

impossible with unrelated examinations or with " standardised" tests

which exist in two or at most three comparable form&

(b) Each college, school;or school system that uses these tests may

set up its own standards for admission, placement, toromotion, certification, and graduation, and maintain those standards uniformly from

year to year, and at the same time maintain transfer and adv need

standing relations with other institutions on thq baais of achievement test measurements.

(o) The results of subjective and other local eVaminatima can be

made closely comparable from year to year by using the Terns of the

cooperative teats as a common denominator, thus taking advantage of the best features and minimising the weaknesses of both types ot examinations.

The cooperative test service is now cooperating with other

agencies in tile wie of their teists in National and State ctoperative high-school testing. The State program of teiging

carried on under the auspices of the Association of Minnesota Colleges among the high schools land 'that carried on by

the educational records bureAu are using the tests of the

booperatiye test service. Other testing programs are con- sidering the use of these testa.

The tests of this service available for senior high schools

are those which are given above in connection with the test.

ing program of the educational records bureau4

KANSAS NATIONWIDE EVERY PUPIL SCHQLARSEIIP TEST

The Kansas Nation-wide every pupil scholarship test i§

carried on by the bureau of educational measurements of the

Kansas State Teachers Coiled at Emporia, Kans., twice

each year. Tests are provided in most of the high-school

stibjects. The tests are constructed tor every new testing

by oubjectrmatter specialists in the Kansas* high schools

under the direction of the bureau of eduôational measurements of the Kansm State Teacilers College? The tests cost

the schools 2 cents each. The participating schools score

their own tests and send tatulatións to the bureau of educe"-

tional measurements. That bureau tabulates scores on tests

by States and makes a report on the results so that each

school can comptre itself with the national norm on the test,

and the.norm of the schools for those ,States which have

. . )

'7

b. compérable
8 COOPERATIVE HIGH-SCHOOL TESTING PROGRAM4

sufficient numbers taking the test, to. make satisfactory

norms.

In the March 1931 every-pupil scholarship test there were

1,015 high schools in 42 States taking part. Norms were

calculated ,for Kansas, Montana, Missouri, 'Nebraska, and

North Dakott.

These tests are used by the schools for the following purposes: (a) For more accurate marking of the pupils in the

subjects tested, and (b) for picking out students with high

scholarship fiii) that motivation for all students takes place.

(See State programs for Kansas State testing programs.)

NATIONAL SURyEY OF ENGLISH USAGE

The Psychological) Corporation through its Washington,

D.C., branch has conducted a national survey of English

usage in 1931-32 and has continued it in 1932-33, which

covers the high-school grades as well as elementary grades.

In 193243 it has been made a State program in Pennsylvania and Ohio. Pupils in all the States of the country have

participated in this survey.

The purpose of this testing program is twofold,: (a) To

give a general measure of progress in English usage for use

in comparing classes, schobls, etc:, so that the emphasis in

teaching English usage may be directed more efficipntly, and

(b) to discover individual pupil weaknesses so that individual remedial instruction may be given. (See also. the

Pennsylvania program of the English usage survey.)

AMERICAN COUNCIL ON EDUCATION* PSYCHOLOGICAL EXAMINATION

The Anierican Council on Education sponsors the construction of an annual edition of a psychological examination foi use by colleges and universities in testing college

entrants. In same caws these examinations are given to

high-school students or students just graduated from high

sçhool. Insofar as this is true it comes under our definition

of a high-school teEiting program. The results of these tests

are used as an aid in determining (ammo to college and

for guidance.

There are also State high-school testing progrims which

have expanded so that schools in other States participate in

2.. A p

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COOPERATIVE HIGH-SCHOOL TESTING PROGRAMS

their programs. Usually this participatn is not as complete in regard to the use of thp results as though the school

were within the State conerned. In some cases the cooperation is! merely that of providing the tests. Such State

high-schoor testing programs which have expanded beyond

State lines are : IowaIowa academic contest; New York

Regents' examination; OhioOhio State University intelligence examination.

STATE COOPERATIVE HIGH-SCHOOL TESTING PROGRAMS

ALABAMA

Thb Alabama State Department of Education, with the

cooperation of the institutions of higher learning, is sponsoring a testing program with high-school seniors.

The Otis self-administering test, form C; was used in 1932.

It is expected that another form of the same test will be used

in 1938. Fifty-five hundred high-sc4001 seniors took the test

last year. Of the 5,500, about 2,0M made scores of 43 or

more. These 2,000 were reported in 10 lists. The first list

contained 100 students making the highest scores, and the

other lists were arranged according to certain score groupings. They were furnished to the higher institutions in January and used by 'these institutions in their own way in

soliciting students for enrollment.

COLORADO

Colorado bas two cooperative high-school testing programs. One is the annual State-wide scholarship contest

and the other is the scholastic aptitude cooperative testing

program. It also encourages schools to enter the everypupil contests which are held under the, direction of the

Kansas State Teachers College at Emporia, Kans.

(a) The annual State-wide scholarship contest is sponsored by the Western State College at Gunnison, Colo. The

contest is held in five centers in the State. The examinations are furnished without chaive by the Western*State

College. These are':

English IX, ; XI, and XII Plane geometry

Algebra I Solid geometry

Algebra III Biology

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.=
lo COOPERATIVE HIGH- SCHOOL TESTING PROGRAMS

Chemistry

General science

Physiology

Physics

American history

Constitution

Ancient and Medieval history Modern and European Iliad?),

World history

Psychology

Sociology

Social civics

Community civics

Ancient history I and II

Ecopomics

French I and II

Latin I and II

Vergil

Cicero

Spanish I and II

Bookkeeping

Commercial law

Foods

Clothing

Manual training: Woodwork

Mechanical drawing

Agriculture

All regular 4-year high schools of the State are invited to join in this contest. Each high school is entitled to one team of any number of students not exceeding 15. A high school may enter 2 students in each event except current history, which may be entered by any number of the mem- bers of the team. A student must be regularly enrolled in a

subject or subjects (except a subject completed the first semester) in which he is a contestant, and must be classified in the schlool grade in which subjects appear in the course of study in the school in Which he is a member, except that current history may be written by any member of a team. A student may participate in not more than three events exclusive of current history. Appropriate awardscups and medalsare awarded to the contestants hav,ing highest scores in individual subjects ahd to winning hfgh schools. The purpose of this contest seems to be the motivation of individual achievement.

(b) Colorado's scholastic aptitude cooperative testing

program is promoted by a committee 'of the Association of Secondary School Principals of Colorado and college regis- trars and is headed up by the director of personnel of Colo- rado State Teachers College, Greeley. At present the pro- gram consists in giving the American Council on Education psychological examiiiation to high-school seniors. The col- lege) are using the results for the purpose of determining the student's fitness to do college work and to help guide him after he enters college into that type of work which he

:
COOPERATIVE HIGH-SCHOOL TESTING PROGRAMS

can accomplish. Students below the tenth percentile are

advised not to apply for admission to college, /while those

students with high aptitude are sent letters urging them to

attend college. Four thousand four hundred and ninety-six

students took the examination in 193248,

GEORGIA:

A cooperative testing program under the direction of the

supervisor of secondary instruction in the State of Georgia

is carried on among high-school seniors. la 1982 the Shep- herd English test for college freshmen and senior high

school was given to 8,000 high-school seniors. This year it is plannea to give a general mathematics test prepared by the Cooperative Test Servic(:.

The purpose of the testing is (a) to acquaint 'all high schools with the value of standard tests to sup s (pima the local examination (b) to make possible comps between

classes and schools.

INDIANA

This State has two State high-school testing prof.; senior program centered at Purdue University and the other at Manchestaf College. (a) The tasting centered at Purdue is called the " State testing service " for Indiana high school& This program is carried on under the auspices of the following State institu- tions: Ball State Teachers College, Indiana State Teachers College, Indiana Universit, and Purdue.' University. This testing program has been an annual affair. The schools may test with any number of taste offered. The schools score the testa and send the results to the division of educational ref- erence at Purdue University. In return the schools receive the averages or norms of performance so as to enable each

school to make pupil-to-pupit, class-to-class, and school-toschool comparison& A large number of the high schools take part in this taking program. The tests are furnished at cost of 4 vents a copy to the schools. The testing is carried

on separately for shorteterm higb schools and the longaterm high schools.

1111194*--1131----41

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COOPERATWZ HIGH -SCHOOL TrThIO PROGRAMS

The subjects in which tests are offered are :

First-year English ' 8econd-ye6r English

ear English

- ,111. -pair English

First-year Latin

Becond-year Latin

First-year Algebra

AdvaDced Algebra

Plait Geometry

Solid Geometry

BiologY

Physics

World History

American History

First-year Typing

Second-year Typing

First-year Shorthand

Second-year Shorthand

First-year Bookkeeping

Second-year Bookkeeping

filticond-year Trench

The tests are constructed by the teachers in the four State

institutions under whose auspices the testing program is

held under the general direction of the division of ethicstional reference at Purdue University. New forms are

made available each year. The tests are based on the Indiana course of study. The purposes of the State testing

service for Indiana high schools are for (a) nxtivation of

pupils, (b) motivation of teachers, and (o) educational and

vocational guidance.

The only contest feature in the testing program is that

in each of the two length-of-term groups of high schools

the names of the 5 or 10 having the highest averages will be

published. In 198041 a total of 101,597 tests were used

by 240 high schools.

(b) Manchester testing program.--.The other Indian& testing program inaugurated this year is the one sponsored by

Manchester College. It is on a semiannual testing basis.

The tests are prepared by Manchester College subject specialists in cooperation with Elkhart High School teachers

of the respective subjects under the general direction. of the

School of Education of Manchester. The tests which were

made available for the end of the first semester cover the

following subjects for the first semester only:

English 9 Physics

English W Latin

&mud, 11 /Meta 10

United States History Civics

World History First-year Biology

I Meek coexists of two English tests restricted to (1) grammar and tbe

Embanks of writing, and (2) understanding and emulation roadbg In

both prose and poetry.

12

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I .VETS woH-WHOM TROTTING PROGRAMS

First-year Bookkeeping

General Mathematics

Plane GeometFy

First-year Algebra

Ninth-year Home Economics

novena-yew Health

First-year Typing

. Ninth-year Industrial Arts

13

The costs of these tests are 2 cents each. Several htmdred

high-school students (about s ,000 sepidate tests) were used

in the first semester of 1

4 IOWA

The Iowa academic contest is held annually under the direction of the college of education and the extension division of the State University of Iowa. It i a testing program offered particularly to the high schools of Iowa

(grades f4-12), imt which may be participated in by MO

schools Òutside the State. Only the Iowa high schools are

allowed to compete for awards. There are two phases to the

academia contestethe every-pupil contest and the State

scholarship contest. The every-pupil contest is held in those

individual schools which elect to enter the contest.. For

Bawls entering on a competitive basis, all the pupils in the

school finishing any of the subjects listed below must take

the test. The subjects are:

Nintb-year Algebra

General Science

First-year Latin

English Correctness

Plane Geometry

' year lAtin

English Correctness

World History

America? History

American Literature

English Correctness 11'

11 Phydell

Economics

American Government

English Literature

lo English CArrectness

o For purposes of competition, the State is divided into districts and the schools are classified into size groups. Competition is carried on according to nine districts and four

classifications of scimols according to size. The classification

according to size of school is as follows: e Class A--IInrainient of more than 400.

dam 11---Barollussnt ne-vo, inclusive.

Claas C.Enrollment 416-14 inclusive.

Class D.--Enrolismant 05 and fewer.

s la tida stgdaet. the a%a. test is administered la all tour grads:

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14 0001MILITME HIGH -EICH004 TESTING PROGRAM&

The tests are furnished by the State University and the

cost to the schools is 4 cents for each test. The tests are

scored in the schools and the results are sent to the director

of the Z'ontest. The report of the director to the schools includes the placemeht of the school in each subject and in the

composite measure of the school in gill subjects tested.' The

placement of the schoils, except for winners, is confidential.

The individual principal does not need to disclose the standing of his school unless he sees fit. The tests are constructed

by subject-matter specialists under the direction of the

director of contests. Every attempt is made to make them

test judgment rather than mere information. The testa are

revised annually.,

in 1982 there were 45,293 pupils in Iowa taking tiesevery . pupil tests. There were in addition many schools outside

the state which also gave all or some of the test& The

every-pupil, contest is essentially a school-to-school comparison. As such it provides an incentive for the teachers to do

better teaching. This purpose is expressed by the director of the contest :

The every-pupil teats of the Iowa academic' contest are constructed

with a conscious and deliberate purpose to defeat rote Iamb& In

them an effort is made to avoid the use of textbook lingua" to call for applications rather than statements of laws and principles, to tapirs the Interpretation ot diagrams and Illustrations rather than

the repetition 'or words, and to require the pupil to draw inferences

from or to recognise the implications of facts rather than merdy to recall the facts themselves.

An important possibility of the use of the results on these

tests is in research in regard to various practices and cowltions in the high school, such as size of class, types of school organization, etc.. This possibility of use for research is

enhanced through the fact that schools partaking in the competitive testing must give the tests to all students in the

school taking the respective subjects. This means that there

is no selection of good students in one school andpoor students in another. Studies based on tbe results of thistesting thus hare an added certainty ofthe valifty of the results.

Lindquist, B. F. The Iowa Academic Contest Base of the State thd- vault/ of Iowa, New males no. Olt December 1982, pp. 114.

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NINIPONOINIMMINIA
ocxwraAirlyz ITIGH-scHan, TESTING PROGRAMS * 15

It is suggested also that schools use the results of these testa

in building up cumulative individual records for use in

. guidance.

The State scholarship contest is primarily a contest between individual pupils, just as the every-pupil contest is

between entire high schools. The State contest has for its

purpose the encouragement of schialarship in individuals. The State contest is held at the Slate university. The high- est scoring pupils in ,each subject in each district are chosen

for this contest. For 1983 the number of contestants is expected to be more than 1,000. This is a large number of

contestants to be brought together at any one place as contestants in scholarship. The winners in this contest are

givP appropriate awards.

KAN SAS

The bureau of educational measurements of the Kansas

State Teachers Collegesponsors two contests apart from' the

Nation-wide every-pupil scholarship test described under

national cooperative high-school testing program& The one

is called the Kansas State scholarship contest and the other

the scholarship contest for high-school seniors.

The Minus State scholarship contest is conducted annually by the Kansas State Teachers College through -the

cooperatkm of contest center chairmen. There are somek20

centavo in the State where these tests are given. Any high

school giving work in grades 9, 10, 11, or 12, and any junior hi0 school recognized as such by the State department of

edtgAtion is eligible to( participate in this contest. There is *sttation fee RA 245 cents for each pupil entered in the

The tests are furnished by the Bureau of Educetiothil Measurements of the State Teachers College. They

are; to the bureau tO be sobred after the contest.

The (*West covers practically all of.the subjects by years which might be given in high school. For purposes of this

contest the high schools are divided into classes (A, B, C, D, and E, junior high) acéording to their enrollments.

'There are more contests possible for the larger schools than

for the saialler schools. The maximum number of contests

for this different classes runs from 12 to 25, and the maximum

1P.

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coti
16 000PERA TIVIL RIG -aCHOOL TESTING PROGRAM8

number of contestant's each school may enter runs from 24 to

50, or 2 for each contegt.

In 19324 136 schools entered 2,544 contestants at 16 centers.

The tests are all of the new type, cots.! faculty members of the Kansas State Teachers College and by other

subjrct-matter specialitsla in the State under the dittiction of

the bumau of edticational measurement& New forms are

constructe4 each year.

The appai;ent object of the contest is the attainakt of. awards by individuals and schools. Thus the contest is

motivating agency for better work among the high-school seniors.

The scholarship contest for high-school seniors is carried

on in much the same fashion as the Kansas State acrbolorahip contests.) Here the examination consistt of a comprehen- sive examination .covering the general fields of high-school worki.e.,. those of history, social science, physical !dame, mathematics, and English. Medals are given the 8 italic*

students in each subject group, and cash awards are n4de to

the 10 highest ranking students in the whole contest if they

attend a Kann:2 college the year following the contest.

MAINZ

A testing program was carried on under the direction of

the University of Maine during the years 193041 and 1981142

involving from one fourth to one half the high school. of

the State. This program may be carried on during the pres, ent year (198243). Tests constructed under the direction

of the department of education of the _University of Maine

are used in a preliminary contest covering many of the high- school subjects. Class andischool averages are obtained from

this testing. The highest pupils _in each school then partici- pate in a distri4 competition. The Sones-Harry achievement test is used with seniors. Individual winnen among

the seniors in thise'district contests are awarded acholanatips

to the University of Maine.

MICHIGAN

k The bureau of tests and meuurements of the University

of Michigan recommends tests to be given by high schools

and makes tabulations of the results by schools gmllped

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000PIRATIVE HIGH-SCHOOL TIOTIN 6 PROGRAMS 17

according to size. The program fees 1981 consisted in the

use of the following tests: Kirby grammar test, the Van

WeAgenen residing scales in English literature, the Amtrican

Council alpha 'test, thé White Latin test, the Columbia

research bureau algebra test, the Columbia research bureau

plane-geometry test, the Iowa physics test, the Powers general chemistry test, the Rtich-Cossman biology test, the RuchPopenoe general science Wit, the Brown-Woody civics test,

and the Gregory test in American history. The English, Latin, and reading tests were given in all four high-school grades. The other testa awere given in the regular clams

taking the subjects tested.

The reptuits of the bureau of tests and measurements boric

to the schools include. State norms based on the results of

the testing for each school group so that eich school can

compare its own work in eta subject with that of other

corn schools.

MI NNW:40TX

There are two programs of testing in Minnesota. One is

sponsored by certain colleges and universities and the other

by the State dépariment of education.

(a), The University of Minnesota inaugurated a college- &paid& tasting program several years ago. This program

is now administered through the committee on testing &dabhailed by the Association of Minnesota Colleges.

The University of -Minnesota is responsible for carrying

out the program. The testa are scored by the University of Minnesota. The cost of the testing is prorated amohg the

colleges, according to the number of students 'entering them

from among the high-iihool seniors tested. The program is

extensive, taking in practically all of the graduatins seniors

in the State, Lioth in public and in piivate school& The test

which has been regularly used is the Minnesota collagen,

aptitu4e insip (a general intelligence teet). In addition a . placement test is sometimes given. In 1981 the Iowa

English training test was given and in 1982 the Iowa matbe-

=tics training ,test was given to those students who were

planning to enter engineering currieulum. The plan for

1988 includes, the use of the tests of the cooperative test

.

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18 000P gRA TI )1 14 H II TEST1 N O PitOUIRAMie

service for eophomorik in high school so that a cumulative

record on the individual pnpil may be begun. The purpose of the Minnesota program is for the guidance

into and selection of gtudents for college. The refiults on the

general aptitude taste are used by the University of Minnesota, and probably also by other& as an important factor in

advising students to enter or not to enter college. The results are also used by the Unirersiiy of Minnesota for

determining classification in some subjects for instructional

purpose&

Johns= states in thip oonnection

Three berets of ability are feminized in classifying student* and

any individual Who prtments outstandins peculiarities is loss individ- ual treatment. The upper half of the ciassthat those entering

, freshmen whose mllege-aptitude ratings are above 50---are admitted without any meditions or provision*, and they are permitted to reg- ister for any curriculum altered in the College at Belem* Litera- ti:" and the ArtIL individuals may be advised or roaidred to take the eoarse In " How to study ", and all are ciassilled tfl Maine) on tbe basis of En,gliah training tests and their college-aptitude ratings. Th4 second group includes roughly those whose college-aptitaie ratings are betweem 35 and 50. These students are classified in English and are advised to select studies that will hare 1m:1*i:hate yak* to them If they remain in college only a short time, and to

postpone laboratory mime and languages. 4 What iis only advice for the second group becomes positive direction for the third group.

The ratings on tbe college-aptitude test are also sent to the high schools involved so that they can be made use of by the

prizicipoda and taiclers in advising pup& Also, whenever a

student applies to an* specific college for admission the college-aptitude rating and ita interpretation is sent to the stu- dent and his parents.

(b) The State department of Minnesota oonducts eirami- nations among ita high schools in connection iTith ita annuO testing program which includes the elementary schools as

well as high whoa:. These examinations are oompulsory for high schools which are designated by the State high- school inspector and voluntary for other high schools.

I Johnsoà. J. B. Advising Cotiass 1to6usts. Journal of Higher liklaesilat, 1 : $17-2189 June 1140.

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(XXV KRA TI )41OJItCHI. TERT1 N O PROGRAI

'Examination) arv offered

subjects : English 1

English II

0 Minima r and composition

English III

English Iv

Modern history

Ancient history

Introduction to social prienct.

}loading (1 hour)

glemeztary algebra //

Plane geometry

Solid geometry

Elementary American history

German I

German II

Freneb I

French II

in the following high-whool

Elemptary citbresitlip

Geperal ph) @Seal science

General biological *drove

Cbentibtry

Ph :mice

Latin I

Latin 11

Itookkeeping

General huginess eidooation

Geog-raphy

ft Emnamic grography

Higher algobra

H Aloe) American hixtory

Elementary hygiene and sanitation

Arllhme(k.

("ommerciar w Spelling (1 hour)

- Students of el classes in high, school take the examinations. In 1982 there were 183,989 examinations Oven in

these subject& The greatest number taking any examination

Was 16,894, which was in the first year of ,high-school

English.

Th& examinations are furnished free by the State department to the public high schools of the State. Private schools

of high-echool grade naay also use these tests urrn proper

applicatioh. The tests are 'scored ty 01i) local school and

sent to the §tate department. The State department will

return all papers for use by individual school&

The testa are cohstructed by various subject-matter and

testing specialigts in the State. The .State dewtment seta

down the general rules for the construction of these axe*.

nations. These rukss state that--

Tests should be as comprehensive as possible. Barb tt abould

contain 150 questions or test item For testing -ledge of

ftetual material, the .4:object1ve types of test queatiatr, should be used

as far as possible. Tbe essay type of test question, boweincr, should

not be eliminated.

The testa are in the' main lbjective. The validity of the

tests has .been checked against standardized intel aid

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20 COOPERATIVE HIGHSCHOOL TESTING

achievement testa The State department states further

that--

Bach year test item validity is made and the good questions are

picked out for a reservoir which we hope to have built up to a thousand questions for each subject within a period of years.

The questions are based upon the Minnesota State HighSchool Syllabi.

The tests are used by the State department as a supervisory instrument to check on the instruction of the' high

schools of Minnesota. Individual schools use the results for

purposes of improving instruction. The results on these

tests are used by students in unaccredited high schools to

satisfy the entrance requirements of the university and other

colleges.

MONTANA

The Montana scholarship contests are held annually under

the direction of Montana State College. A contest is first

in districts pmposed of one or mare counties. Winners

of the district Attests meet at Montana State College at

Bozeman for the State contest.

O. e District organizations are formed to carry on the district

contests. There were 19 districa in 1932. The district

organization is responsible for holding the contest in the

district and for scoring the test papers and reporting the

district winners.

A testing committee of the college is, (begtinning in 1933)

O constructing the tests on the basis of the high-school course

of study of the State. The contest in the district is for the

purpose of getting individual student winners and not school

winners. In the State contest the three higliest schools in the

academic subjects and vocational subjects, respectively, are

given awards as well as the winners in all subject contest and

the general pentathlon contest. Any accredited 4-year high

school in the St&te is entitled to participate in this contest.

A student must be regularly enrolled in the subject or .subjects in which he is a contestant and must be classified in the

school grade iri which the subject or subjects regulaily appear

in the come of study of the school of which belt a member.

The list of subjects to be tested are as follows:

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q. PRO
000PZIATIVI HIGH-SCHOOL TESTING MORAN'S - 21

Algebra r

. Plane geometry

Geperal science

Biology

Physics

Chemistry /

English- ' American literature

A cadmic

English literature

Latin I

Latin II

American history

Civics

Current history

World history

Vocations/

Bookkeeping Home economics I

Junior shorthand Home economics II

Senior shorthand Art

A student may enter a contest in a subject belonging to a

higher grade than his' own, but not in a lower grade unless he is taking this tOject for the first time and unless he is

interested in the pentathlon7-the case when a 'student is competing to get the highest average rating in at least five

subjects.

The district organization determines for itself the number

of representatives to be sent to the district contest by each

school. Each district may be represented at the State contest

by one pupil itn each subject ór event, but the representative

in each subject must have won first place in the district contest, except that first and iecond place winners in the pentathlon may be candidates to the State contest. In addition to

this district representation, each school may have tv-io additional representatives chosen in such a manner as each echo&

shall determine. Scholarships, cups, and medals or ribbons

are awarded the individual and school winners.

The motivation of individual pupils seems to be the chief

purpose of the Montana scholarship contests.

NEW HAMPSHIRE

The State Board of Education of New Hampshire conducts annually a testing program consisting of a general

intelligence test and one or more achievement tests; The

testing for 1982 was restricted, to the senior class. Practically all the high schools in the State cooperate in this testing program. The following tests were given in 1982:

Otis :ring test of mental ability, higher ez.,

amination 4-A

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VII
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22 000111MATIVE HIGH-SCHOOL TESTING PROGRAMS

A spelling test of 25 words selected from the second and

third thousand words of the " Sixteen Spelling Scales."

The Iowa placement examinationseries ET-1, revised

(English training), Form A.

_The tests are furnished free by the State board of education. The schools score the tests and send the results to the

State department In the case of the intelligence test, the

raw scores are °sent to the State board. The State board is

responsible for the calculation of the I.Q's from these raw

scores.

Each year the mules on- all the tests are sent to the dean

of freshmen at the University of New Hampshire, who has

charge of admission& The dean uses the results of these

tests in considering entrance and guidance during the first

years in the university. The test results are also used by

the elementary school agent of the State board of education

in milking her recolomendations on students asking for admission to the State normal schools.

A report is made to the principal of the high school showing the placement of his school in relation to that of the

other schools. The results on the achievement tests are used

as a check upon high-school instruction.

NEW YORK

The University of the State of New York (the State

education department) has two divisions having to do with

testing work throughout the State of Néw York. One is the

division of educational research and the other is the division

of examinations and inspections.

(a) The division of examinations and inspections is in

general charge of the New York regents examinations. The

general use of the regents examinations is required under the

powers given to the regents of the University of New York

by tkie legislature, section 21 of the regents rules reading as

follows:

8-21general requirements. No secondary school shall

receive such apportionment unless it (1) shows for the school year

an academic attendance of nit less than 19000 fdays; (2) has a char-

'ter from the regents or has been admitted to the universit7 (8) ; makes

general use of the regents acadanic atgminatims or those set by the

Noe *
ONVIRATIVIt MOH-8CHOOL TEsnargo Ms

college entrance examination board in the third and fourth years of

the seconary course.

The examinations themselves are in general of the new

type, although a ceitain amount of essay type material is

used. These examinations are given three times a year, at

the end of each of the two regular semesters and also at the

end of the summer in recognized summer high schools.

The examinatio t. are issued by the State department

without cost to the . s :. The examinations are given by

local school authorities according to a very definite set of

directions. The scoring of the papers takes place first at the

individual schools by the principal or under his direction.

Thpse papers which are thought to be passing are then sent

to the State department, where the papers are again examined and the final decision its to the worth of the papers is

made.

The main risponsibility for the construction of these tests

falls on a certain committee made up of instructors in the

various high schools and colleges of the State, and including

the State supervisors of the special subject fields. Tests so

constructed are-passed on to a general committee known as

the "board f revision " whkh considers the various tests

and makes what revision is thought necessary. The items

in these examinations are made with the deliberate intention

of testing power as well as knowledge. In this they follow

the trend of the course of study and method of teaching,

ptesenting situations which train reason and judgment, the

sensing of cause-and-effect relationship, etc.

The regents' examinations cover practically all the work

which can be taken in a New York high school. Examina.-

tions held for third- and fourth-year subjects, if passed,

carry credit for the first and second year of work.

The results on these examinations are used in a variety

of ways. They are used by the State dejpartment to establish a State standard of achieveinent. They are used therefore in comparing the efficiency of different schools in the

State: They are used as final examinations by the participating high schools, thus eliminating the necessity for individual school's to make up examinations. Such local examinations would vary in standards and effectiveness. Credits

".
24 000 , Tint HIGH-SCHOOL TIMING PROGRAMS

earned through these examinations are of equal value in the

State-wide competition for the State tuition-paid scholarships in Cornell University and for the 750 university

scholarships awarded annually.

The eiaminations, although not made with the purpose of

providing material on which eligibility for college entrance

is to be judged, are nevertheless used for such purposes.

(b) The educational research division of the State education department has cooperated in one testing program. A

ninth-grade civics test, constructer_ s d given because of the

need of a supervisory standard onAhe part of individual

schools, was offered for use.

Also, the results of the testing with group intelligence tests

in the high schools of the State of New York were brought

together. The analyses of these results were brought togather in a bulletin showing the levels and ranges of ability

in ifew York State high schools.

NORTH CAROLINA

The North Carolina college conference fosters and finances

the North Carolina high school senior examination each

year. Tfiis examination is given annually to all high-school

seniors of the State through the cooperation of the State

department of education. The tabulating and scoring is

handled by the bureau of educational research of the school

of education of the University of North Carolina, Phapel

Hill.

The examination is a comprehensive one containing English language, English literature,- reading; literature, reading, history, modern times, and civics; general science and

mathematic&

The results ofthe examination are used by the colleges and

universities of North Carolina for purposes of classification

and guidance of students after entrance.

NORTH DAKOTA

The State department of public instruction offers examinations in all high-school subjects twice a year which are

required to be taken by pupils in nonaccredited high schools.

All the pupils who successfully pass are issued completion

e

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000PKRATIVE HIGH-SCHOOL TESTING MOGRAMI3

celetificates which they may present to insiitutions of higher

learning as credit so that entrance examinations need not be

taken.

OHIO

Ohio has two diainct State high-school testing pro- gramsthe educational testing program carrie4 on by the State board of education and a general scholastic aptitude

testing program carried on by the Ohit State University in

connection with the Ohio College Association.

(a) The educational testing program sponsored by the State board of education to be described here may be divided

into two partsthe every-pupil test and the general scholar- ship test for high-school seniors. The every-pupil test is a

testing program covering both elementary an high-school

subjects carried on twice a year. For the high school,

193243, the following subjects are to be

Algebra

American History, grade 12

Chemistry, tint year

English .Usage, grades 0-12

GOINisral Science

Physics

Plane Geometry

e These tests are offered free to the high schools of the Statt.

Practically all : 1 Is of die State outside the large cities

have availed th ; 1 : : yes of the oppQrtunity. The principal,

superintezident, or teachers give the tests in their respective

schools, score the test pipers and tabulate the results, and

"send them to the State department. The State depaatment of

education makes a final report ,back to the schools so that

each school can compare its own\ tverage score and the score

for each of te pupils in the dist,ution of scores for the

whole State.. The tests furriished are constructed by subjectmatter specialists under the general direction of the director

of scholarship contests. The ethsts are based upon the courses

of study and textbooks used in the State. . The purpose of the every-pupil tests is that of motivation

and improvement of instruction. The report to the teacher

of each class in the contest includes the percentile of the final

distribution of scores for each test so that a teacher may

compare the *scores of the members of her class with the

mores made by all pupils who took the test. This gives each

A

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4110. a

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26 COOPERATIVE HIGH-SCHOOL TESTING PROGRAMS

teacher and each pupil an opportunity to compare results

-with the State-wide results. Also since there are two testing

programs in a year, each class and -each pupil can compare

the rank in the first tilit with that in the second. Analyses

of errors in different tepta of the contest are made by the

State Department Also directions are issued so that' the

teacher can analyze the items in the test papers of her class.

Thus diagnosis and remedial instruction are made possible.

The other edu anal testing program is the general

scholarship test fo hitrh-school seniors. This test is administered annuall y the State department of education with

the cooperation of Ohio University, Ohio State University,

Bowling Green State College, Kent Stet College, and Miami

University. Each high school of the State may pick not

more- than 25 percent of the graduating seniors to take part

in this testing contest. In picking out these contestants from

each school, faculty members are urged to take into consid--

eration, in addition to scholastic endeavor, the student's future promise, attitude, ideals, and behairior. The students

chosen to represent these schools come together at the county

seat of each county where the scholarship tests are given

under the direction of the county superintendent of ichools.

The tests cover the essentials of the high-school course of

stùdy. There are five subject groups. The subject matter

of these five subject groups is as follows:

1. Mathematics : Arithmetic ( % ), Algebra ( % Geometry (1/4).

2, English: Fundamentals (%), American and English Literature (1/4).

a History: United States History % ), World History (ii), Ohio

History (MI).

4. Science: Physics )9 ChenlistrY (14). General Science

. )9

B101017 (IA).

5. Social science: The World Today (Current Events).

The purpose of this contest, according to the State department, is to stimulate continuous scholastic endeavor during

the 4 years of high school and to select seniors of standing and pu these students into contact with Ohio-colleges aud uni 'ties that the students desire s ter. In

addition, there are many scholarships awarded by the colleges and universities to the pupils having

County awards; Certificates of award are pheen

"11"4441110b

(1)i

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000PRIATIVI mop-scitooL =STING PROGRAMS

highest *three pupils in each county, while the- highest 25

percent receive honorable mention certificate& District

swards: The State is divided into five districts. Each of the

25 students who place in the highest grolp receive a

certificate of award. A certificate of award' (honorable mention) will be presented to each of the other contestants who

place in . the highest 10 percent in each district. &ate : Ail

additional students who place in the highest 5 pereent will' receive honorable mentiofi ceitificates.

(b) The statistics and college perm:11nel division of the

department of psychology of the Ohio State University, cooperating with the Ohio College 'Association, has been

giving each year to practically all of the high-school seniors of the SULU a general scholastic aptitude test known as the

" Ohio State University psychological examination." Bekiniiing in 198248 the sophomores were also asked to talie

the test in order to make it eventually a sophoinore testing prògram. A differ,nt form of examination is usually constructed for use for each academic year. The individual

high schools pay the cost of tistihg. The testa are scored

at Ohio `State University and the results are reported to the

. various high fill0018.

These test results are used for the following purposes:

(I) The State department uses the test results in determining the entrance of students into Ohio teacher-training institutions.

Tows states : " The tests are accepted by the State depart- ment of eduéation in fulAllment of the State statute requiring

a minimum tea score for entrance to the teacher-training institutions in Ohio. A minimum score for unqualified entrance

to at teacier-toilining institqtion in Ohio is a 26-ceitile rank

mire on the Ohio College Association freshman basis; ite., that 26 percent of all freshmen In Ohio applying for entrance

to Ohio InstituUons would be denied entrance into the teachertraining institution's a Ohio. A studint falling the first test is allowed a second chance on an alternative term of the test (this Is fot* 15 O.S.U. intelligence test), but must attain to

at least a score of 31-centile mirk in order to be entitled to

unqualified admission. A student tailing both may, at the option of the college, be entitled to probationary admission.

Our own institution does not avail itself of this iniovision.

In a letter to the Office of Education dated M. 21, 1988.

will

6

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les

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28 XWEILATIVIC HIGH-80300L TENTING PROGRAMS

(2) The test results are used by high school, in the guidance of mils. With the test being given in the tenth grade, this

function vof the tests will be still ni;ore examined. Many

directions regarding tbe interpretation of scores are Oven to

the schools by the personnel division of Ohio State University.

(3) The test results are being used extensively in research' on the

prediction of scholastic success. The results of these studies

are circulated among the high-school principais so that much

of such research ia Immediately translated into practice.

Ohio has also participatea in the Nation-wide survey of

English usage conducted under the auspices of the Washington, D.C., branch of 'the Psychological Corporation. (See

national programs and Pennsylvania programs ,for details

of this program.)

PZNN sYLVANIA

There are two cooperative high-school testing programs

being carried forward in Pennsylvania.

(a) The Pennsylvania testing program in high schools is

now being carried on by the bureau of educational r000rds

and research located at the University of }Pittsburgh. This

is an independent bureau- designed in part tò carry on the

testing program which was initiated by the Carnegie Foundation for the Advancement of Teaching in cooperation with

the joint commission of the Association. of Pennsylvania

College Presidents and the State department of public

instruction.

The Pennsylvania testing program instituted under the

subvention of the Carnegie Foundation was for the prpose of investigating the artictilation of high, schools and

colleges. It was thought that testing the ability and achieve-

.. ment of pupils over a long peripd of fime would give information which would -4erve as a foulidation for a smooth

transfer from high school to college. The testing instituted

under the Pennsylvania study covered the junior high school

yeir and the college period as well as the high school. This

study began the testing in the fall of 1928 with seventh

grade and in the spring of 1929 with sehiors about to graduate from high school. The Pennsylvania study is following

.

4I , -

f
avirmenvz EIGH-SCU001,4 TIMING PROGRAMS

tile progress of the 12,000 seventh grade pupils who, were

tested in 1998. Upon the graduation of a large group of

these pupils in the spring of 1934, an evaluation of the testing program over a period of years can be ascertained.

The Bureau of Educational Records and Research of Pittsburgh recommends tests to' be used in following the plan of

the Peimsylvania study and other testa.- It plans to provide

service at cost. It follows closely the plan of the ucational Ricord Bureau of New York City, and cooperates closely with this btireau &Ad with the Cooperative Test

Service.

The fall program of testing is for immediate diagnostic

and placement purposes rather than for guidance, although

some of the tests may be used for other purposes, -whereas

the spring *gram is mainly for getting accurate student

achievement records. The main' tests used in the fall and

spring testing programs for 1981-82 for grades 9-12 were as

follows:

fr 't

Pupils Shank reading testa. . 501

Kuhlmann-Anderson inteIligence._ _ _ _ _ _ .._

. 1, 085

Ohio Snit,* psychologièal. test, form 16. 1, 976

,Cooperative English test.........: 875

Cooperattre French tetit.......... 119

Cooperative Latin test....................... 84

Cooperative algebra test......t..._ , 115

Cooperative plane geometry test. k 58

Cooperative chemistry test. 49

OasperatiTe American history test.. 87 , Commercial employment tests. 481

The testing piogram takes particular care in recommending tests for the grade in which the 1928 seventh graders

are found.

The purpose of the testing work of this bureau is to encourage the use of good' testa (a) , for cumulative recordswhich in tarn increase the accuracy of guidance, particularly

guidance for college entrance; (b) for securing comparable

measurement of abilities and achievements of pupils so that

-the effectiveness, of instruction may be noted; (a) for purposes of research; and (d) for the diagnosis of individual

29

ting

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. ......

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IMO M allw ow AN. am 4m, ow me . a ow .wl. am. m..-tow mo mw.

..

. ...... _

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80 COOPRIATIVE 1111311-111C110%, 1219711n) PROGRAMS

strengths and weaknesses. The bureau makes reports on all phases of the testing resgults to the participating schools. (b) The Pennsylvania cooperative Eng. life study is being made in cooperation with the Psychological Imititate, Wash- ington, D.C., branch of the Psychological Corporation. The plan for the use of these testa in Pennsylvania is about the same as for the Nation as a whole.

The study in Pennsylvania is being carried on through the cooperation of various school people of the State, together with the Bureau of Educational Records and Research of Pittsburgh and tPe State dopartment of education.

'I144.study is des¡Ened to increase the effectiveness of /kg- fish-image courses of study and in improving methods of teaching English usage. The Nation-wide study of English usage is planned for ,a 5-year period, but each year can be considered separately or in conpection with the results of the previous years. Testa are given in the fall and again in the spring. Teachers score the papers and make a tabula- tion of the errors. The teachers keep 'one tabulation and send one of the others to the organisation which is sponsor- ing the program in that immediate neighborhood, and the other is sent to the Psychological Institute at Washington, D.C.

The following extracts from the manual provided by tke Psychological Institute show these plain. uses for the midis of the testing program : phase

1. To determine for a given Owe (1) the extent to which each

which áf

at usage has been mastered to preceding grade and (2) am major

the phases of usage that are to be drilled to that grade emphasis must be placed to meet the needs a Individaal pupils and of the class as a whole.

phase

it To measure wove in mastiiringe from grade to grade, each of usage.

These English teats are furnished tc schools for, 9 cents each.

The Stateotepartment of education eszli spring sends out examinations to high schools, up'on request, on the regular school subject& The questions are prepared and the returned papers graded by the State department. According to the

44b

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I. OGarizATIvz HIGH -WHOM TESTING MGM /3 31

available Information, these tests are not of the objective

type. Oredit obtained by means of these examinationA is

honored by the State University and all other institutions of higher iwning in Texa& , WI SCO NS IN

The Wisconsin College and secondary schools 000perative

tasting program is carried on by a committee appointed to

study the relation of secondary to higher education in Wis. °main. This pmnmittee is composed of superintendents and

college official& The program consists of testing the grad- uating high-school seniors for college aptitude through the

use of general intelligence test& The oast, of the program is

borne in the main by cooperating colleges of the State in the

ratio of the number of freshmen admitted to each institution

from Wisconsin and in part by the high schools.

The Ohio University psychological examination Was used

in 1-929 arid the American council on eduòation psychological examinatkm has been Wig since. In 193S48 it is planned'

to toe the Henman-Nelson test of mental ability in the tenth

year of the high school. Precticilly all the high schools of

the &at, have cooperated in the,* testing programs. Holt

writes

Ivery high Mood in the State of Wisconsin which is a public high

sebool and a considerable number of private and parochial secondary

) schools are testing their seniors. Over 99 peicent of the sscoodary

cbools are tasting their sophomores.

The prognan for Wisconsin *u begun because of the belief

that there was much waste taking place in Wisconsin in that

many inferior students attempted college work and that

many superior student* did not attend college. It -was felt

that a State-wide testing prograt* using a standardized gen- eral scholastic aptitude test would securi such additional information as would make individual educational planning

more efficient The program in Wisconsin is definitely a

guidance program having for ita objective a better college

student body for the college with consequently less failure in

the freshman year..

Holt, P. O., registrar aad director, Bureau of Guidance aad &words, la a

letter to the minter &toe Dee. 111, 1./t 4

es

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32 000PICIA ME 10 -WHOM, TM, N O PIOGRAI M 8

Each college is left free to we the results in any way which seems best for purposes of admission and guidance. The moults arwe also sent to each of the cooperating high

schools 'together with suggestions for tole. A special letter

is sent to all genicirti who milked above the 75 percentile but who had not indicated anyIntention of entering Wisconsin

college. The exact records on these testa represented by th.e percentile, scores are not given to individual students.

Some States have had testing programs at some time or other but have found it necessary to discontinue them for one

reason or another. These are :

A This State offered a testing programito gradu- ating seniors in high school in 1980 and 1931 consisting ol the

American Cotinal on Education psychological examination,

an English examination, a madiematics examination, and

the Iowa foreign-language aptitude examination. The purpose of the program was to aid in the guidance of students in

choosing their college course.

N Testing program disamtinued.

/d4Ao.---Tasting program discontinued. Among States which are planning high-school cooperative testing programs are Arizona, Itentt4cky, and Mississippi.

( ANALYSIS or COOPERATIVE III0121-8CHOOL TESTING

PROGRAMS

() MOO ILA PH ICAL DISTR1 B MON AND DIFFIRZNCIIII IN TIMING

MOO KAM 8

The accompanying figure shows the distribution of the State cooperative tegting programs. The figure does not

show States that tiave discontinued programs or those States which are planning the establishment of program& The States indicated by the 'croses-h4ching---Nor0 Dakota and Ter:' :--have testing programs which are not considered to

be as truly cooperative as the other State programs' since

they are used mainly for the approval of the individual

student's work.

There seems t be cert4in geographical difference in the

type of testing programs offered. Montana, Colorado, Kansas, Iowa, Indiana, and Ohio, through their own State-wide

program* and Nebraska, South Dakota, Missouri, and Illinois through the, extension of the programs in Kansas and

Iowa, promote individual and school competition in high-.

a

, , 4

`411.
lurv,vr.* 'M 0 0 11111111,11111 .a 4. t15 PJ,46 ! III t ° "111,11,111041 O 1 r _ 01 A 1A ,* 4Nbe 1 " . 4111 rri _r 1111 1E2 ; t 11111 '0 - I TraI44) 14. ., * _ 71." b Ci5t :11 1111" . ., Ma_ 111 "1 Ian 'Ago man .1" low 1 1.1111 III " 1" tl II , I,r, 2 111'1 1 111101ii - Ii 1albIII I. I r V4 1
ii 34 COOPERATIVE ITIQH-SCHOOL TEerrnqo PROGRAMS

644

school subject-matter fields. The Minnesota, North Carolina, and Wisconsin programs, on the other hand, have consisted of general scholastic aptitude testing for the benefit,

in large part, of cooperating colleges and universities. The

senior of the two testing pro : of Ohio has also been of

this character. In the East and f SouthMaine, Vermont,

New York, Georgia, and Alabama, and to a degree in Penn-

.sylvania, the general .purpóse, has been that of supervision of

high-school instruction, both as an insPectional service and

for the direct improvement of instruction.

THE OBJECTIVE MEASUREMENT MOIAMENT AS A FACTOR IN THE

ESTABLISHMMT OF .COOPREATIVE HIGH-SCHOOL TESTING PROGRAMS

The general factor which cooperative testing

possible is the trust school peáple have put in objective testing. Practically all cooperative testing progr,ms are made

up of examiliations consisting of ziew-type questions. It is

only in some of the longer established programs that we find

the essay type ,of question used and even in those programs

it holds ever less and less dominating position. Also in

these examinations we find more often than not the essay

type 0414estion framed in- such s way that those who scorb

the papers are very apt tot agree.

Cities have to some extent been able to carry on the work

of testing in high schools for purposes somiwhat similar to

those associated with cooperative testing. It is not surprising therefore that a detailed study of cooperative testing programs shoxs that many of that have Ileen confified

largely to the smaller cities and towns. There is n-ow st general demand for the use of new type tests by all schools. Cooperative testing in the high schools satisfies this demand in

part. In the elementary school the curriculum has been

more static as far as fundamental content is concerned. For

this reason, testa such as have been standardized and are

sold by test publishing companies have more nearly satisfied the urge or measurement in the elementary field.

PURPOSES 04 COOPERATiVE FrIGIISCHOOL TESTING PROGRAMS

in conáiderfg the variQus purposes of these tesiAng

grams, it sho .:. it be kept in mind that the statid4urpoies of a testing p gram may or may not be fulfilled. In some

case?, also,. the most important use, that are expected by

14

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4
00OPTILATIvz HIGH-SCHOOL TESTING PROGRAMS 35

the promoters of the prograni may not be emphasized in

asking for cooperation because the sponsors believe emphasis

on some other purpose will bring more schools izto cooperation. In some cases new uses for tests are found after the

Program has been in existence for some time. For instance, the regents examinations in New York State have been held

primarily as an agency of supervision or standardization of

the work. cif New York State high school. However, the

results on these examinOons have been used more and more

as evidence by New Yolic high-school graduates in applying

for entrance into institutions of highestr learning. Through

experience, colleges have learned to regard these test results

as valuable for predicting success or failure in colleges. The different values of the cooperative high-school testing

program will be analyzed in turn.

1. Motivation through. competitiv *amnion:None in school

auhketa.-m-Many cooperative testing programs have this pprpose as the prime reason for their existence. Such testing

programs have arisen, in part, through the feeling of school

people that attention should be given to scholastic endeavor

in somewhat the same fashion as, attention is centered on

physicil competition of various sorts between schools. Some

of these testing programs include aft the students in a school

or clan, but.' oftei only a small proportion of the students tali part in the testing program. Competition is brought about by thei awarding of appropriate l!onors to sch and

individual contestints. Scholarships in college ofteu

awarded to individual ;rimers.

The value ot this type of testing lies in the general effect

on teachers ind pupils. It can be seen that the greatest effect

on both tesfchers and students will come about if all the pupils

in a claw or school are tested. If only a fiiw pupils in a

ass tire tested, the value of testing for the teacher is reduced

se the general standing of the pupils in the class is not

ascertained and the value for the pupils is reduced because

only a few pupils expect to have any contact with the test- in. The mar of pupils in high school on the results

of tests is consid - I one aspect of motivation. Incidentally

the marking is thus made much morp accurate.-

. ,kre

,

se

%

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36 COOPERATIVE HIGH-SCHOOL TESTING PROGRAMS

2. The emphasi8 of th4 tests won reasoning rather than

upon factual knowledge in a given fbeld.Some of the examinations in the testing programs which cover high-school

subject matter emphasize the applications of principles to the

polution of new problems and the general aspects of the field

rather than specific bits of facts which could be learned

through simple force of memory. Where a testing program

measures the effect of instruction on entire classes, the

teacher will be influenced bY the type of examination's. The

result is, when examinations are of the progressive type mentioned, a freeing of the teacher from too great dependence

up:an the textbook, which will malick the method of instruction freer and easier. The teacher, if she realizes that

specific facts are not considered the most important aspe-ct

of the course of study in her subject, will naturally turn to

the more general development of the thinking of her students on the subje4concerned, since it is power that is

tested by the examinations. Some programs are consciously

trythg to fulfill this aim of cooperative testing.

3. Teeing for college entrance (immediate guidanoe).----

Maby private eastern colleges have for years depended upon

the college entrance examination board's results in determining eligibility for entrance. Other colleges and universities, and especially Stete institutions, have more recently

begun to use general scholastic aptitude tests (general intelligence tests) for this purpose. Usually the results on

such tests are used in conjunction with other data, such as

marks made in high-school subjects in determining admission. lAlso some student's, who might otherwise Att attend

college, are encouraged to do so because of their high standing in these tests.

4. ateklanoe.In addition to the examination or examinations given at the end of the high-school course for the

immediate and exp'ressed purpose of determining college

entrance, testing programs are tending strongly toward periodic testing through the high-school years with the attendant

vumulative record keeping. It is felt that a record of the

growth of an individual over a compiratively long period of

tinie will furnish a better means of predicting success in

/r-
000PFRATIVE HIGH-SCHOOL TESTiNG PROGRAMS 37

rciool or in different curriculums ill schools than we have

hitherto had. The Cooperative Test Service, the Educational Records Bureau of New York, and the Bureau of

Educational Records and Research located at Pittsburgh are

active in encouraging the development of cumulative records.

A simple form of this long-range guidance is found in the

testing of the first- or second-year high-school students with

scholastic aptitude tests as is being advocated in the Wisconsin and the Ohio scholastic-aptitude testing program. The advantage of a continuous program of testing is readily ipparent. The worry of a student' incident to the taking

of a single college-entrance examination can be thus eliminated. The continuous check.up on achievement is a motiv ting power. These are incidental values compared to the

o following: (a) The increased accuracy of prediction

w o ich can be obtained from a record of growth as shoWn by objective measures; and (b) the plans for the further education or the vocational plans of an individual whi4 can be

determined somewhat in advance.

5. ;Supervision and Standardization of high schools by

agencies outside the high sohool.The cooperative testing

programs carried out by State departments of edncation are

apt to be for the purpose of supervision and standardizatión.

The accrediting of high schools by State departments is

influenced by the results 'on tests. The New York regents' examination is the best example of the use of cooperative

testing as a standardizing ancy. The supervision of high- school work by test results is accomplished through analyzing the results on tests to show the strengths and weaknesses

of individuals, in certain fields of work so that redirection of

instruction may take phiée.

6. Research.An inwortant purpose of cooperative testing programs is the opportunity for research which they

atford. It is only through continuous research that increased

efficiency of ihe testing, work will be established. Research

work on the results of tests as guidance possibilities are carried on in a few places. Studies ordifferent methods of

instruction, different textbooks, size of class, etc., are also

suggested for sofution through cooperative testing.
38 COOPERATIVE HIGH-SCHOOL TESTING PROGRAMS

POSSIBLE IMPROVIWENTS IN COOPERATIVE HIGH-SCHOOL TESTING

PROGRAMS

Cooperative high-school testing programs are finding an

importaneplace in the moderfi educational gcheme. Through

testing programs a much better picture of the achievement

and educational possibilities of the students is brought about

than is otherwise possible. Although it may seem at first

glance that there is a great variation in the kinds of cooperative testing programs, actually the differences are not fundamental except, perhaps; in the accuracy ót the results obtained. The different programs represent different attacks

on the problem. The ultimate possibilities in the different

programs are 'much the same. All tests of subject matter,

whether fairly specific or comprehensive, can be used for

guidance, supervision, research, and motivation. It is suggested that the various possibilities be pointed Qut to high

schools cooperating in such testing programs. It (*ems probable that certsiiii developing procedures in

cooperative testing may lead to even more efficienCy, both in

the tests themselves and in the method of administering

them. Smile of these possibilities are as follows :

First. It is important that attention be given in the construction of the achie'vement tests used in these programs to

the application of principles or reasoning rather than to mere

factual knowledge. Examinations constructed with this in

mind are more valuable because: (a) Such an enwhasis cOrresponds with the new emphasis in secondary, education

that of growth in general culture and ability to solve new

problems, thus making the examinations more valid for the

individual school; (b) items thus constructed are less specific and will make the examinations more valid from the

standpoint of the group of schools cooperating. In using an

examination containing many detailed bits' ofefactual

edge there is some chance that by ,accident one school viill

have happened to dwell on the details found in the exarnination and that another school did not; (c) this emphasis

in the examinations will influ.ence the teachers not to depend

upon the mere memorization of the course material.

Second. It is desirable that tests be given -.throughout the

high-school period rather than just at, the en. d of the high-

. knofv1-

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000PIRATIVZ HIGII-SCHOOL TESTING PROGRAMS 39

school course. This distribution of testing for each individual over a long period of time makes it possible to begin

planning the post high-school educational career while .he is

still in the first or second year of high school. This foresight will aid in determining whether or not a pupil should

continue on in a college preparatory course or switch to some

other course. It also makes the guidance at the end of the

high-school course more accurate since there are several

measurements made over a long period of time recoiided for

each pupil.

Third. Tests should be constructed so that forms for 1

year after the other are comparable. This means that the

material in the examinations should cover the same general ground and that the scores should be equated. The main

value of this is in the increase of accuracy of the Isneasiirement of the achievement and abiity of pupils over'a period of years. It makes possible the accurate picturization of the

grpwth of the,individual student. and the comparison of each

student's achievement and ability with students of 'previous

years. If comparable tests are used in direrent high schools

over s,a period of years, colleges can more accurately deter- mine the chances of success of an entering student because

the relationship between the test scores arid college success

will be known.

Fourih. Tests from different cooperati* test programs should be equated so that students transferring from one

geographical area to another during their high-school career

or in entering college would continue to have the benefit

of wise cpunieling and directiQn. Tests' made for national

testing.programs should be of considerable use in this regard. Fifth. The cooperative testing, program should include, at least in its initial stages, all the pupils in the subject tested, oi4all the pupils in a school if it is a general mental ability test or general achievement test. This is true because

(a) in this way only will the full force of the testing from

a motivating standpoint be ingendered into both pupils and

teachers, and (b) onliwith such a procedure will experimentation and research be made possible from the results of testing, since unseiected samples- are necessary for experimentation and xesearch.

=-141--=1111-r-

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APPENDIX

is. ill .7 t ,..

e gives the name of the person, if known,

in ... At each *Link program, and the references 'de-

'scribing i . programs. Information regarding testing programs was obtained from these references and through correspondence with the persons in charge of the testing programs. The reertnces givin do not constitute an exhaustive

list. Information is given herein concerning all testing

programs considered or mentioned in this bulletin regardless of whether or noi they are active programs.

NATIONAL TESTING PROGRAMS

College entrastv board emrv, ions: Thirty-second Annual Report' of tbe Secretary, 1942. Including the

Seventh Annual Report of the Commission on Scholastic Aptitide Testa. College Entrance Examination Board, 1982. New York

City. (431 West One Hundred and Seventeenth Street) College Mntrance lixamination Board. Definition of the require- ment& College Kntrance ¡Lamination Board, NM New York

City.

The Work et the Oollege Entrance Examination Board, 1901-1925..

Boston, Mugs., Ginn & Ca, 1926-

"examination Questions, June and September 1930. Boston, Mass.,

Ginn & Co., 1981.

Brigham, Carl C. A Study of Error. A Summary and Evaluation

of Methods Used in litx Years of Study of the Scholastic Aptitude Test of the College Entrance Examination Board. New York

GM College Zntrance 11xamination Board, 1932.

Ceopertive rest &mice

In chuge or Ben D. Wood, professor of collegiate research, Columbia University, New York City.

Announcement of cooperative tests, August 1932.

(See reports In the Educational Record.)

Education& Swords Bureau

In chug* a W. B. Stephens, acting director ; Eleanor Perry Wood,- associate director.

The Educational- Achievement and Intelligence of Independent School Children, 1927-28. New York City, Educational Records

41

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. tit

.

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42 000PERATIVR HIGH-SCHOOL TESTINQ PROGRAMS . Burette, 437 West MOP-ninth Street. (Educational Records BnL )eft No. 1)

The Educational Achievement and In Independent School Children, 1921)-30. New York *:1; cational Swords

Bureau. (Educational Records Bulletin o. &)

Measuring of Academic Aptitude and Reading in ,Jndependei42t , Schools, fall 19x2. New ,York City, Educational 'Records Buman. (Educational : rds Bulletin No. 9.)

Psychological C. Washington, D.C., bralicti Nation-wide Survey of English' tr

In charge of L. J. O'kourke, director of scientific research in

personnel and administration, United States Civil Service Commission.

(See olio under Pennsylvania programa)

American Coosa; on lickseot4on Psychologioai Betunistation

In charge of L.L. Tburstope, professor of psychology, Univer- sity pf Chicago:

(See reports in the Educational Record.)

Kansafr--See Kansas programs.

STATIC PROGRAMS

A laboma

In dime of W. L. Spencer, directer of secondary education,

State Department of Education, Montgomery, Ala.

PtAl Arkiisas

In charge of J. R. Cierberich, research associate, professor of

education, University of Arkansas, Fayetteville, Ark.

Gerberich, J. R. Validation of a State-wide EducatIonal Guidance

i'rogram for High-School Seniors. School and Society, 34:6879,

October 8i, 1981. at Mimeographed Circulars of the University of Arkansas

Gerberich, J. R. College Entrance of Arkansas High-School Graduates Viho Participqted in the 1980 Arkansas Educational Guidance

Survey.

Prediction of College Scholastic Success by the Students Entering Arkansas Institutions of Higher Education in September

1930.

The Beicond* Annual Arkansas Educational Guidance Survey,

Spring 1931.

Arizona

Igformation obtained from the State Department of Public Instruction, Phoenix, Iris.

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.10 0005PIMATIVI HIGH-8CHOOL TESTING PROGRAMS 43

Oattortsis

Bells, Walter C. Oalitornia Junior College Mental-Educational Sur- vey, State Department of Education, Division of Research and Statistics, Sacramento, California State Printing Off See, 1930. (Bulletin No. J-8.)

Colorado

(a) State-wide Scholastic Contests.

In charge of John J. Dynes, Western State College of Colorado, Gunnison, Colo.

Tenth Annual State-wide Scholarship Contest, Scholarship Bulletin No. 5 (March 25, 1988), Westetn State College of Colorido. (b) Ooolierative Testing Program of the Colorado High Schools and Higher Institutions of I.earning. In charge off J. D.. Heilman, director of ,personnel department. Colorado State Teachers College.

,Heilman, J. D. Report on the 198243 Cooperative Teiting Proiram. Colorado State Teachers College, Greeley, Colo. February 14, 1938.

Georgia

In charre of J. 8. Stewart, profeslor of, secondary education, University of Georgia.

Indigos('

(a) Manchester College Testing Program. In charge of J. O. Meyer, dean, lich9o1 of Education, Manchester College, North Manchester, Ind.

(b) State Testing Service,for Indiana nigh' Schools.

In chai¡Olif.11. H. Remmers, director of division of educational reference, Pilidue University.

Remmers, 11.411. The Achievement of Our High &bootsResults of the State High-School Testing Ptogram, 1900-41. Studies in Higher' - Education XVIII, Bulletin of Purdue University, vol. XXXII, no. 2, October 1981,fLafayette, Ind.

and Trimble, O. C. *The Validity of the Indiana High-School Accrediting Criteria. Studies in Higher Education XX,- Bulletin of Purdue University, vol. XXXIII, no. 2, October 1982, Lafayette, Ind:

Iowa

In charge of E. F. Linfiquist, associate professor of education, University of Iowa.

Lindquist, K. P. Statistical Summary of Results on Every-Pupil Testa with Norms of Schdol and Individual Achievement for the Every- Pupil Contest of May 10, 19112. University of Iowa, Iowa City, Iowa. The Igwa Academie Contest Bulletin of the State University of Iowa, New Series No. OK (Deotspber 23, 1982), University of

Iowa, Iowa City, Iowa.

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44 000PERATIVE II10 -SCHOOL TESTING PROGRAMS

Konto. ,

In charge of H. E. Schrammel, director bureau of 'educational

measurements, Kansas State Teachers College, Emporia, Kans.

Wood, E. IL and Schrammel, H. E. The 1928 Kansas State Scholarship Contest. Kansas State Teachers College, Emporia, Bulletin

of Information No: 56 (July 1928), Emporia, Kiln*.

Ten Years of Scholarship Contests in Teaching, Kansas State Teachers College, Whole No, 85 (December 1931), Empotia, Kana. Report of the Seventeetitb Nation-wide Every-Pulpil Scholarship Test.

Kansas State Teachers College of Emporia, Bulletin of Information

No. 118 ( February 1933 ) , bureau of educational measurements,

Kansas State Teachers College; Emporia, Kans.

4 Kentucky

In charge of J. J. Oppenheimer, dean, University of Louisville.

Maine

In charge of J. R. Crawford, assistant professor of education,

University of Maine. t

Michigan

In charge Q f Clifford Woody, director of bureau of educational

-reference and restArch, University of Michigan.

Bergman, Walter O. Results of Achievement Tests Given in 1926-27

in the Elèmentary and High Schools of Michigan. Bureau of Educational Reference and Research Bulletin No. 110 (Dec. 31, 19271,

Universisy of Michigan, Ann Arbor, Mich.

Woody, Clifford. Results of the May Testing Programs in the Elementiry and High Schools of Michigan 1929. Bureau of Educational Reference and Research Bulletin No. 126 (Nov. 80, 1929).

University pf Michigan, Ann Arbor, Mich.

Results of the May Testiiig Programs- in the Elementary and

High Schools of Michigan 1981. Bureau of Educational Reference

and Research Bulletin No. 140 (Aug. 80, 1931), University of

Michigan, Ann Arbor, Mich.

Mismeitota

(a) State department high-school examinations.

Information furnished by T. J. Berning, statistician for the State

department of education.

(b) The Associition of Minilesota Oalleges high-school testing program.

In charge of J. B. Johnston, dean school of 'science, literature,

and the arts, University of Minnesota.

Johnston, J. B. Predicting Succeed-in College at the Time of Entrance.

School and Society, 281 577, January 16, 1926.

Advising College Students: Journal of Higher Education, vot.

I, ho. 6, June 1980.

, Who Should Go to College? University of Minnesota Press,

Minneapolis, 1930.

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In charge of Leora M. Rapper, department of education and

psychology. Montana State College.. Report of the Ninth Annual State High School Scholarikhip Contest

(A:pr. 77 to Apr. 30, 1982), Montana State College, Bowman. Mont.

Scholarship Bulletin No. 1, Thy of Scholarship Contrets, Montana- State College, 130213:11112, Mont.

New Haimpshfre

In charge of Walter M. May, .deputy commissioner of education, State of New Hampshire.

Remits of testa in intelligence, place geography, and English forms in

4981, and study of the graduates of MO. New Hampshire State

Board of Education, Concord, N.H.

Results of testa In intelligence, spelling, 4nd English forma in mu

and a study of tbe graduates of.1981. New Hampshire State Board

of Education, Concord, N.H.

Neto York

(a) Regents' examinations.

In charge ot Avery W. Skinner, director division of examinations

and inspections, State department of education, Albany, N.Y.

How Regents' Examinations are Made. Bulletin of the University of State of New York, vol. 12, no. 2 (Oct. 1, 1925).

fik sot. A. W. What are Regents' Examinations? Reprint of radio

address on February 10, 1982.

Statistics of regents' academic examinations in the approved second- ary stbool for January and June 1982. University of the State of

New York, Albany, N.Y

Handbook No, 8. The University of the State of New York. Exanii- nations and inspectional division. September 1982 University of

. the State of New York, Albany, N.Y.

'10 Other State examinations.

In charge of W. W. Ooze, director educational research division, State department of education. Albany, N.Y. Coxe, W. W. Livels and Ranges of Ability in New York State High School& State department of education, Albany, N.Y.

North Carolina

Informattoi submitted by J. Henry Highsmith, director division of instructional service, State department of public instruction, Raleigh, N.C.

North Dakota

In charge of John A. Page, director of aecondary education, department of puOlic instruction, Bismarck, N.Dák.

Ohio

(a) Scholastic aptitude (intelligence) test program. In charge of Herbert A. Toops, department of psychology, 'Ohio State Universiti, Columbus, Ohio.

Montagu}

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4 6 CVO PIMA T1 VIC II 10 H -SCHOOL TIrATIN 0 PROCIRMILS

Mint [--cf.z----D pAed Bealetioa of ale O Colleve Anootation

Ridenour, Alice L., amd Toopa, R. A. The Use of Mgb-School Scholarfillip and Intelligence Scores in Affording Guidanoe of MO-School

Pupil to College. 0.CA. Bulletin No. 59.

Neuberg, Maurice J. The Relative Values of Several Means of Prognosticeting Success In bones,. 0 C.A. Bulletin No.eb. . A Fol1ow-0 of the Findings Reported in O.CA. Bulletin No.

00. 0.C.A. Bulletin No, 74.

other Ilimeograph4w B sae tins

Report on the High-School State-wide Senior Intelligence Testing

Project. Ohio Higb-SchClol Bulletin No. 2.

Toot* H. k., sail Edge.rton, H. Att.. Ohio High-School Bulletin No. 4.

. b)- Scholarship tests.

In charge a !lay O. Wood, director scholarship testa, State department of edoèfition, Columbus, Ohio.

Wood, E. R. Report of I*cember 10, 1929. Every-pupiLtest. State

deportment of, education, Columbus, Ohio.

Announcement of county-dititrict-State general scholarshIp test -for

high-erhool seniors by the State apartment of education, Columbus,

Ohio, 1931.

Oklahoma

Information given by J. W. Shepherd, director extension division,

University of Oklahoma, Norman, Okla.

Shepherd, J. W. Report of the Oklahoma College Freshman Placement Test Results 196a University ot Oklaharr4 Bulletin, New

Series No. 441 (Nov. 1, 1930).

Report of the Oklahoma College Freshman Placement Test Results 19S1. University of Oklaboma Bulletin, New Series No. 637

o (Mar. 5, 1932), University of Oklahoma, Norman, Okla.

Pei, ASO ras4a

In charge of Walter W. Jones, professor of education, University

of Pittsburgh, Pittsburgh, Pa.

Progress Report IV----Case Studies and ilpecial Curricula Proposed for

Secondary Pupils Expecting to Enter College. The Carnegie Foundation for the Advancement of Teaching in Cooperation with tbe

. Joint Commission of the Assoclation a Pennsylvania College Prattdents and the State Department of Public Instruction. Prepared

for the Education Congress, November 4-4,\ 1961.

Spring Testing Prwram for Elementary and Secondary Schools, Ith

Purposes and Possibilities. Bureau of Educational Records and

Research Bulletip No. 1, Jarry 1982. Published by the Bureau,

Pittsburgh, Pa.

Comparative Report c;41,he Achievement of Secondary-Sebool Pupils

Tested in the Pall Program 1981. Bureau qf Educational Records

and Research Bulletin No. 2, rebruary 19e2. Published by the

Bureau, Pittsburgh, Pa.

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PERA TWA 111GH-ECHOOL TESTINO PROGRAMS 4?

Comps naive Report of tbe Achievement of Second ry- School Pupils Tested in the Spring proIrram 1932 Bureau of gdoeationa) Records and Research Milled... N , Jay 1932. PuNisbed by tbe Btimau. Pittsburgh, Pa.

Plate* for Participation by PennsyIrania Schools in English Ufkire Study, Pennsylvania tire English Stusly, W. R. Bristow, state department of public instruction, secretary.

T ftireS

In chane of Gladys Little, first assistant State superintendent of education, State department of educe tio n, A us t I n. Ti i.

itoogisis

Information furnish by F. O. Haft. registrar and director f bureau

of guidance_ and records, University of Wisconsin, Madison, Wis.

Hellman, V. A. C. and Bolt., F. O. A Report on rile AdnlinTetration of Scholastic Aptitude 'Nets to S4,(X:I0 High-School Seniors in Wis- consin in 1929 and 1980, Bulletin of tbe University of Wiscorutin.

PD e tbe bureau of guidance and recOrds of the Unirersity of I June 1.1.

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