37Q 
 

 THE UNIVERSITY 
 
 OF ILLINOIS 
 
 LIBRARY 
 
T 
 
CIRCULAR NO. 55 
 
 BUREAU OF EDUCATIONAL RESEARCH 
 COLLEGE OF EDUCATION 
 
 EDUCATIONAL TESTS FOR USE IN 
 INSTITUTIONS OF HIGHEp. 
 
 LEARNING '^ /,^ 
 
 By ^^' -^ < ^ ^ /"/, 
 
 ^0 
 
 Professor and Head of the Department of Education, Cj^ 
 
 Pennsylvania College for Women -^/f 
 
 and V^J» 
 
 C. W. Odell 
 Assistant Director, Bureau of Eduational Research 
 
 PUBLISHED BY THE UXIVERSITY OF ILLINOIS 
 URBANA 
 
UNIVERSITY 
 
 OF ILLINOIS 
 
 4000 0-30 S5I0 i: PRESS ii 
 
37^ 
 
 PREFACE 
 
 ^ The development of improved instruments for measuring school 
 
 "achievement began in the elementary school, especially in those fields in 
 
 J which the outcomes consist largely of skills and fixed associations. 
 
 <^^ Since about 1920 there has been a rapidly growing interest in the 
 
 ^measurement of achievement in the high school and in the college, and 
 
 ^the number of standardized or semi-standardized tests on both of these 
 
 ■"levels is relatively large. Unfortunately, the information relative to 
 
 ^these tests is widely scattered. Consequently it has seemed worth 
 
 ~<while to assemble a list of the more important ones that are available 
 
 csfor use on the college level. 
 
 "" After Dr. Odell had begun the task of compiling a list of ^uch tests, 
 a letter was received from J. S. Kinder, Professor and Head of the 
 Department of Education, Pennsylvania State College for Women, 
 Pittsburgh, Pennsylvania, asking whether the Bureau of Educational 
 Research would be interested in publishing a list that he had assem- 
 bled. Under the circumstances it seemed wise to invite collaboration, 
 and the present bulletin is published under the joint authorship of Dr. 
 Odell and Professor Kinder. 
 
 Walter S. Monroe, 
 Director 
 May 23, 1930. 
 
 93 I 903 
 
TABLE OF CONTENTS 
 
 Chapter page 
 
 I. INTRODUCTION 7 
 
 II. TESTS RECOMMENDED FOR USE IN INSTITUTIONS OF 
 
 HIGHER LEARNING 18 
 
 Agriculture 20 
 
 Art 20 
 
 Commercial Subjects 21 
 
 Accounting 21 
 
 General 21 
 
 Education 21 
 
 Rating Scales 21 
 
 Tests 23 
 
 English 25 
 
 Language and Grammar 25 
 
 Literature 27 
 
 Reading 28 
 
 General 29 
 
 General Information 30 
 
 General Survey 31 
 
 Intelligence 32 
 
 Law 36 
 
 Mathematics 36 
 
 Algebra 36 
 
 Geometry 37 
 
 Trigonometry 38 
 
 General 38 
 
 Mechanical Drawing 38 
 
 Medicine 38 
 
 Modern Foreign Language 39 
 
 French 39 
 
 German 40 
 
 Spanish 40 
 
 General 41 
 
 Music 42 
 
 Personality 42 
 
 Physical Education 43 
 
 Psychology 44 
 
 Religion 45 
 
 Science 46 
 
 Bacteriology 46 
 
 Chemistry 46 
 
 Physics 47 
 
 General 48 
 
 Social Studies 48 
 
 Civics and Government 48 
 
 Economics 49 
 
 History 49 
 
 General 50 
 
 Study 50 
 
 Vocational 50 
 
 III. BIBLIOGRAPHY 53 
 
 APPENDIX. PUBLISHERS' ADDRESSES 94 
 
EDUCATIONAL TESTS FOR USE IN INSTITUTIONS 
 OF HIGHER LEARNING 
 
 CHAPTER I 
 
 INTRODUCTION 
 
 The present status of standardized^ educational tests in institutions 
 of higher learning. The beginning of the standardized test movement 
 about a quarter of a century ago occurred almost entirely in the ele- 
 mentary field. Within a few years it began to spread into the sec- 
 ondary field, but only during approximately the last decade has it 
 exerted any perceptible influence upon procedure in institutions of 
 higher learning. The extensive testing program carried out in our 
 army during the World War gave a great impetus to the use of in- 
 telligence tests with adults, and colleges and universities at once began 
 to employ them in rather large numbers. Several years more elapsed, 
 however, before standardized achievement tests^ began to be employed 
 by such institutions, and even at the present time their use therein is 
 much less common than in elementary and secondary schools. Al- 
 though about 4 per cent of the total school enrollment of the country 
 is in what may be classified as institutions of higher learning, it is 
 doubtful if 1 per cent of the standardized tests employed annually are 
 given in such institutions. 
 
 There are probably two chief reasons why tests are not used in such 
 institutions on as large a scale as in elementary and secondary schools. 
 One is that outside of departments of education and psychology, col- 
 lege instructors do not have the familiarity with standardized tests that 
 many public-school teachers have acquired through recent attendance 
 at teacher-training institutions, discussions at educational meetings, 
 articles in educational periodicals, and other similar means. In the 
 second place, because of the fact that the number of students in higher 
 institutions is much less than in those of lower rank ; and, further, 
 because of the limitations upon the use of tests therein mentioned in 
 the next section, there has been less inducement to test makers to work 
 in this field than at lower levels. On the other hand, it should be 
 mentioned that several college organizations, such as the Ohio College 
 Association, the Minnesota College Association, a number of Oklahoma 
 and Kansas institutions of higher learning, and the group of Pennsyl- 
 vania institutions which recently conducted a study under the direction 
 
 ^In its most limited sense, the adjective "standardized," sometimes shortened to 
 "standard," is applied to a test that has been given to enough individuals that satisfactory 
 norms or determinations of scores usually made are available. In ordinary usage, however, 
 the term is applied to tests that, in addition to having norms, have been made more or 
 less in accord with the best practices in test construction. 
 
 ^An achievement test is one that measures pupils' achievement or accomplishment in 
 learning or mastering subject-matter. 
 
8 Circular No. 55 
 
 of the Carnegie Foundation, have carried out extensive and elaborate 
 testing programs comparable in their scope to almost anything of a 
 similar nature done in the elementary or secondary school. The pur- 
 pose of these has usually been to deal with students entering or seeking 
 to enter higher institutions. 
 
 Except for the fact that those engaged in the work have the oppor- 
 tunity of profiting by M'hat has been done in the elementary and sec- 
 ondary fields, the present status of college and university testing may 
 be said to be about the same as was that of secondary-school testing 
 one decade ago, and of elementary-school testing two decades ago. The 
 use of standard tests in higher institutions, however, appears to be 
 growing with considerable rapidity, and there is little doubt that within 
 a comparatively few years it will be a common feature of classroom 
 practice. 
 
 There is probably a greater overlapping between the subject-mat- 
 ter of the college or university and that of the high school than is true 
 between that of the high school and that of the elementary school. 
 Therefore many of the tests prepared entirely or chiefly for use in the 
 high school may, if desired, also be employed at the higher level. Some 
 pupils begin a foreign language in high school ; some, in college. The 
 same is true of physics, chemistry, biology, European history, agri- 
 culture, home economics, and various other subjects. Some students 
 take advanced algebra and solid geometry in high school ; others, not 
 until their freshman year in college. Freshman rhetoric courses in 
 higher institutions do not dififer markedly from those given in most 
 high schools. Therefore in all these subjects and in others which 
 present similar overlapping, the same tests may more or less appropri- 
 ately be employed at both levels. The same relationship exists between 
 the elementary and the high-school subjects but the proportion of sub- 
 jects common to the two is less. Probably because of the fairly large 
 number of high-school tests already in existence that may be used in 
 college and university work, the testing movement in the latter has 
 divided its attention between the production of new tests and the adap- 
 tation of already existing tests of the sort referred to above. This fact 
 renders it rather difficult to state in any sort of precise quantitative 
 terms the numbers of available tests in the various college and univer- 
 sity subjects, since not all of the high-school tests in overlapping sub- 
 jects are suitable for use above the level of high-school work. There 
 are, for example, ten or a dozen fairly good algebra tests, but a num- 
 ber of these deal only with such elementary portions of algebra that 
 they would be out of place in a college algebra class. At the risk of 
 some inaccuracy, however, the writers venture to name the following 
 subjects as those in which there are at present available some half 
 dozen or more tests that merit more or less use in higher education: 
 algebra, biolog}-, chemistry, education, engineering, English composi- 
 
Educatioxai. Tests for Use ix Ixstitutioxs of Higher Learning 9 
 
 tion and rhetoric, English literature, French, history, home economics, 
 Latin, physical education, and physics. In addition, there are avail- 
 able numerous intelligence tests, scales for measuring personality and 
 character, and rating scales for teachers and prospective teachers, as 
 well as business and commercial tests not primarily designed for school 
 use at any level. 
 
 Among the results arising from the use of tests on lower levels has 
 been the development of a much more critical attitude toward them 
 than obtained near the beginning of the movement. No longer are 
 even the most enthusiastic and radical advocates of standardized tests 
 claiming or implying that their use is a panacea for most educational 
 ills. No longer are large numbers of teachers, supervisors, and admin- 
 istrators giving standardized tests merely because it is the thing to do 
 without having in mind any particular reason why they should be given 
 to the groups of students concerned. No longer are the rank and file 
 of those who employ tests assuming that any standardized test may 
 be considered a practically perfect measuring instrument. Instead, those 
 who construct, use, and are otherwise concerned with tests are recog- 
 nizing their defects and limitations as well as their advantages. Indeed, 
 a great deal of the attention of workers in this field is being given to 
 the improvement of such tests as now exist, to the refinements of pro- 
 cedure that result in greater benefit from their use rather than to the 
 construction of new tests. It is now generally recognized that a test is 
 not simply valid^ or not valid, but that it is valid or not valid for some 
 particular purpose, and that for some other purpose, perhaps not so 
 very dissimilar, its validity may be quite different. ]\Iany of the work- 
 ers in the field of college and university tests have had previous ex- 
 perience with those for elementary and high school, and others who 
 have not had this experience have been so trained that the}' have prof- 
 ited by such experiences of others. Therefore, on the whole, those 
 working with educational measurements in higher institutions consti- 
 tute a better prepared and more critical group than did those at work- 
 in either the elementary or the high school at a corresponding stage of 
 the development of measurement therein. Hence it may be expected 
 that there will be less aimless giving of tests and tabulating of results, 
 less unjustifiable use of the information yielded by tests, and more 
 rapid development of the most worth-while phases of the movement 
 in institutions of higher learning than has been true at the two lower 
 levels. 
 
 Limitations on the use of achievement tests in institutions of high- 
 er learning. The status and nature of the educational objectives of 
 institutions of higher learning impose certain limitations upon the use 
 of achievement tests. In general these are of the same sort as exist for 
 
 ^A test is said to be valid, or to possess validity, if it fulfills the purpose for 
 which it is intended. 
 
10 Circular No. 55 
 
 the high school as contrasted with the elementary school, but are true 
 to a greater degree. There is much less agreement as to what the 
 content of a given college or university course should be than is true 
 in the secondary school, just as there is less in the secondary than in 
 the elementary school. The diversity of textbooks employed is prob- 
 ably much larger and the departure from textbooks much greater. It is, 
 therefore, much more difificult to construct a test that will receive wide 
 use, or, if so used, will possess curricular validity — that is, be in suf- 
 ficiently close agreement with the aims and objectives of the course as 
 given in different institutions. There is, it is true, a considerable simi- 
 larity in the content of some courses, such as beginning college algebra 
 and foreign language, freshman rhetoric, and others, but their number 
 is relatively small when compared with that of the courses in which 
 the differences are greater than the similarities. This situation has both 
 discouraged test makers from constructing tests for use on this level 
 and has prevented the wide use of those already constructed. 
 
 A second important limitation upon the use of standardized tests 
 in institutions of higher learning is that many of the desired outcomes 
 of instruction therein cannot be satisfactorily measured by such tests. 
 In order to Uisure objectivity* and ease of scoring, standardized tests 
 are, almost without exception, composed of new-type exercises — that is, 
 of exercises calling for very short responses, such as check marks, 
 imderlinings, single words, and so forth, on the part of students. Tests 
 of this type lend themselves readily to the measurement of detailed 
 facts, such as knowledge of the arithmetic combinations, the use of 
 particular grammatical forms, historical dates, geographical facts, and 
 so forth. They are, however, not well adapted to the measurement of 
 ideals, attitudes, and perspectives, of power of analysis and synthesis, 
 of organization and rearrangement, and of other more or less similar 
 outcomes that are supposed to be emphasized on the higher educational 
 levels. It has been found very difficult to construct standardized tests 
 to measure outcomes of the sort just referred to. Moreover many per- 
 sons object to employing them for the measurement of such factual and 
 other material as is adapted to their use for fear that so doing will 
 overemphasize this outcome and minimize more desirable ones. 
 
 The purposes to be attained by the use of standardized tests in 
 institutions of higher learning. Undoubtedly the chief purpose of 
 the use of standardized tests in institutions of higher learning to date 
 has been in connection with determining the admission of applicants 
 for entrance. For this purpose intelligence tests are extensively used, 
 and batteries of achievement tests, that is, series of tests covering a 
 number of the more important high-school subjects are emplo3'ed less 
 frequently. In a few instances test results constitute the sole, or prac- 
 
 *A test is called objective if the responses secured from students are such that there 
 is no disagreement among competent persons as to whether or not they are correct. 
 
Educational Tests for Use ix Institutions of Higher Learning U 
 
 tically the sole, criterion for determining admission, but in most cases 
 they are used along with such other data as high-school marks, scores 
 on ordinary college entrance or other examinations, recommendations 
 of high-school principals, and so forth. 
 
 A second important use has been in connection with personnel work 
 within institutions. Frequently the chief, if not the only, purpose of 
 giving tests is to secure more information concerning students so that 
 they may be more intelligently dealt with in the light of their individual 
 aptitudes, capacities, and interests. This is in part equivalent to saying 
 that tests are used in connection with educational and vocational guid- 
 ance, with the handling of disciplinary problems, and with other more 
 or less individualized personnel activities. 
 
 A third use of tests that is fairly common in elementary and high 
 school, but is comparatively rare in higher institutions, is for the pur- 
 pose of classifying students into instructional groups, ordinarily on 
 the basis of supposed ability to learn the particular subject in question. 
 For this purpose both intelligence and subject-matter tests are em- 
 ployed. 
 
 Probably educational research should be listed as a fourth purpose 
 for which standardized tests are used, even though it overlaps consid- 
 erably with the others. In the three named above, however, the pri- 
 mary emphasis was placed upon more or less immediate action in con- 
 nection with the individuals tested, whereas in research it is rather 
 placed upon the determination of future procedures and not upon any- 
 thing directly affecting those who take the tests. 
 
 Among the other purposes to which standardized tests are put in 
 elementary and high school, there are two rather important ones that 
 so far, at least, have had little place in higher institutions. These are 
 diagnosis and the evaluation of school or instructional efficiency. Ex- 
 cept for such diagnosis as may be included under the four purposes 
 just stated, and some concerned with the reading and study habits of 
 college freshmen, little that deserves this name has been carried on 
 above the secondary level. In other words, it is very rare that college 
 or university students are thoroughly tested to determine just how 
 much they know of a particular subject or portion of a subject in 
 order that remedial instruction to take care of the weaknesses revealed 
 may be given. This, however, is one of the uses that may be expected 
 to be developed in the future. It is doubtful if the use of tests for 
 evaluating efficiency will increase very greatly in the next few years. 
 They are not used so widely in the elementary and high school for this 
 purpose as many enthusiasts once thought they would be, largely be- 
 cause it is recognized that they do not measure adequately all the im- 
 portant outcomes of instruction. Since this is even more true in the 
 college or university, and since instructors in such institutions are tra- 
 
12 Circular No. 55 
 
 ditionally much less closely supervised than those in public schools, it 
 seems unlikely that the use of tests for this purpose will spread rapidly. 
 
 Planning a testing program. The selection and administration of 
 a standardized test should not be thought of as an isolated detail con- 
 nected with instruction or other school procedure, but rather as an in- 
 tegral part of a more comprehensive program. From the standpoint 
 of the instructor, this unified program will be that for the quarter's, 
 semester's, or year's instruction in each of the courses he is ofifering. 
 For the dean of men or of women, or other advisor, for the director of 
 admissions, for the director of research, and for others engaged in ac- 
 tivities in which tests are employed, there will be corresponding pro- 
 grams in which tests are used in connection with other items. There- 
 fore tests should be selected and employed in consideration of the 
 general purposes and of the other factors of the whole program. Among 
 the latter are the previous acquaintance and experience with such tests, 
 both on the part of the instructor and of the students. If one or both 
 are unfamiliar with them, it is ordinarily unwise to introduce them by 
 employing them very frequently. 
 
 It is impossible to state in any very definite way how frequently 
 tests should be given, since this depends upon many variable factors. 
 If one or two good intelligence tests have been given under satisfactory 
 conditions, it is rarely worth while to remeasure the same pupils' in- 
 telligence within a period of at least three or four years. In those sub- 
 jects or courses for which reasonably suitable tests are available, it has 
 sometimes been suggested that at least one test per quarter or semester 
 should be given. There may, however, be occasions in which it is de- 
 sirable to give several tests within such a period of time. If test re- 
 sults show that students are well up in their achievement and also that 
 there are no phases or portions of the work in which they are outstand- 
 ingly weaker than in others, there is ordinarily less reason for testing 
 again in the near future than if the opposite is true. In the case of 
 the instructor, or, for that matter, of the institution, that has not done 
 much with tests previously, it is probably better to concentrate for a 
 year or two on one or a few courses or subjects, then for another 
 period on another group, and so on, than to attempt to introduce a 
 complete testing program in all courses or subjects at once. 
 
 Criteria for selecting tests. In addition to having a well-defined 
 purpose, one should have other criteria in selecting a standardized test. 
 The scope of this circular does not permit their complete enumeration 
 and discussion, but the following summary mentions the chief points 
 to be observed. One should try to rate tests on these points not only 
 by studying the tests themselves, but also by consulting critical studies 
 of the tests and by utilizing available data, especially those that indi- 
 cate how reliable^ and valid the tests are. The teachers' manuals ac- 
 
 ''A test is reliable when it measures whatever it does measure accurately; or, in 
 other words, if the same results are secured when it is given two or more times to the 
 same students. 
 
Edl'catioxal Tests for Use ix Institutions of Higher Learning 13 
 
 companying many tests also give helpful information along these lines. 
 In numerous cases accounts of the derivation or use of tests are pub- 
 lished as periodical articles or in bulletins, theses, and other miscel- 
 laneous sources. Sometimes these are rather difficult to locate, but often 
 they offer very helpful information with regard to the usefulness of 
 the test. In addition to utilizing whatever information may be ob- 
 tained from such sources, one should always apply a few, relatively 
 simple criteria: 
 
 1. A test should be reasonably simple to give and require a rela- 
 tively short time for scoring. The scoring also should be highly objec- 
 tive. This criterion is particularly important when educational tests 
 are being introduced into an institution. 
 
 2. A test should rarely be selected for use unless it is accompanied 
 by detailed directions for its giving and scoring. 
 
 3. When a second application of the test is desired, the use of a 
 duplicate form is recommended. Frequently^ such forms have been 
 found to be lacking in equivalence and, for this reason, it is impor- 
 tant that the degree of their equivalence be known. 
 
 4. Usually a test should not be chosen unless satisfactory norms 
 are available, although occasionally the use of a test that is in the proc- 
 ess of standardization is justified. 
 
 5. The cost of the test materials deserves consideration, but in esti- 
 mating it, one should alwa3-s take into account the amount and signi- 
 ficance of the information yielded by the test. Thus there are available 
 several batteries of educational tests that yield measures of achieve- 
 ment in a number of the subjects commonly required for college en- 
 trance. Although the expense per student for such a battery of tests 
 may seem large, it may prove much less, when considered with refer- 
 ence to the information yielded, than that for other tests having a 
 smaller cost per student. 
 
 The present interest in examinations, especially those of the ob- 
 jective type. In connection with this brief discussion of standardized 
 tests and their place in a complete testing program, it seems appropri- 
 ate to refer to the great amount of interest recently manifested in the 
 improvement of examinations, especially in the construction of the new 
 or objective type. Hundreds of magazine articles and educational ad- 
 dresses, chapters in many books, and several whole volumes have 
 dealt with the topic ; emphasis has been placed upon it in courses given 
 prospective and experienced teachers ; and in numerous other ways in- 
 terest has been aroused and information disseminated. 
 
 The comparative advantages and disadvantages of standardized 
 tests and examinations constructed by classroom teachers. Since 
 both standardized tests and examinations constructed by teachers have 
 their places in a complete testing program, it seems desirable to men- 
 
14 Circular No. 55 
 
 tion briefly the mutual advantages and disadvantages of the two kinds 
 of measuring instruments and to show that each performs certain 
 functions of measurement more satisfactorily than does the other. The 
 additional comment should probably be made that some of the advan- 
 tages of standardized tests over teacher-made examinations can be 
 greatly reduced if not entirely eliminated by applying certain of the 
 principles followed in the construction and use of the former to the 
 latter and by making considerable use of new-type tests. 
 
 One of the most important advantages possessed by standardized 
 tests is the availability of norms^ so that the achievement of a group 
 of students can be compared with that of other students of the same 
 age, grade, or other homogeneous group. This renders it much easier 
 to rate the efficiency of an instructor or department, but sometimes has 
 a tendency to lead to the undesirable acceptance of general standards 
 of achievement as appropriate goals for a particular group of students, 
 when, because of dififerences in student ability or other conditions, such 
 standards are inappropriate. A second advantage of standardized tests 
 is that they are usually constructed by persons who are relatively expert 
 in making them and that considerable care is devoted to determining 
 their content and form. Furthermore, largely because of the fact just 
 stated, they are generally more objective, reliable, and valid than teach- 
 er-made tests. Their objectivity and reliability, however, are not so 
 much greater than that of well-constructed, well-prepared, and care- 
 fully-scored discussion examinations,^ as has often been supposed, and 
 little if any greater than that of well-made new-type tests. 
 
 Standardized tests are not, however, usually well adapted to local 
 courses of study and to the instruction of individual teachers, and, 
 therefore, are less valid as measures of certain portions of what has 
 been taught than are ordinary examinations. In many cases, duplicate 
 forms of standardized tests do not exist and the content covered is 
 such that it is undesirable to repeat the same form ; therefore, progress 
 cannot be satisfactorily measured. One of the chief advantages claimed 
 for standardized tests is that their use saves much of the teacher's 
 time. Undoubtedly this is true, although it requires no more time to 
 score new-type tests than those that have been standardized. On the 
 other hand, the careful, thoughtful preparation of a set of examination 
 questions by a teacher leads to an evaluation of what she has been 
 attempting to do in the classroom, which is fully worth all the time it 
 takes. Another disadvantage of standardized tests is that, if sudden 
 exigencies arise, they cannot always be secured soon enough for use. 
 
 8A norm is a statement of the actual achievement of pupils of a given group 
 homogeneous in some one respect such as age or grade. It is most commonly an average 
 score* 
 
 'A discussion, essay, or traditional examination is one that requires a considerable 
 amount of writing, ordinarily in the form of answers to requests to discuss, explain, de- 
 scribe, summarize, and so forth, on the part of students. 
 
Educational Tests for Use in Institutions of Higher Learning 15 
 
 Their cost is an additional reason for not using them on every occasion. 
 It usually ranges from about three to ten cents per student for tests 
 lasting from one-half to one hour. 
 
 The administration of standardized tests. To carry out a suc- 
 cessful and profitable testing program it is not only necessary that the 
 tests employed be selected in view of the desired results and of the cri- 
 teria named above, but also that they be properly given and scored, and 
 the results correctly interpreted. In connection with the giving and 
 scoring of tests, the one point needing emphasis above all others is that 
 those giving them should follow, without variation, the directions ac- 
 companying the tests. Such directions can sometimes be improved 
 upon, but it is not the place of the tester to make changes, since any 
 change will prevent the results obtained from being strictly comparable 
 with those secured by others who have employed the same test. The 
 directions accompanying some tests are not complete. If such tests 
 are to be used, those who are to give and score them should examine 
 enough other similar tests or treatises on tests to find what is the ac- 
 cepted procedure for each of the points in question and then follow this 
 procedure. 
 
 . In connection with the interpretation of test scores, it is difficult to 
 summarize in a few words just what should be done. One should be 
 careful to consider all causes that may have produced errors in the 
 scores and all data relevant to the students' achievements. For exam- 
 ple, in arriving at the significance of the scores earned by a class on a 
 history test, it is helpful to have information concerning the general 
 intelligence level and the reading ability of the class and the length 
 of time history has been studied, to know whether the test was given 
 under normal conditions or whether some disturbing element affected 
 the student's work upon it, and so on, as well as to know what other 
 students of the same status with respect to length of time the subject 
 has been studied, mental ability, or something else, score on the same 
 test. 
 
 The literature on testing in higher education. Very few complete 
 volumes devoted to testing in higher education have been published. 
 Indeed there is none that can be said to provide a general treatment 
 of the topic including descriptions of the leading tests available for 
 use coupled with theoretical discussion in the same way that any one 
 of a number of volumes do for the fields of elementary and secondary 
 education. There are, however, in addition to the hundreds of periodi- 
 cal articles, bulletins, pamphlets, chapters or sections of books, and 
 other material devoted to testing in higher institutions, a few books 
 that appear to deserve particular mention. 
 
 The Eighteenth Yearbook of the National Society of College Teach- 
 ers of Education, entitled "Quantitative Measurement in Institutions 
 
16 Circular No. 55 
 
 of Higher Learning,"^ should probably be placed foremost on such a 
 list. It consists of a number of chapters, which present a list of 234 
 standardized tests designed for use in institutions of higher learning, a 
 bibliography of 664 selected references, and discussions of the use of 
 measurement in connection with college entrance, with prediction of 
 success, with curriculum construction, with evaluation of teaching, 
 with diagnosis and remedial instruction, and so forth. 
 
 MacPhail's Intelligence of College Students^ lists and summarizes 
 the results of practically all of the published reports having to do with 
 the use of intelligence tests in colleges and universities up to date of its 
 appearance, which was in 1924. 
 
 Wood's Measurement in Higher Education'^° deals with two phases 
 of the movement. A portion of it discusses in some detail the use of 
 the Thorndike Intelligence Examination for High-School Graduates 
 in connection with the admission of students at Columbia University. 
 The remainder is devoted to the use of new-type examinations in a 
 number of different departments of the same university. 
 
 In addition to these, several books not primarily devoted to testing 
 in higher institutions should probably be mentioned because they devote 
 some attention to that general topic or to tests used therein. Among 
 these are Freeman's Mental Tests,^^ Odell's Educational Measurement 
 in High School,^^ Ruch and Stoddard's Tests and Measurements in 
 High-School Instruction,^^ and Symonds' Measurement in Secondary 
 Education}'^ For rather general discussions of the theory of testing or 
 various portions thereof and of other matters with which the beginner 
 in the field should become familiar, Monroe's Introduction to the 
 Theory of Educational Measurements,'^'' Hull's Aptitude Testing,^''' 
 Ruch's The Objective or Nczv-Type Examination,'^' Kelley's Interpre- 
 tation of Educational Measurements,'^^ Ruch and Rice's Specimen Ob- 
 jective Examinations,^^ and Odell's Traditional Examinations and 
 New-Type Tests,^° may be mentioned. 
 
 ^Woody, Clifford (Chairman). "Quantitative Measurement in Institutions of Higher 
 Learning," Eighteenth Yearbook of the National Society of College Teachers of Education. 
 Chicago: University of Chicago Press, 1930. 253 p. 
 
 ^MacPhail, A. H. Intelligence of College Students. Baltimore: Warwick and York, 
 1924. 176 p. 
 
 '"Wood, B. D. Measurement in Higher Education. Vonkers, New York: World Book 
 Company, 1923. 337 p. 
 
 "Freeman, F. N. Mental Tests: Their History, Princif^lcs and Applications. Boston: 
 Houghton Mifflin Company, 1926. 503 p. 
 
 i^Odell, C. W. Educational Measurement in High School. New York: Century Com- 
 pany, 1930. 641 p. 
 
 "Rucli, (;. M. and Stoddard, G. 1). Tests and Measuroncnts in High School In- 
 struction. Yonkcrs, New York: World Book Company, 1927. 381 p. 
 
 "SymoiKis, I*. M. .Measurement in Secoiularv Education. New York: Macniillan 
 Company, 1927. 588 p. 
 
 '''Monroe, W. S. An Introduction to the Theory of I:ducatiO)uil Measurements. Bos- 
 ton: Houghton Mifflin Company, 1923. 364 p. 
 
 "Hull, C. L. Aptitude Testing. Yonkers, New York: World Book Company, 1928. 
 S35 p. 
 
 "Ruch, G. M. The Objective or Netv-Typc E.vamination. Chicago: Scott, l-oresman 
 and Company, 1929. 478 p. 
 
 **Kelley, T. L. Interpretation of Educational Measurements. Ybnkers, New York. 
 World Ifook Company, 1927. 363 p. 
 
 '"Ruch, G. l\t. and Rice, G. A. Specimen Objective E.vaminations. Chicago: Scott, 
 Foresman and Company, 1930. 324 p. 
 
 =*{)dell, C. W. Traditional E.vaminations and Neiv-Typc Tests. New York: Ccnturv 
 Company, 1928. 469 p. 
 
Educational Tests for Use in Institutions of Richer Learning 17 
 
 The reader should not gain the impression, however, that it is pos- 
 sible to secure a well-rounded knowledge of the theory of testing and 
 of what has actually been done in higher institutions by reading any 
 one or a few books now available. Instead he will find it necessary to 
 make use of a rather large number of sources. A number of the most 
 helpful and typical of these are given in the annotated bibliography 
 contained in this publication. In addition to the references given there- 
 in, certain general sources may be mentioned. These include periodi- 
 cals, among which may be named Educational Administration and 
 Supervision, the Journal of Educational Research, the Journal of Edu- 
 cational Psychology, and School and Society, and the bulletins and 
 other publications of a number of higher institutions and organiza- 
 tions, such as the Ohio College Association. 
 
CHAPTER II 
 
 TESTS RECOMMENDED FOR USE IN INSTITUTIONS OF 
 
 HIGHER LEARNING 
 
 Scope of the following list. In making up the following list^ the 
 authors have followed the general plan of including only tests that are 
 now actually available practically to anyone wishing to secure them 
 and that also possess enough merit to warrant their use. A few not at 
 present available in quantity have been included either because it is 
 probable that they will soon be so available, or because they seemed 
 worthy of inclusion as suggestive of what may be done. Because the 
 number of tests published for use in higher institutions is not so great 
 as that for elementary or for secondary schools, selection on the basis 
 of merit has not been so rigid as in the case of previous circulars con- 
 taining recommended lists of tests in those two fields. In many cases 
 the information which the authors possessed concerning tests was so 
 scanty that it was almost impossible to reach any decision as to their 
 worth, and in such instances the tests were generally given the benefit 
 of the doubt and included. 
 
 One of the most difficult points to decide in making up this list was 
 whether or not certain tests evidently of sufficiently high worth to 
 warrant their use elsewhere should be recommended for higher institu- 
 tions. In most cases these are tests suitable for high-school use ; in some 
 cases, those for use in business, industry, or elsewhere. An attempt 
 was made, however, to include those tests that seemed particularly 
 adapted to college or university use regardless of whether or not they 
 are suitable for use elsewhere, but to omit the large number of tests 
 apparently designed for use elsewhere that may be employed in higher 
 institutions. For example, almost all of the tests designed to be used 
 in high-school algebra classes may more or less appropriately be given 
 to freshmen or others studying college algebra. Since the authors of 
 most of them, however, designed them with only the high-school field 
 in view and, therefore, adapted them to textbooks, courses of study, 
 and methods used therein and established norms only for high-school 
 classes, it has not seemed best to include them in this publication. On 
 the other hand, a few algebra tests that either because of their con- 
 struction, because of the fact that college norms are available, or for 
 some other reason seemed peculiarly adapted to college use, have been 
 included. A situation somewhat similar to this exists in almost all 
 
 'The present authors wish to acknowledge their indebtedness to Professor Clifford 
 Woody, chairman of the committee that produced the Eighteenth Ycnrbook of the National 
 Society of College Teachers of Education, for his kindness in permitting them toi examine 
 the much longer list of tests from which that published in the bulletin was selected. Several 
 tests that would not otherwise have been included were secured from this source. 
 
 18 
 
 ^ 
 
Educational Tests for Use ix Ixstitutioxs of Higher Learning 19 
 
 subjects commonly taught in both high school and college. In some, 
 for example French, German, and Spanish, it is very common for col- 
 lege students to start at the beginning just as do high-school pupils, 
 and, therefore, more of the available tests have been constructed with 
 both situations in mind than is the case for other subjects wherein this 
 is not true. A larger proportion of all tests in such subjects will be 
 found in this list, therefore, than in algebra, plane geometry, rhetoric 
 and composition, American history, and so forth. The reader who is 
 interested in tests omitted for the reason just stated — that is, although 
 they may be used in higher institutions, they are rather appropriate 
 for the secondary school — may find a list of such tests similar to this in 
 the circular entitled "Educational Tests for Use in High Schools, 
 Third Revision."^ 
 
 In listing each test the exact title is given first, followed by infor- 
 mation as to the various parts or divisions and forms. After this is 
 included a very short description and criticism, closing with a state- 
 ment of the time required to give the test. In most cases the actual 
 working time of students is given. This is somewhat less than the 
 total amount of time required, since this includes also that for distrib- 
 uting and collecting test papers, giving directions, and so forth. Below 
 the description will be found the name of the publisher and the last 
 quoted price available at the time of writing. In many cases tests may 
 be secured from service bureaus of state universities and other sources 
 than the publishers, but no attempt has been made to give such second- 
 ary sources in this circular. 
 
 Prices. The prices given in the following list are those quoted by 
 publishers in their last announcements or price lists available at the 
 time of writing. In practically all cases publishers reserve the right 
 to change prices without notice, but such changes are not very fre- 
 quent and, when they do occur, are not likely to be great. It will be 
 noticed that the prices given are not always for the same number of 
 copies, but in some cases for a single copy, in others for twenty-five, 
 one hundred, or some other number. The reason for this diversity is 
 that the publishers' methods of giving quotations have been followed. 
 Ordinarily when a price is quoted for a relatively small number of 
 tests, such as twenty-five, it means that they are sold only in lots of 
 this number or some multiple thereof. When prices are quoted for 
 single copies and often when quoted for one hundred copies, the exact 
 number desired can be purchased. The price given for one or any 
 number of copies of a test that possesses more than one form is for the 
 stated number of copies of any one form, unless otherwise stated. 
 
 -Odell, C. W. "Educational Tests for Use in High Schools, Third Revision,"' 
 Universitv of Illinois Bulletin, Vol. 27, Xo. 3, Bureau of Educational Research Circular 
 No. 53. Urbana: University of Illinois, 1929. 50 p. 
 
20 Circular No. 55 
 
 If the teachers' manual of directions for giving and scoring is not 
 priced separately, it is to be understood that a copy is included in 
 each set containing the number of tests for which the price is given. 
 Frequently the purchaser is required to pay transportation charges 
 in addition to the prices quoted, but this is not always true. 
 
 AGRICULTURE 
 
 National Agricultural Tests 
 
 Farm Crops ; Forms A and B 
 
 Farm Mechanics Information ; Form A 
 
 Poultry Information ; Forms A and B 
 
 Vegetable Gardening Information ; Forms A and B 
 
 These measure factual knowledge of agriculture through the use of true- 
 false statements, matching exercises, identification of pictures, multiple re- 
 sponses, and so forth. They are for use from Grade VHI through college and 
 with adults. Other tests of the series are in preparation. 30 minutes each. 
 
 Rural Education Del^arfincnt. Sanif^lc set ]5c: 50c per 8, $1.00 f-cr 24, 
 $2.00 per 50. 
 
 ART 
 
 Lewerenz Tests in Fundamental Abilities of Visual Art 
 
 This is one of the most complete tests of its kind available. There are nine 
 subtests which deal with recognition of proportion, originalitj- of line drawing, 
 observation of li.ght and shade, knowledge of subject-matter, visual memory of 
 proportion, analysis in cjdindrical perspective, parallel perspective, analysis in 
 angular perspective, and recognition of color. They are diagnostic rather than 
 a measure of achievement. 95 minutes. 
 
 Southern California School Book Depository. Sample set. zcithout color 
 chart, 50c. Parts I and II, 65c per 25, $2.00 per 100, $17.50 per 1000. 
 Part III, $1.00 per 25, $3.50 per 100, $32.50 per 1000. Manual 25c. 
 Color chart $4.00.' 
 
 Meier-Seashore Art Judgment Test 
 
 This is more or less an art aptitude test. It is composed of 125 pairs of 
 pictures, with those of each pair differing in some one detail. The subject is to 
 select the more artistic of each pair. About 50 minutes. 
 
 Bureau of Educational Research and Service. $1.00 per copy ; $8.75 per 
 10, $28.50 per 35, $75.00 per 100. Record sheets 25c per 10. $2.00 
 per 100. 
 
 Knauber-Pressey Art Ability Test; 
 
 Parts A and B 
 
 Part A consists of seven exercises and Part B, of ten intended to measure 
 artistic skill. Other parts to deal with art vocabulary and appreciation are 
 planned. The test is not yet thoroughly standardized. About 30 minutes each. 
 
 Public School Publishing Conipa)iy. Price not announced. 
 
 r\ 
 
Educational Tests for Use ix Institutions of Higher Learning 21 
 
 COMMERCIAL SUBJECTS 
 Accounting^ 
 
 Elwell-Fowlkes Bookkeeping Test 
 
 Tests 1 and 2; Forms A and B of each 
 
 Each of these tests consists of nine parts covering general theory, journal- 
 izing, classification, adjusting entries and closing the ledger, and statements. 
 They are diagnostic, and also have considerable merit as an instrument in vo- 
 cational guidance in the commercial field. 50 minutes each. 
 
 World Book Company. Specimen set 20c ; $1.30 per 25. 
 
 General 
 
 Moss-Omwake-Hunt Business Aptitude Test 
 
 The six parts of this test deal with observation and judgment, memory for 
 names and faces, comprehension, arithmetic reasoning, meaning of w^ords, and 
 following directions. Norms are available for several thousand cases. 35 
 minutes. 
 
 Center for Psychological Service. 7c per copy; $5.00 per 100. 
 
 Moss-Wyle-Loman-Middleton Test for Ability to Sell (George Wash- 
 ing-ton University Series) 
 Form 1 
 
 This test shovdd find a place in vocational guidance in school, in retail 
 training institutes, and in department store personnel offices. It may be used 
 with any group from the seventh grade up. It is composed of six parts: judg- 
 ment in selling situations, memory for names and faces, observation of behavior, 
 learning selling points in merchandise, following store directions, and selling 
 problems. Norms have been prepared for salespeople and school groups. 45 
 minutes. 
 
 Center for Psychological Service. 10c per copy; $9.00 per 100. 
 
 EDUCATION 
 
 Rating Scales 
 
 Brown Self-Rating Scale for Supervisors, Supervisory-Principals and 
 Helping Teachers 
 
 There are two parts to this scale: Part I, Personal and Social Qualities, 
 
 is divided into ten divisions, each of which is subdivided into five points; Part 
 
 II, Methods and Principles, consists of nine major divisions of from five to 
 
 seven points each. Each point is checked under one of five degrees. The scale 
 
 has been found very useful in education classes in college. About 20 minutes. 
 
 Bruce Publishing Company, or Bureau of Educational Measurements 
 
 and Standards. Set of 4 scales and manual, 30c ; $1.25 per 5 sets. 
 
 (35)* 
 
 ^In addition to the one general test mentioned above there are a number of fairly 
 good tests in accounting and bookkeeping that are not listed because they are particularly 
 intended for use with a single text. 
 
 *The numbers enclosed in parentheses refer to pertinent references contained in the 
 bibliography. 
 
22 Circular No. 55 
 
 Brueckner Scales for the Rating of Teaching Skill 
 
 These are for the rating of teaching according to four tj-pes: compulsion, 
 preparation, motivation, and purposing. About 20 minutes. 
 
 Educational Test Bureau. Specimen set 25c; lOc per copy, $1.60 per 20. 
 (38) 
 
 Commonwealth Teacher-Training Study Check-List of Teachers' 
 Activities 
 
 The thousand activities are so arranged that there is an opportunity for 
 checking in four columns for frequency, difficulty of learning, general impor- 
 tance, and learning in school. In Column F the subject is asked to place a dash 
 for each activity he does not perform in his present position, the letter X after 
 the most frequently performed type activities, the letter O after the least fre- 
 quently performed, and to leave the other type activities unmarked. Similar 
 markings are to be made in the other columns. This is not a standardized 
 test, but a helpful checking device for use in connection with teacher-training 
 work. Several hours. 
 
 Uniz'crsity of Chicago Press. 20c per copy; $3.00 per 25. (52) 
 
 Freyd Teachers Graphic Rating Scale 
 
 The characteristics rated are: physique and bearing, neatness and dress, 
 self-possession, sociability, physical energ\', alertness, sense of humor, self- 
 assertion, tact, popularity, impartialit}', patience, acceptance of criticism, ability 
 to think on feet, fluency of speech, distinctness of speech, and interest in teach- 
 ing. These are supposed to be the psychological traits underlying success in 
 teaching. About 10 minutes. 
 
 C. H. Stoeltinq Companv. $2.50 per 25, $7.50 per 100. Scoring stencil 
 20c. (95, 96) 
 
 Giles Recitation Score Card 
 
 This score card makes possible numerical ratings of recitations. Its use in 
 college is limited to the rating of practice teachers. About 5 minutes. 
 
 World Book Company. Specimen set 10c; 50c per 25. Manuals 75c 
 per 10. 
 
 Kinder Scale for Rating Practice Teachers 
 
 This is the fifth revision of a scale intended specifically for practice teachers. 
 According to it they are to be rated under six heads: personality, preparation 
 for daily class work, classroom procedure, methods and principles, attitude, and 
 use of native abilitJ^ Each of these is subdivided into five specific items. The 
 rating is done by checking the proper one of five gradations of ability for each 
 item. 10 minutes. 
 
 /. 5". Kinder. 5c per copy, 50c per 25. 
 
 Purdue Rating Scale for Instructors 
 
 This is a graphic rating scale for measuring the attitude of students toward 
 their instructors. It enables teachers to discover their weak and strong points 
 and should be an important device in self-improvement in teaching. About 5 
 minutes. 
 
 Lafavetle Printing Companv. $1.00 per 50, $7.50 per 500. Manual 25c. 
 (210) 
 
 Schutte Scale for Rating Teachers 
 
 There are five major headings: personal and social qualities, cooperative 
 qualities, leadership, scientific and professional attitude, and teaching ability. 
 
Educatioxal Tests for Use in Institutions of Higher Learning 23 
 
 The device can be used with much advantage in the training of teachers. About 
 15 minutes. 
 
 Jl'orld Book Conitdiy. $1.00 per 25. 
 
 University of California at Los Angeles Rating Scale for Practice 
 Teaching 
 
 The four main divisions of the sca'le deal with personal qualities, aca- 
 demic and professional background, classroom management, and teaching skill. 
 Each is divided into three or four subdivisions and under each of these are 
 from three to six points upon which teachers are rated with one of five scores. 
 About 15 minutes. 
 
 Office of the Director of Training Schools. 5c /rr copy; reduction on 
 100 or more. (283) 
 
 Weidemann Confidential Rating of a Teacher (or Candidate) in Ser- 
 vice or in Training 
 
 The rater is to check a rather elaborate set of items relating to general 
 appearance, mentality, and emotionality. The ratings are on a basis of to 10 
 for each item on the scale. Each item is fully interpreted and defined on the 
 reverse side of the scale. About 20 minutes. 
 Department of Educational Service. 
 
 Tests 
 
 Bathurst-Knight-Ruch-Telford Aptitude Tests for Elementary and 
 High-School Teachers 
 
 Sets 1 and 2 
 
 This series consists of six subtests on professional judgment, theory and 
 practice of teaching, reading comprehension, social information, school and class 
 management, and professional information. There are 250 test items. The 
 tests have been widely standardized ; the norms for elementary teachers are 
 based upon over one thousand cases and those for high-school teachers, upon 
 over five hundred cases. 90 minutes. 
 
 Bureau of Public Personnel Administration. Sample set 60c; 20c per 
 copv, $3.00 per 25, $10.00 per 100, $45.00 per 500, $80.00 per 
 lOO'o. (319) 
 
 Bathurst-Knight-Ruch-Telford Subject Placement Tests for Elemen- 
 tary Teachers 
 
 Sets 1 and 2 
 
 This battery of tests is based upon training in methods of teaching the 
 following four fundamental subjects: reading, arithmetic, spelling, and writing. 
 Norms are based upon only 100 cases. There are 123 test items. 44 minutes. 
 
 Bureau of Public Personnel Administration. Sample set 60c; 20c per 
 copv, $3.00 per 25, $10.00 per 100, $45.00 per 500, $80.00 per 
 1000. (319) 
 
 Coxe-Orleans Prognosis Test of Teaching Ability 
 
 Form A 
 
 This deals with general information, professional interest, lessons in edu- 
 cation, reading comprehension, and problems in education. Results correlate 
 about .70 with objective measures of achievement after one year in a teacher- 
 training institution. About three hours. 
 
 World Book Company. Specimen set 25c; $2.25 per 25. 
 
24 Circular No. 55 
 
 Frasier-Armentrout Standardized Examination on "An Introduction 
 to Education" 
 
 Forms A and B 
 
 The test is based upon fundamental educational facts and principles and 
 may very well be used even if the text named above is not followed. It has 
 three parts with a total of 150 test items. About 40 minutes. 
 
 Scott, Forestall and Company. 5c per copy. 
 
 Moss-Hunt-Wallace Teaching Aptitude Test (George Washington 
 
 University Series) 
 
 Form 1 
 
 This test is designed to measure the native ability and teaching aptitude of 
 students contemplating entering the teaching profession. The five parts of the 
 test deal with judgment in teaching situations, reasoning and information con- 
 cerning school problems, comprehension and retention, observation and recall, 
 and recognition of mental states from facial expressions. The authors have an- 
 nounced norms for high-school seniors, normal-school students, teachers-college 
 students, and experienced teachers. The test is ingenious, but in the absence of 
 actual data bearing upon its ability to predict teaching success, its validity is 
 doubtful. 36 minutes. 
 
 Center for Psychological Service. 10c per copy, $9.00 per 100. 
 (127, 174) 
 
 Odell-Herriott Standard Achievement Test on Principles of Teaching 
 in Secondary Schools 
 
 Forms 1 and 2 
 
 This is intended for secondary-school teachers or student-teachers prepar- 
 ing for secondary-school service. It is composed of four subtests. Test I is a 
 matching test based upon the laws of learning; Test II is a multiple-choice 
 test on principles of education and teaching; Test III calls for the correction 
 of certain words or phrases, and Test IV is a sentence completion test which 
 emphasizes classroom technique. Norms, based upon 662 teachers' college 
 students, are provided. 25 minutes. 
 
 Public School Pnhlishiug Company. Sample set 15c: 75c per 25. 
 
 Paulu Objective Tests to Accompany "Differentiated Assignments in 
 Classroom Management" 
 
 Parts I and II; Tests 1, 2, and 3 of each; Forms A, B, and C of each 
 These are not standardized tests, but sets of objective exercises to follow a 
 
 course in Classroom Management. They might be used for either study or 
 
 test purposes. About 7 minutes each. 
 
 D. C. Heath and Company. Complete series 28c. Manual 28c. 
 
 Stanford Educational Aptitudes Test 
 
 The function of this test is to secure a "comparative measure of one's 
 ability as a teacher, a research worker in education, and a school administrator." 
 It represents a piece of highly scientific work. Scores are recorded algebraically 
 with appropriate weightings. About 35 minutes. 
 
 Stanford University Press. 10c per copy, $2.00 per 25, $3.50 per 50, 
 $6.00 per 100. 
 
Educational Tests for Use ix Institutions of Higher Learning 25 
 
 Waples, et al., Classroom Procedure Tests 
 
 General 
 
 In Mathematics 
 
 In Natural Science 
 
 In History and Other Social Sciences 
 
 In English Composition 
 
 In English Literature 
 
 The purpose of this series is to rate methods of teaching in junior and 
 senior high schools. The tests are based upon typical problems met in junior 
 and senior high-school teaching, method, and subject-matter. Each is composed 
 of ten problems, with five suggested solutions. The subject is asked to select 
 the solution which he considers most efficient, the one which he considers the 
 least efficient, and to state, if possible, a more efficient solution than any of 
 those given. Although the tests are not standardized, they should prove of 
 considerable value to teachers in training or in service. About 45 minutes. 
 
 University of Chicago Press. 10c per copy, $1.25 per 25. Directions 
 10c. Bound volume containing all the tests $1.00. 
 
 Weber Standard Achievement Test on Aims, Purposes, Objectives, 
 Attributes, and Functions in Secondary Education 
 
 Form A 
 
 The five parts are designed to measure the teachers' working knowledge 
 of. the chief reasons why society has established the public secondary school 
 and why it maintains this institution. There is no time limit, but students are 
 to note their time. About 40 minutes. 
 
 Public School Publishing Compaiiv. .Sample set 15c; $1.00 per 25. 
 (293) 
 
 ENGLISH 
 
 Language and Grammar 
 
 Bureau of Public Personnel Administration Tests of Ability to Use 
 Correct English 
 
 Set A 
 
 This composite English test has 190 items arranged in nine parts dealing 
 with forms of words, correct and incorrect constructions, choice of sentences 
 and of words, word order in sentences, application of rules of grammar, con- 
 ventions in letter writing, meaning of words, and history and conventions of 
 the English language. It is designed to serve a variety of uses. Percentiles and 
 means are based upon 1,628 testees. 40 minutes. 
 
 Bureau of Public Personnel Administration. 20c per copy, $3.50 per 
 25, $12.00 per 100. Scoring stencils 40c. Each subtest, 25c per 25. 
 Tests scored and results tabulated, 10c per testee, plus transporta- 
 tion charges and handling charge of $1.00. (320) 
 
 Cross English Test 
 
 Forms A, B, and C 
 
 Each form is made up of eight parts: spelling, pronunciation, recognizing 
 a sentence, punctuation, verb forms, pronoun forms, idiomatic expressions, and 
 miscellaneous faulty expressions. The function of the test is to measure "gen- 
 
26 Circular No. 55 
 
 eral ability in English, and act as a college entrance examination; exemption 
 of freshmen from certain required English courses, and diagnosis of entering 
 freshmen." 45 minutes. 
 
 World Book Company. Specimen set 20c ; $1.20 per 25. 
 
 Kansas-Oklahoma English Placement Test 
 
 This was made in connection with a survey of the English of college 
 freshmen in the two states. It consists of four parts on punctuation and 
 capitalization, sentence structure and diction, verb usage, and grammar. About 
 30 minutes. 
 
 Bureau of Educational Measurements and Standards. Specimen set 
 10c; 3c per copy, 50c per 25, $1.50 per 100. (230) 
 
 Pribble-McCrory Diagnostic Tests in Practical English Grammar 
 
 Test II ; Forms A, B, and C 
 
 Test II for high schools and colleges is composed of seven parts containing 
 a total of 174 elements on verbs, pronouns, adjectives and adverbs, nouns, mis- 
 cellaneous constructions, sentence recognition, and redundancy. 40 minutes. 
 Lyons and Carnahan. 4c per copy, $1.40 per 25, $2.10 per 50. 
 
 Purdue English Test 
 
 Forms 2 and 3 
 
 This test, designed for use in high school and college, measures general 
 ability in English. It consists of seven parts dealing with punctuation, gram- 
 mar, choice of words, literary information, spelling, vocabulary, and silent 
 reading. Norms from twenty-one colleges and normal schools are available 
 also for university freshmen, beginning elementary teachers, and elementary 
 teachers with one year's experience. 40 minutes. 
 
 Lafayette Printing Company. Specimen set 15c; 75c per 25. 
 
 Ryan-Barrett English Test 
 
 Forms I, II, and III 
 
 The entire test is built of true-false statements with a total of thirty 
 points for punctuation, ten for capitalization, forty-five for sentence structure 
 and diction, fifteen for verb usage, twenty-five for correct grammatical forms, 
 and twenty-five for grammatical principles. Its reliability and validity have 
 been computed chiefly for college freshmen, although norms are given for 
 grades as low as the seventh. 50 minutes. 
 
 Bureau of Educational Measurements and Standards. Specimen set 
 10c; 3c per copy, 50c per 25, $1.50 per 100. Manual 5c. Key 2c. 
 
 Schutte English Diction Test 
 
 This is an unusual device for testing the ability of students to recognize 
 errors in diction. Some of those dealt with are common, while others hinge 
 on fine discrimination of correct usage. The test is a fourteen-page composi- 
 tion entitled, "A Trip in Arizona." The incorrect ones of four hundred words 
 and phrases enclosed in small rectangles are to be checked. The author says 
 the test is arranged for use in junior and senior high schools, normal schools, 
 and colleges. It is difficult enough to provide a good test for the latter groups. 
 It is not standardized as yet. 45 minutes. 
 
 Public School Publishing Company. Sample set zvithout scoring key, 
 
 15c; 8c per copy, $3.00 per 25 tests, 25 manuals, and set of scoring 
 
 stencils. Mamial 10c. Scoring key 15c. 
 
Educational Tests for Use ix Institutions of Higher Learning 27 
 Scott-Reed-Weidemann English Classification Test 
 
 This is designed for both high school and college use. It has six sections 
 which contain a total of ninety elements on spelling, vocabulary, sentence struc- 
 ture, and so forth. An objection to this test is its inconvenient form. About 
 90 minutes. 
 
 Bureau of Educational Reference and Research. 
 
 Literature 
 
 Abbott-Trabue Exercises in Judging Poetry 
 Series X and Y 
 
 These exercises are designed to measure the ability of college students to 
 discriminate between different qualities in English poetr}'. Each of the series 
 contains thirteen exercises, each consisting of four poetical selections of varying 
 qualit}-. The student is to select the best and the worst of the four selections. 
 The selections vary in quality from Mother Goose to Browning, but those at 
 each step are of equal difficulty. About 40 minutes. 
 
 Bureau of Publications. Specimen set 35c; 5c per copy. Manual 25c. 
 (1) 
 
 Barrett-Ryan Literature Test 
 
 Forms A and B 
 
 This test measures the student's familiarity with a number of English 
 classics commonly read in high school and the first years of college. There 
 is one test on each of thirty-five selections in the fields of poetry, drama, fiction, 
 essay, and so on. The content is entirely factual. The test is not thoroughly 
 standardized, but probably will be soon. 35 minutes. 
 
 Bureau of Educational Measurements and Standards. Sample set 20c; 
 75c per 25, $1.25 per 50, $2.25 per 100. 
 
 Kennon Test of Literary Vocabulary 
 
 Forms A and B (Forms C and D in preparation) 
 
 Each form has 100 words from various periods of English literature 
 arranged in order of difficulty. The test is suited for predictive and diagnostic 
 purposes in college and normal-school English departments. Norms in terms 
 of average scores for teachers of English and college graduates are available. 
 About 20 minutes. 
 
 Bureau of Publications. Specimen set 20c; $6.00 per 100. (150) 
 
 Logasa- Wright Tests for the Appreciation of Literature 
 
 Test 1, Discovery of Theme 
 
 Test 2, Reader Participation 
 
 Test 3, Reaction to Sensory Images 
 
 Test 4, Comparisons 
 
 Test 5, Trite and Fresh Expressions 
 
 Test 6, Rhythm 
 
 As a result of three years' experimentation on appreciation of literature, 
 the authors devised six tests which they say follow the order in which the 
 learner comes to appreciate literature. Tentative norms are provided for 
 Grades IX-XII and the four college years. About 15 minutes each. 
 
 Public School Publishing Company. Sample set 15c; in quantities 10c. 
 
28 Circular No. 55 
 
 Omwake-Schwarz-Ronning English Literature Test (George Wash- 
 ington University Series) 
 
 One hundred and sixty items dealing with EngHsh and American literature 
 compose this test. It is essentially a college test, although it might be used 
 with high-school seniors who are widely read. 35 minutes. 
 
 Center for Psychological Service. 5c per copy, $4.50 per 100. 
 
 Reading 
 
 Inglis Tests of English Vocabulary 
 
 Forms A, B, and C 
 
 The principle of multiple-choice is employeu in these tests. Each con- 
 tains 150 words "derived from a random sampling of the intelligent general 
 reader's vocabulary." Just how this was determined is not known. Norms 
 are available from Grade IX through college. About 25 minutes. 
 Ginn and Company. 72c per 30. (14) 
 
 Iowa Comprehension Test 
 
 Series Dl and D2 
 
 This is a reading comprehension test suitable for use with high-school 
 seniors and college freshmen. There arc three types of reading material : 
 social studies, English, and science. An accurate reading ability of each is fun- 
 damental to progress in higher education. "The Iowa Comprehension Test" 
 will be found to predict general academic success in the freshman year of 
 college (as measured by marks) about as well as the standard mental test, the 
 coefficient of correlation (r) varying from .40 to .50. 36 minutes plus 4 minutes 
 for fore-exercise. 
 
 Bureau of Educational Research and Service. Sample set 10c; $1.75 
 per 100. (143, 144, 236) 
 
 Markham English Vocabulary Tests for High-School and College 
 
 Students 
 
 Forms I and II 
 
 The 125 words of this test are arranged in sentences or phrases with five 
 words following each from which one synonymous with the key-word of the 
 sentence is to be selected. Although the test is designed for both high school 
 and college, norms are given for high school only. About 40 minutes. 
 
 Public School Publishing Coiiipa>iy. Saniple set 10c; $1.00 per 25. 
 
 Minnesota Reading Examination for College Students 
 
 Form A 
 
 This test consists of two parts on vocabulary and comprclicnsion. It has 
 high reliability. Percentile norms based upon four thousand Minnesota fresh- 
 men are available. 46 minutes. 
 
 Bureau of Educational Research, University of Minnesota. $6.00 per 100. 
 
 Minnesota Speed of Reading Test for College Students 
 
 Forms A and B 
 
 This is a companion test to the one above. It is composed of thirty-eight 
 paragraphs each containing an absurd statement. The subject is required to 
 find and eliminate the absurdity. It is fairly reliable and has both high-school 
 and college norms. 6 minutes. 
 
 Bureau of Educational Research, University of Minnesota. $1.25 per 
 100. 
 
Educational Tests for Use ix Institution's of Higher Learning 29 
 
 Nelson-Denny Reading Test for Senior High Schools and Colleges 
 
 Form A (Form B in preparation) 
 
 This contains 136 elements dealing with vocabularj^ and paragraph com- 
 prehension, also a self-scoring feature. Norms are available from Grade X 
 through college. About one hour. 
 
 Houghton Mifflin Company (fornicrly handled by Lakeland Publish- 
 ing Conipany) . $1.65 per 25. 
 
 Oklahoma (Shepherd) College Reading Test 
 
 This is a short reading test consisting of a one-page selection and fifteen 
 questions pertaining to the selection. It was used in connection with the Okla- 
 homa College Placement Test in English. 6 minutes. 
 
 Department of Educational Cooperation. Ic per copy. (230) 
 
 Foley Precis Test 
 
 Forms A and B 
 
 This is an attempt to provide through the use of the precis or summary an 
 objective test of the ability of students to choose summaries which express the 
 thought of the original. It consists of eight paragraphs taken from the fields 
 of English, historj-, science, and other subjects. Following each selection there 
 are five short summaries ; students are to designate those which best express 
 the thought of the originals and designate the others as either wrong or 
 inadequate. Comprehensive norms are being established. 40 minutes. 
 Public School Publishing Company. Sample set 15c ; 75c per 25. 
 
 Purdue Reading Test 
 
 Forms A and B 
 
 This consists of ten parts which contain reading material from a number 
 of high-school and college subjects. The test has behind it considerable ex- 
 periiTiental work and is a rather highly valid and reliable measure of silent 
 reading ability. Norms are available for students from Grade \\l through 
 the sophomore college year. 40 minutes. 
 
 Lafayette Printing Co)npaii\\ Specimoi set 45c; $1.25 per 25. Manual 
 25c. 
 
 Whipple High-School and College Reading Test 
 Forms A and B 
 
 This is among the best reading tests for use in college. Form A contains 
 material on "The League Assembly" and Form B, on "Exclusion or Quota 
 for Japanese?" The questions to be answered are inserted in the bodj^ of the 
 reading material. 10 minutes. 
 
 Public School Publishing Company. Sample set 15c ; 4c per copy; $3.00 
 per 100. 
 
 General 
 
 Aly Placement Test in English for College Freshmen 
 
 Form B 
 
 This is designed for use in the sectioning of college freshmen in English. 
 The test consists of five parts dealing with literary information, literary compre- 
 hension, vocabulary, sentence recognition, and letter dictation. No norms or 
 data on reliability are available. Scoring is rather time consuming. 60 minutes. 
 Boiver Aly. 17c per copy; $1.75 per 25. 
 
30 
 
 Circular No. 55 
 
 Columbia Research Bureau English Test 
 
 Forms A and B 
 
 1 '^^^^^o"'' P^J'ts cover spelling, mechanics of English composition, vocabu- 
 lary and literary knowledge. The test is designed for use in the upper years 
 of high school and m college. It is widely used for college entrance and 
 placement of students as well as for subsequent guidance. The reliability and 
 validity are high. 105 minutes. 
 
 IJ'orld Book Company. Speciincn set 30c; $1.50 per 25. 
 Iowa Placement Examinations, Revised, English 
 
 Series EAl— Aptitude and ETl— Training; Forms A and B of each 
 The aptitude test measures probable success and the training test achieve- 
 ment or training. The former calls for the application of certain grammatical 
 and rhetorical rules, the careful reading of prose and poetry followed by the 
 answering of questions concerning the facts discussed and the grammatical 
 and rhetorical forms used. The test on training calls for the recognition of 
 correct and incorrect spelling, punctuation, grammar, and sentence structure 
 Aptitude, 43 minutes; Training, 40 minutes. 
 
 Bureau of Educational Research and Service. Sample set 45c- $350 
 per 100. (161) 
 
 Oklahoma College Placement Test in English 
 
 Form A (Form B in preparation) 
 
 Thirty institutions of higher education in Oklahoma cooperated to produce 
 this test. It is composed of three parts: Part I consists of tests in reading and 
 literature; Part II, of tests in words (spelling and vocabulary) and grammar; 
 Part III, of tests in composition and handwriting. The scoring of Parts I and 
 II is entirely objective, that of Part III is somewhat subjective. The first two 
 parts employ the Clapp-Young Self-Marking Test Device. The coefficient of 
 reliability for the entire test is .93. About 75 minutes. 
 
 Department of Educational Cooperation. 7c per copy. 
 
 Whitney-Heilman-Woody Entrance and Classification Examination 
 for Teachers Colleges, English Section 
 
 Forms A and B 
 
 This consists of a test of word knowledge, one of silent reading compre- 
 hension dealing with material from literature, social science, and physical 
 science, and several tests on literary information. Apparently it has not been 
 thoroughly standardized, but nevertheless appears to be worth using. 55 min- 
 utes. 
 
 F. L. Whitney. $8.50 per 100 of this and Elementary Section. 
 
 GENERAL INFORMATION 
 
 Peters-Lozo Test of General Information 
 
 Forms A and B 
 
 The several parts of this test deal with a total of 160 items of information, 
 each of which is presented in two statements, one of which is true and the 
 other false. No credit is given unless both statements are correctly marked. 
 The items included are supposed to be of general social importance. The test 
 IS not completely standardized at present, but probably will be soon. Answers 
 
Educational Tests for Use ix Institutions of Higher Learning 31 
 
 are recorded on separate slips of blank paper so that test papers may be used 
 over and over. 48 minutes. 
 
 School of Education. 5c per copy, $2.00 per 50. Discount of 20 per cent 
 to those zcho send the authors test results. 
 
 GENERAL SURVEY 
 
 Iowa High School Content Examination 
 
 Long Forms A and B; Abridged Forms A-1 and B-1 
 
 This is a general surve)* test of high-school content and is designed espe- 
 cially to be used with applicants for admission to college. The four sections 
 of these tests cover the fields of English (including literature), mathematics, 
 science, and history and the social sciences. Each long form has a total of 400 
 test items and each abridged form a total of 250. Norms are available for all 
 forms and for each section. Long forms, 80 minutes; short forms, 55 min- 
 utes. 
 
 Bureau of Educational Research and Service. 10c per copv, $8.00 per 
 100. (143, 144, 225, 272) 
 
 Iowa Placement Examinations, Revised 
 
 Series CA-1, CT-1, EA-1, ET-1, FA-1, FT-1, ST-1, ^L\-l, MT-1, PA-1, 
 
 PT-1 ; Forms A and B of each 
 This test is designed especially for the placement of college freshmen. The 
 series includes tests of aptitude and training for chemistry, English, foreign 
 language, mathematics, and physics. These tests are more fully described 
 under each of these subject fields. 40-45 minutes each. 
 
 Bureau of Educational Research and Service. Sample set 45c; $3.50 
 per 100. (143, 144, 159, 160, 162. 163, 227, 240. 241, 242) 
 
 North Carolina High School Senior Examination 
 
 Editions of 1927, 1928, 1929, and 1930 
 
 This achievement test for high-school seniors and college freshmen covers 
 about eight of the leading high-school subjects. The later editions are more 
 suitable for use outside North Carolina than are the earlier ones. 95-1-W min- 
 utes, according to subjects taken. 
 
 Bureau of Educational Research, University of Xorfh Carolina. $1.25 
 per 25. (276) 
 
 Sones-Harry High School Achievement Test 
 
 Forms A and B 
 
 This is a comprehensive achievement test based upon the four fundamental 
 high-school subjects of English language and literature, mathematics, natural 
 science, and social studies. There are 415 test elements, classified under each of 
 the four parts. The authors have compiled a very complete manual to accompany 
 the tests. Another device is provision for an educational profile of each student 
 on the first page of his test booklet. The chief objection to the test seems 
 to be an extremely rigid time allowance. The authors point out that the test 
 can be used as a measure of continuous achievement, classification and guid- 
 ance, college entrance, and for the rating and educational diagnosis of stu- 
 dent practice teachers. Almost three hours. 
 
 World Book Company. Specimen set 30c; $1.90 per 25. 
 
32 
 
 CiRCLLAR No. 55 
 
 ^1Tt11:1TcI:'''\^''"''" ''" ^'--fi-'io" Examination 
 lor leachers Colleges, Elementary Section 
 
 Forms A and Ij 
 
 ^ F. L. Whitney. $8.50 per 100 of this and English .<;ecfion. 
 
 INTELLIGENCE 
 
 Army Group Intelligence Scale, Alpha 
 
 Forms V, VI, VI I, VI 1 1, and IX 
 
 Bureau of Educational Measuren.ents and Standards. Specimen .et 
 60c; 5c per copy, $1.15 per 25, $3.50 per 100. Manual 30e. Sclrlnl 
 
 RS^'ss 118 i?i i,f^-,;V''f''"'^ Com/.a».v. (11, 12, 22, 36, 80, 82, 
 85.^ 88, 118, 131, 136. 137, 141, 169. 185, 188, 191, 209, 296, 298, 310, 
 
 Brown University Psychological Examination 
 Forc™erSfrExti"'T'"^'^'' '"^'"^ ''■"'"^" ^""^'^^^ °f ^^ree parts: 
 
 ^0 mimt.^"^ ''""^ ""^"*"'^"' "" ^^^ ^^^^■<''^^-" °^ freshman rcerrshT';: 
 /. ^(2^^>^';^'';; C«»,A.«v. ,^;.5^ ^.. 25. Manual and scoring key 15c. 
 
 Cleeton's General Mental Ability Test 
 
 This is an experimentally-developed test designed especially for college 
 freshmen. The nme subtests offer a combination of the features o the so cS 
 intelhgence test and the subject-matter achievement test. Thev in hule . ml 
 four hundred elements deahng with word and number relations ad hilh-scho< 
 .nformat.on. Rel.ability is unusually high. About 90 mimUes 
 
 ( . //. Sloelting Company. $5.00 per 25, $15.00 per 100. Manual 70c. 
 Detroit Advanced Intelligence Test 
 
 Forms V and W 
 
 This is the third and most diflicult of the Detroit series of intelligence tCM^ 
 n many respects .t resembles the Army Alpha. There are eigM sub es . 
 
 If this'" tes°ti:,".K •"""'"' '" ^^•'^'•'^^ "^^"- '' >^ ^'--d that the raS 
 of th.s test .s such that extremes at both ends of the scale are adequateh- 
 
Educational Tests for Use in Institutions of Higher Learning 33 
 
 measured. Each test item has been thoroughly studied with respect to its 
 abihty to differentiate between dull, average, and bright students. It is thor- 
 oughly standardized and has a high validity. About 30 minutes. 
 
 Public School Publishing Company. Sample set 15c ; 4c per copy, $3.00 
 per 100. 
 
 Herring Revision of Binet-Simon Tests 
 
 Groups A, B, C, D, and E; Form A 
 
 This individual scale ot tests may be used as a duplicate form of the Stan- 
 ford Revision. Each of the five groups includes all the tests in the previous 
 group and some additional ones. The longest group for which time is avail- 
 able should be used. This possesses some advantages in convenience of admin- 
 istration over the Stanford Revision. About 10 to 60 minutes, according to 
 group employed. 
 
 World Book Co)npany. Manual $1.00. Individual record cards $1.00 
 per 25. (115) 
 
 Kuhlman-Anderson Intelligence Tests 
 
 Form for Grade IX- Maturity 
 
 This, the most difficult of the Kuhlman-Anderson Intelligence Tests, is 
 suitable for use with college freshmen. It contains twelve tests which are 
 numbered from 28 to 39, the entire series being numbered continuously. The 
 test has been subjected to rigid experimentation. The scoring devices with 
 mental age norms are complicated. 31 minutes. 
 
 Educational Test Bureau. Specimen set $1.45; 65c per 12, $1.25 per 25. 
 Manual $1.00. (154) 
 
 Moss-Hunt-Omwake-Ronning Social Intelligence Test (George 
 
 Washington University Series) 
 
 Forms 1 and 2 
 
 This is designed to measure ability to get along with others. It is com- 
 posed of six tests on judgment in social situations, memory for names and 
 faces, ability to recognize emotions from facial expressions, observation of 
 human behavior, social information, and ability to recognize the mental state 
 behind words. The test is standardized for Grade IX and above, with norms 
 based upon several thousand cases. It does not seem to be very widely known, 
 nor very thoroughly investigated, as yet. 37 minutes. 
 
 Center for Psychological Service. $1.00 per 5, $3.75 per 25, $12.00 per 
 100. (126) 
 
 Moss-Lake International Intelligence Test (George Washington Uni- 
 versity Series) 
 Form 1 
 There are eight parts to this test dealing with recognition of missing parts, 
 
 information and observation, meaning of words, discrimination, relationship, 
 
 comprehension, reasoning, and understanding directions. The total number of 
 
 elements is 170. 37 minutes. 
 
 Center for Psychological Service. $1.00 per 5, $3.75 per 25, $12.00 per 
 100. 
 
34 Circular No. 55 
 
 Moss, et al., Mental Alertness Test (George Washington University 
 Series) 
 Form 1 
 
 This contains eight subtests covering about the same phases of intelHgence 
 as do those in the International IntelHgence Test described immediately above. 
 The total number of elements is somewhat greater, however, and the arrange- 
 ment also differs. It appears that this test has not been used as widely as either 
 of the two others of the George Washington University Series just described. 
 47 minutes. 
 
 Center for Psvchological Scrx'icc. $1.00 per 5, $3.75 per 25, $12.00 
 per 100. 
 
 Ohio State University Psychological Test 
 
 Forms 9, 10, 11, 12, 13, 14, 15, and 16 
 
 This series of psychological tests has been devised through the cooperation 
 of and for the use of the Ohio College Association by the Committee on College 
 Entrance Intelligence Tests. The test is composed of almost four hundred 
 elements on arithmetic, synonyms and antonyms, relation of word forms, num- 
 ber sequence, and silent reading, and also includes a practice test. Each test 
 booklet has a jacket so designed that one side provides an educational and occu- 
 pational information blank and the other side, an academic record chart. All 
 answers are written on blanks at the extreme right side of the test booklet. The 
 answers may be cut from the test booklet and corrected by aligning the strips 
 upon a scoring stick to facilitate correcting the papers. Norms are based 
 upon native-born, English-speaking, white and colored, male and female fresh- 
 men entering ten or more Ohio colleges. This test appears to be one of the 
 most carefully constructed ones so far produced. About two hours. 
 
 Ohio College Association Committee on Intelligence Tests for College 
 Entrance. To colleges outside the state of Ohio, 10c per student, 
 which includes the test blank, administrative and scoring keys, 
 wooden scoring sticks, all back numbers of the O. C. A. research 
 bulletins, subscription to all future O. C. A. bulletins, and certain 
 other record and personnel forms. Participating members of the 
 O. C. A. pay 25c per student for this same seri'icc. (108) 
 
 Otis Group Intelligence Scale 
 
 Advanced Examination: Forms A and B 
 
 This is one of the older intelligence examinations and is quite similar to 
 Army Alpha. The ten subtests deal with following directions, opposites, dis- 
 arranged sentences, proverbs, arithmetic, geometric figures, analogies, similari- 
 ties (words and forms), narrative completion, and memory. The norms arc 
 unusually well established. About one hour. 
 
 World Book Cotnpanv. Specimen set 30c ; $1.25 per 25. Manual 30c. 
 (120, 201, 299) 
 
 Otis Self-Administering Test of Mental Ability 
 
 Higher Examination: Forms A, B, and C 
 
 This is a verbal test composed of seventy-five test items. It is called 
 "self-administering" because all the examiner needs to do is to start the exam- 
 inees working and watch the time. The manual of directions gives tables for 
 the easy transmutation of scores into I.Q.'s. 20 or 30 minutes. 
 
 World Book Company. .S'pecimcn set 30c; 80c per 25. (108, 168, 197) 
 
Educational Tests for Use in Ixstitutioxs of Higher Learning 35 
 Pennsylvania State College Psychological Examination 
 
 Form 1 
 
 The nine parts of this consist of word and number completion, language 
 usage, likes and opposites, specific information, arithmetic problems, proverbs, 
 general information, and practical judgment. They contain a total of about 
 250 elements. Norms are available for over one thousand college freshmen. 
 34 minutes. 
 
 School of Education. 6c per copy. 
 
 Psychological Corporation Revision of Army Alpha Examination 
 
 This revision by Bergman and Cattell corrects many of the faults of the 
 original test. Women are not placed at the same disadvantage as they are by 
 Alpha. Also, more women have been used in the standardizing of norms. It 
 has eight subtests. 20 minutes. 
 
 Psvchological Corporation. .Specimen set 56c; 6c per copy, $5.00 per 
 ' 100. (149) 
 
 Roback Comprehension Test 
 
 This is a companion test to the same author's Superior Adult Test. It 
 consists of interpretation, application, analysis, and characterization tests. It 
 has not been widelj^ used. 52 minutes. 
 
 ■ C. H. Stoelting Company. $2.50 per 10; $15.00 per 100. Manual 20c. 
 
 Roback's Superior Adult Test 
 
 1924-25 Edition 
 
 It is claimed that this is one of the most discriminating tests published 
 for detecting superior mentality. It features abstraction problems and acumen 
 problems, a problem test, and a cryptogram to be deciphered. It has not been 
 widely used, perhaps because of its high price. About 165 minutes. 
 
 C. H. Stoelting Company. $8.75 per 10, $56.25 per 100. Manual 50c. 
 
 Scott Mental Alertness Test 
 
 It is claimed that this test correlates more highly than most intelligence 
 tests with ability for many business, industrial, and technical positions. Its six 
 subtests are concerned with verbal material of various sorts, forms, and money. 
 About 30 minutes. 
 
 C. H. Stoelting Company. $3.70 per 25, $11.20 per 100. 
 
 Stanford Revision of the Binet-Simon Tests 
 
 This individual scale is ranked by most psychologists as the most dependable 
 measure of intelligence in the English language. It is widely used in hospitals 
 and clinics as well as in schools. The chief difficulties in the giving of this 
 test are the varied materials required, the time involved, and the fact that ex- 
 aminers must be thoroughly trained in handling the test. About 30 to 60 min- 
 utes. 
 
 Houghton Mifflin Company. Printed material for giving, $1.00 per set. 
 Record booklets $2.00 per 25. Condensed guide $1.00. Complete 
 instructions $2.50. Also, C. H. Stoelting and Company. (42, 217, 
 253, 254) 
 
 Thorndike Intelligence Examination for High School Graduates 
 
 This is one of the most widely used and most highly rated intelligence tests 
 in the field. It has demonstrated its fitness as an instrument to measure appli- 
 
36 Circular No. 55 
 
 cants for admission to institutions of higher learning since 1919. The test is 
 changed annually, but the forms used each year are so carefully standardized 
 that they very closely approximate preceding issues in difficulty. The score is 
 determined more by quality of achievement than speed. The test is so ar- 
 ranged that it will differentiate students into at least twenty grades or degrees 
 of ability. Three hours. 
 
 Bureau of Ptiblicaiions. Current issues, 75c per copy, $150 per 250, 
 
 $250 per 500, $400 per 1000. Back issues, 50c, $112.50, $200, $350. 
 
 respcctivelv. (32, 37, 71, 72, 77, 105, 132, 138, 189, 197. 215, 217, 
 
 261, 296, 301) 
 
 Thurstone Intelligence Test IV 
 
 This is one of the first tests designed for college freshmen and high-school 
 seniors. Norms are based upon the performance of students in a large number 
 of liberal arts colleges and engineering schools and a smaller number of dental 
 and medical schools. 30 minutes. 
 
 C. H. Stoelting Company. $5.60 per 25, $16.70 per 100. Manual 40c. 
 (76, 77, 121, 152, 191, 193, 265, 266) 
 
 Thurstone Psychological Examinations 
 
 Editions of 1922 and 1923-24 
 
 These two editions of this test are recommended as substitutes for the one 
 described just above, but are not equivalent in form and difficult}-. They con- 
 tain much smaller numbers of elements. The later of the two editions Is • 
 probably the better. 30 minutes. 
 
 C. H. Stoelting Company. $5.60 per 25, $16.70 per 100. Manual 40c. 
 
 Thurstone Psychological Examination for High-School Graduates i 
 and College Freshmen 
 
 Editions of 1924, 1925, 1926, 1927, 1928, and 1929 
 
 This test has been very widely used for testing college freshmen. The 
 manual for 1929 gives norms for the 1928 test based upon 30,653 students in > 
 112 colleges. Results obtained from the annual editions are comparable. The 
 1929 edition contains five tests: completion, artificial language, analogies, arith- 
 metic, and opposites. Its reliability is high. One hour. 
 
 American Council on Education. 9c per copy. (143, 144, 149, 175, 235, 
 267, 268, 292) 
 
 LAW 
 
 Ferson-Stoddard Law Aptitude Examination, LA-1 
 
 This test is to determine suitability for the study of law. There are five 
 parts which for the most part deal with cases and connected questions. Part 3 
 is on logic, requiring the subject to indicate whether certain conclusions drawn 
 from given conditions are true. The test is in the process of standardization. 
 About one hour. 
 
 West Publishing Company. Free during the experimental stage. (239) 
 
 MATHEMATICS 
 
 Algebra 
 Columbia Research Bureau Algebra Test 
 
 Tests 1 and 2; Forms A and B of each 
 
 These tests are for high schools and colleges; Test 1 is for the first half 
 year of algebra and Test 2 designed to cover the work of the entire year. Each 
 
Educational Tests for Use ix Institutions of Higher Learning 2)7 
 
 is divided into two parts: Part I is on mechanical operations or the soUition 
 of equations and graphs; Part II consists of statement problems. Test 2 is 
 ditiicult enough to measure rather adcquatelj' high-school graduates or college 
 freshmen. The test has been widely used for placement purposes. Test 1, 80 
 minutes ; Test 2, 100 minutes. 
 
 World Book Company. Specimen set 30c ; Test 1, $1.20 per 25; Test 2, 
 $1.30 per 25. 
 
 Orleans Algebra Prognosis Test 
 
 Form A 
 
 This consists of an arithmetic test and twelve subtests dealing with differ- 
 ent phases of algebra. Interspersed with the latter are eleven short lessons, 
 each explaining the phase covered by the following subtest. The test appears 
 to give rather good predictions of pupils' ability to succeed in high-school al- 
 gebra. 81 minutes. 
 
 World Book Company. Specimoi set 20c; $1.50 per 25. 
 
 Thurstone Algebra Test 
 
 This is a part of the Thurstone Vocational Guidance Test, but it may be 
 purchased separately. It was designed especially for college freshmen enter- 
 ing engineering courses. 30 minutes. 
 
 World Book Company. $1.00 per 25. Manual 20c. 
 
 Geometry 
 
 American Council Solid Geometry Test 
 
 Forms A and B 
 
 The test has two parts, the first composed of ninety true-false statements 
 and the second of twenty-nine single-answer questions about geometrical rela- 
 tions. 60 minutes. 
 
 World Book Company. .Specimen set 20c; $1.25 per 25. 
 
 Orleans Geometry Prognosis Test 
 
 Form A 
 
 This is similar to the Orleans Algebra Prognosis Test, but apparently slight- 
 ly less valid for the prediction of pupils' success. 70 minutes. 
 
 JJ'orld Book Co)npa)iy. Specimen set 20c; $1.50 per 25. 
 
 Seattle Solid Geometry Test Series 
 
 Tests I, II, III, IV, V, VI, VII, VIII, and IX 
 Scales A and B 
 
 The nine tests cover nine phases of solid geometry and are to be used as 
 aids in the teaching of the subject. The scales test the subject as a whole. 
 Scale A is called "Final Examination" and Scale B, "Preliminary Examina- 
 tion." Tests, 20-25 minutes each; Scales, 45-50 minutes each. 
 
 Public School Publishing Company. Sample set 30c ; $5.00 per 25 of all 
 tests and Scale A; Scale A or B, 50c per 25. 
 
 Thurstone Geometry Test 
 
 This is one of the five tests of the Thurstone Vocational Guidance Tests. 
 It is designed especially for high-school seniors and college freshmen entering 
 engineering courses. 30 minutes. 
 
 World Book Company. $1.00 per 25. Manual 20c. 
 
38 Circular Xo. 55 
 
 Trigonometry 
 
 American Council Trigonometry Test 
 
 Forms A and B 
 
 The four parts cover closelj' fundamentals of the subject as it is found in 
 standard textbooks, inckiding trigonometric functions, logarithms, and their 
 relationships. 70 minutes. 
 
 World Book Company. Specimen set 20c; $1.25 per 25. 
 
 General 
 
 Iowa Placement Examinations, Revised, Mathematics 
 
 Series MAI — Aptitude and MTl — Training; Forms A and B of each 
 
 The Iowa Placement Examinations have been thoroughly studied in various 
 
 institutions under many conditions. The aptitude test attempts to avoid the 
 
 influence of direct instruction and to measure probable ability by four tests on 
 
 arithmetic and algebraic number series, constructive imagination, pure and 
 
 mathematical logic, and mathematics reading comprehension. The training test 
 
 measures fundamentals in arithmetic, algebra, and geometry. 40 minutes each. 
 
 Bureau of Educational Research and S.ervice. Specimen set 45c; $3.50 
 
 per 100. (161) 
 
 MECHANICAL DRAWING 
 
 Castle Mechanical Drawing Test 
 
 The five subtests composing this test both knowledge about mechanical 
 drawing and ability to draw. 41 minutes. 
 Manual Arts Press. 25c per 5. 
 
 Laubach- Wells Mechanical Drawing Test 
 
 Form A 
 
 This test is composed of one hundred true-false statements dealing with 
 information concerning mechanical drawing and the proper instruments and 
 methods of work. 30 minutes. 
 
 Manual Arts Press. 25c per 5. 
 
 MEDICINE 
 Bureau of Public Personnel Administration Test in Pathology 
 
 Form I 
 
 Although designed especially for use in selecting pathologists for public 
 service, this test may be used with advanced students in the university. The 
 three subtests cover general and special pathological conditions, clinical and 
 laboratory procedure, and diagnosis of cases. 75 minutes. 
 
 Bureau of Public Personnel Administration. 20c per cop\, $8.00 per 
 100. (128) 
 
 Moss-Hunter-Hubbard Scholastic Aptitude Test for Medical Schools 
 
 (George Washington University Series) 
 
 Form 1 
 
 This aptitude test is designed to measure fitness for studying medicine and 
 ability to complete a medical course. The test has six parts covering scientific 
 
Educational Tests for Use in Institutions of Higher Learning 39 
 
 vocabulary, prc-mcdical information, visual memory, memory for content, com- 
 prehension and retention, and understanding of printed material. Although the 
 test was not published until February, 1929, it has been used as one criterion 
 for admission in more than 25 per cent of the Class A Medical Schools during 
 this past year. In trials with freshman medical students, the test has shown 
 correlations as high as H2 with marks in medical subjects. One hour. 
 Center for Psychological Serz'ice. 12c fcr cofy, $10.00 per 100. 
 
 MODERN FOREIGN LANGUAGE 
 French 
 
 American Council French Tests 
 
 Alpha and Grammar ; Forms A and B of each 
 
 These tests deserve high rank, being at least one of the two most compre- 
 hensive measuring instruments available in French. Part I of Alpha deals 
 with vocabulary and grammar, and Part II, with silent reading and written 
 composition. Although they compose a single test, they are printed in sepa- 
 rate booklets, have separate norms, and may be given at different times. 
 The Grammar Test contains fifty English sentences, each followed by four 
 alternative translations, of which only one is correct. It is offered for those 
 who prefer this type of grammar test to the one included in Alpha, which is 
 more varied in the types of exercises it contains. Alpha, 80 minutes ; Gram- 
 mar, 22 minutes. 
 
 JVorld Book Company. Alpha, specimen set 35c; each part $1.25 per 
 25. Grammar, specim.en set 20c; $1.25 per 25. (15, 53, 113) 
 
 Broom-Brown Silent Reading Test in French 
 
 Forms A and B 
 
 In this test are twenty short paragraphs in French, each followed by two 
 multiple-answer exercises, likewise in French, dealing with its content. 10 
 minutes. 
 
 Southern California School Book Depository. $2.00 per 100. 
 
 Columbia Research Bureau French Test 
 
 Forms A and B (C and D in preparation) 
 
 In the few years since this test made its appearance, it has been widely 
 used for admission and placement purposes. The three parts of the test are: 
 a vocabulary test of one hundred words, a comprehension test of seventy-five 
 true-false statements, and a grammar test consisting of one hundred English 
 sentences, each of which is followed by an incomplete translation. The test is 
 comprehensive and possesses high validity and reliability. Norms have been 
 established on the basis of over twenty thousand scores. 90 minutes. 
 World Book Company. Specimen set 20c; $1.30 per 25. 
 
 Iowa Placement Examinations, Revised, French 
 
 Series FTl — Training; Forms A and B 
 
 This is a comprehensive achievement test for students who have studied 
 the subject from one to eight semesters. The subtests deal with French to 
 English vocabulary, grammar, idioms and tenses of verbs, and silent reading 
 comprehension. 45 minutes. 
 
 Bureau of Educational Research and Service. Specimen set 45c; $3.50 
 per 100. 
 
40 Circular No. 55 
 
 German 
 
 American Council Alpha German Test 
 
 Forms A and B 
 
 This test is very similar to the American Council Alpha French Test and 
 is one of the two most complete standardized measuring instruments obtain- 
 able for college German. 80 minutes. 
 
 IVorld Book Companw Specimen set 40c; Part I, $1.30 per 25; Part II, 
 $1.25 per 25. (113) 
 
 American Council on Education German Reading Scales 
 
 Scale A ; Divisions 1 and 2 
 
 This is a reading scale in German, similar to several series in English. 
 Division 1 is designed for use during the first and second years, and Division 2, 
 during the second and third years. Each division contains fifteen paragraphs 
 in German with four or five statements given below it that contain ideas given 
 in the paragraph. The student is required to check these statements. 50 min- 
 utes. 
 
 Public School Publishing Company. Sample set 20c; 75c per 25. 
 
 Columbia Research Bureau German Test 
 
 Forms A and B 
 
 In its scope, purpose, and structure, this test is similar to the Columbia 
 Research Bureau French Test. The range of difficulty covered by the test 
 makes it possible to use it through the four years of high school and the fir<;t 
 six semesters of college. 90 minutes. 
 
 IVorld Book Company. Specimen set 20c; $1.30 per 25. 
 
 Spanish 
 
 American Council Alpha Spanish Test 
 
 Forms A and B 
 
 This test is similar to the American Council Alpha French and German 
 Tests and, like them, appears to be one of the two best available ones. 77 
 minutes. 
 
 IVorld Book Company. Specimen set 35c; each part $1.25 per 25. 
 (112, 113) 
 
 Columbia Research Bureau Spanish Test 
 
 Forms A and B 
 
 This test is similar to the Columbia Research Bureau French and German 
 Tests. The content is based upon that found in a number of commonly used 
 Spanish textbooks. Norms for high school and college are available. 90 min- 
 utes. 
 
 IVorld Book Company. Specimen set 20c; $1.30 per 25. (112) 
 
 Contreras-Broom-Kaulfers Spanish Tests 
 
 Silent Reading; Forms A and B 
 
 Vocabulary; Forms A, B, and C 
 
 The vocabulary test includes words common to at least twenty texts and 
 also to several word lists. The silent reading test consists of paragraphs, 
 based on the same vocabulary, followed by multiple-answer exercises in Span- 
 
Educational Tests for Use ix Institutions of Higher Learning 41 
 
 ish. It appears to be somewhat less satisfactory than that on vocabulary. 22 
 minutes each. 
 
 Public School Publishing Company. Silent Reading, sample set 10c; 
 50c per 25. Vocabulary, sample set 15c ; 75c per 25. (31, 33) 
 
 Iowa Placement Examinations, Revised, Spanish 
 
 Series STl — Training; Forms A and B 
 
 This achievement test in Spanish is similar in form and content to the 
 French training test. Norms. 43 minutes. 
 
 Bureau of Educational Research and Sen-ice. Specimen set 45c; $3.50 
 per 100. 
 
 Stanford Spanish Tests 
 
 Parts I, II, and III; Forms A and B of each 
 
 Part I is on grammar, Part II, on vocabulary, and Part III, on paragraph 
 meaning. These tests were prepared "to test general achievement in the study 
 of Spanish in the high schools and colleges." The announced norms are based 
 upon relatively few cases. Parts I and III, 20 minutes each; Part II, 15 
 minutes. 
 
 Stanford University Press. Sample set 25c; 80c per 25; $2.25 per 25 of 
 all three parts. 
 
 General 
 
 Hunt, et al., Language Aptitude Test (George Washington University 
 
 Series) 
 
 Form 1 
 
 This is a high-school and college test for measuring aptitude for studying a 
 foreign language, which should be useful in educational and vocational guid- 
 ance. The ten parts of the test are on recognition of similarities in sound, 
 meaning of prepositions, memory for foreign vocabulary, use of prefixes and 
 suffixes, comprehension, English vocabulary, English grammar, knowledge of 
 accent, following directions for word order, and use of language rules. 40 
 minutes. 
 
 Center for Psychological Service. 9c per copy, $7.50 per 100. 
 
 Iowa Placement Examinations, Revised, Foreign Language 
 
 Series FAl — Aptitude; Forms A and B 
 
 This test is designed to measure aptitude for foreign language study, 
 especialh" modern foreign languages. The three parts of the test deal with 
 English parts of speech and inflection, transfer from English to an unfamiliar 
 language (Esperanto), and skill with grammar rules in an unfamiliar language 
 (Esperanto). The coefficient of reliabilit\- is unusually high. 45 minutes. 
 
 Bureau of Educational Research and Service. Specimen set 45c; $3.50 
 per 100. 
 
 Luria-Orleans Modern Language Prognosis Test 
 
 Form A 
 
 This is similar to the Orleans-Solomon Prognosis Test in Latin and the 
 Orleans Prognosis Tests in Algebra and Geometry, consisting of a series of 
 short lessons to be studied, followed by tests covering their content. The total 
 number of lessons included is eight, and that of tests, eleven. Both Spanish 
 and French are emploj'ed. Provision is made for dividing the test so that it 
 may be given at two periods. 76 minutes. 
 
 World Book Company. Specimen set 15c; $1.30 per 25. 
 
42 ■ Circular No. 55 
 
 MUSIC 
 
 Kwalwasser Test of Musical Information and Appreciation 
 
 This comprehensive test is concerned with composers, compositions, instru- 
 ments, musical structure and form, and so forth. It is easily the best test of 
 this kind available. 40 minutes. 
 
 Bureau of Educational Research and Service. $5.00 per 100. (155) 
 
 Kwalwasser-Ruch Test of Musical Accomplishment 
 
 This test measures such music fundamentals as knowledge of symbols and 
 terms, recognition of symbol names, detection of pitch and time errors in a 
 familiar melody, recognition of pitch names, knowledge of time and key signa- 
 tures, and of note and rest values, and the recognition of familiar melodies 
 from notation. It is both diagnostic and prognostic. 40 minutes. 
 
 Bureau of Educational Research and Service. 6c per copy, $5.00 per 
 100, $40.00 per 1000. (155) 
 
 Moon Diagnostic Tests in Harmony 
 
 Test 1, Form A; Test 2, Form B 
 
 These tests are based on the Alchin texts and are intended for use in both 
 secondary schools and colleges. Their purpose is to discover the student's 
 grasp of elementary-music theory and of the mechanics of part writing in tonic 
 and dominant chords, and the harmonization of three-tone melodies. They are 
 not yet thoroughly standardized. About 40 minutes. 
 L. R. Jones. $2.25 per 25 copies of both. 
 
 PERSONALITY 
 
 AUport A-S Reaction Study 
 
 Forms for Men and for Women 
 
 This test aims to discover the disposition of an individual to dominate or 
 submit to his fellows in certain everyday relationships. There are thirty-three 
 situations, and the subject selects the one of a group of standardized responses 
 which best characterizes his usual behavior. The forms for men and women 
 have been standardized separately and cannot be used interchangeably. Scores 
 are arranged in positive and negative order, the former indicating ascendance 
 and the latter, submission behavior traits. About 25 minutes. 
 Houghton Mifflin Company. $1.00 per 25. (7) 
 
 American Council on Education Personality Report 
 
 Revisions A and B 
 
 This is a confidential personality rating sheet devised by a committee of 
 nationally known experts. The subject is rated on five personality traits: 
 appearance, initiative, leadership, control of emotions, and definite purpose. 
 American Council on Education. Ic per copy. 
 
 Colgate Mental Hygiene Tests 
 
 Tests B2, C2, and C3 ; Form A of each 
 
 Although these have not been widely used except for research and labora- 
 tory purposes, they have some value in colleges and universities. Test B2 
 measures emotional instability, C2 is an introversion test in which the indi- 
 vidual describes himself, and C3 gives another measure of introversion. About 
 40 minutes. 
 
 Hamilton Republican. $6.00 per 100. (92, 119, 297, 312) 
 
Educational Tests for Use ix Institutions of Higher Learning 43 
 
 Downey Group Will-Temperament Test 
 
 This is a form of the individual will-temperament test described below 
 which has been adapted for use in group testing. About 30 minutes. 
 
 JJ'orld Book CoDipanx. Specimen set 20c; $1.40 per 25. Record cards 
 35c per 25. Manual 15c. (84, 103, 153, 279) 
 
 Downey Individual Will-Temperament Test 
 
 This individual test for determining temperamental traits uses writing as a 
 medium of expression of motor responses. There are tw'elve timed tests ; the 
 response to each is made by the examinee on a record booklet. No apparatus 
 is required. The results may be graphed to form a will-profile chart. About 
 30 minutes. 
 
 World Book Company. Specimen set 25c ; $1.00 per 25. Record Cards 
 35c per 25. Manual 20c. (84, 279) 
 
 Morris Trait Index L 
 
 The purpose of this instrument is to secure the general or predominant 
 trend of an individual's reactions by having him indicate his attitudes toward 
 different typical situations in each of six sections, or types of approach. The 
 128 possible reactions are connected with social leadership, feelings, attitudes and 
 judgment, assurance, emotional intensity, and emotional breadth. The total 
 score represents a mark of leadership in general. 50 minutes. 
 
 Public School Publishing Company. Sample set 15c; $1.50 per 25. 
 
 Pressey X-0 Test (A Group Scale for Investigating the Emotions) 
 Form A 
 
 This test has found its greatest use in research in delinquency. Test I 
 asks the subject to cross out items that are unpleasant to him; Test II, those 
 connected with given key words; Test III, everj'thing he thinks is wrong; 
 Test IV, everything he has worried about. Each contains 125 words. About 30 
 minutes. 
 
 C. H. Stoelting Companv. $1.00 per 25, $3.00 per 100. Manual 15c. 
 (47, 92, 103, 171, 259) 
 
 PHYSICAL EDUCATION 
 Brace Scale of Motor Ability Tests 
 
 This series consists of twenty tests having to do with such activities as 
 walking in a straight line with heels against toes, jumping into the air and 
 clapping the feet together, getting up and down from a kneeling position with 
 arms folded behind the back, holding the toe of one foot and jumping the other 
 foot over the one that is held, being seated and arising cross-legged with arms 
 folded across the chest, and so on. Norms are available for ages up to eighteen, 
 and for college women. About 20 minutes. 
 
 A. S. Barnes and Company. 50c per copy, $10.00 per 25, $15.00 per 50, 
 $25.00 per 100. Scoring blank 10c. (28) 
 
 National Amateur Athletic Federation of America Physical Achieve- 
 ment Tests for Girls and Women 
 
 The four groups of these tests consist of track and field events, stunts, 
 games, and miscellaneous activities, such as walking, swimming, and tennis. 
 Standards in terms of time, distance, or number of practices, each counting 
 
\ 
 44 Circular No. 55 
 
 different numbers of points, are set for each event. To secure the highest 
 possible number of points, activities must be continued through at least three 
 months. 
 
 lVo»ie)i's Dic'ision, National Amateur Athletic Federation. 10c per 
 copy, reduction on large orders. 
 
 Pressey Sports Information Test 
 
 This is designed to measure acquaintanceship with games and sports. The 
 test is technical, so that mere spectators who have not played or studied the 
 sports dealt with are able to answer few of the questions. It covers about 
 thirty athletic sports, table games, and so forth. About 25 minutes. 
 
 C. H. Stoclfing Company. $1.25 per 25, $3.00 per 100. Manual 50c. 
 
 Wayman Tests for College Women 
 
 Medical, Anthropometric, and Motor Ability Tests 
 
 The Medical Test provides for rating on fifteen points having to do with 
 heart, lungs, eyes, teeth, posture, and so forth. The Anthropometric Test 
 covers lung capacity, chest expansion, ninth-rib expansion, and grip. The 
 Motor Ability Test includes eight events, such as running, high jump, basket- 
 ball throw, tumbling, and so forth. About 75 minutes. 
 
 American Physical Education Association. (290) 
 
 Wood Personal Health Standard and Scale for Adults 
 
 The first portion of this scale calls for ratings on a few subjective factors 
 and evidences of health, whereas the second, and much larger part, deals with 
 objective factors and evidences of health. The latter includes the hygienic 
 program, freedom from remedial health handicaps, from susceptibility to dis- 
 eases and infections, and from metabolic errors. About 10 minutes. 
 Bureau, of Publications. 10c per copy, $1.25 per 25. 
 
 PSYCHOLOGY 
 
 Averill-Mueller Achievement Test in Psychology 
 
 Form 1 
 
 This test was devised after a study of texts and references used in general 
 psychology in fifty institutions. The field of general psychology is divided into 
 twelve sub-fields and a test provided for each. The test booklet is so arranged 
 that any or all of these parts may be administered. Tentative norms for each 
 subtest are available. About 135 minutes. 
 
 C. //. Stoelting Company. $8.50 per 25, $26.00 per 100. Manual 50c. 
 
 Bathurst-Scheidemann College Psychology Test 
 
 Sets A and B 
 
 Although this test is designed to test students who have completed one 
 year of general psychology, it covers a very wide range of psychological 
 information, such as neurology, child psychology, social psychology, animal and 
 abnormal psychology, and so forth. The chief objection to it is that it is spread 
 over too wide a field. 50 minutes. 
 
 Bureau of Public Personnel Administration. Sa)nple set 60c; $3.00 per 
 25, $10.00 per 100, $45.00 per 500. (16) 
 
 May Standardized Examination on Woodworth's "Psychology" 
 Forms A and B 
 Each form is broken up into two parts ])rinted in separate booklets. Part I 
 
Educational Tests for Use in Institutions of Higher Learninx. 45 
 
 covers Chapters I to XII inclusive, and Part II, Chapters XIII to XXI of 
 Woodworth's "Psychology," old edition. A new examination to accompany 
 the revised edition of this popular text is being prepared by Professor Wood- 
 worth. It is not yet standardized. 90 minutes. 
 
 Henry Holt and Companw Each part, 10c per single copy, $5.00 per 
 100. (168) 
 
 Scheidemann-Bathurst Tests for Woodworth's "Psychology" 
 Tests I-XXI 
 
 The twenty-one tests are to accompany the twenty-one chapters in Wood- 
 worth's "Psychology." They are made up of true-false and multiple-choice 
 questions. 
 
 /. E. Bathurst. Sample set 50c; 3c per copy. Sets containing one of 
 each test. $11 25 per 25. $35.00 per 100. 
 
 Van Wagenen Reading Scales in Educational Psychology 
 
 Scales A and B 
 
 This is a well scaled silent reading test in educational psychology. About 
 40 minutes. 
 
 Educational Test Bureau. Specimoi set 25c; $1.25 per 25. 
 
 RELIGION 
 
 Case Test of Liberal Thought 
 
 This a four-page true-false test that deals with the Old and X'ew Testa- 
 ments, Christianity, the Church, and social ethics. Apparently it has not been 
 standardized. About 25 minutes. 
 
 Bureau of Publications. 5c per copy. 
 
 Laycock Test of Biblical Information 
 
 This test is made up of seven parts, of which six are multiple-choice and 
 one is true-false, containing a total of one hundred elements. It is intended to 
 measure knowledge of the content and arrangement of the Bible. About 20 
 minutes. 
 
 University of Alberta Bookstore. Speci>ncn set 15c; $1.00 per 20. (164) 
 
 Thurstone-Chave Scale for Measuring Attitude toward the Church 
 
 This is a scale for checking one's opinions toward the church. It contains 
 forty-five opinions. It has been made chieflj' for college and university use. 
 About 10 minutes. 
 
 University of Chicago Press. 75c per 25. (269) 
 
 Whitley Biblical Knowledge Tests 
 
 Old Testament ; Series A 
 
 X'ew Testament; Forms A and B 
 
 The Old Testament Test contains five subtests dealing with relationships 
 and location by books, sources of quotations, order of books, historical facts, 
 and the completion of quotations. The New Testament Test contains one hun- 
 dred multiple-answer questions involving biblical history, geography, quotations, 
 and so forth. About 25 minutes. 
 
 Bureau of Publications. Specimen set 25c; 10c per copy, $6.00 per 100. 
 
46 Circular No. 55 
 
 SCIENCE 
 
 Bacteriology 
 
 Hunter-Moss Standardized Tests in Bacteriology 
 
 This test is designed for college students with specific training in bactcri- 
 ologj', and for professional bacteriologists. Subtest I covers organisms, meth- 
 ods, infection, and immunity; Subtest II is on recognition and diagnosis of 
 bacterial organisms; Subtest III deals with laboratory practice; Subtest IV is 
 based upon the identification of micro-organisms from lantern slides. 4 hours. 
 Bureau of Public Personnel Administration. 20c per cop\, 90c per 6, 
 $2.52 per 21, $5.50 per 50, $10.00 per 100. Key $1.50. (129) 
 
 Chemistry 
 
 Columbia Research Bureau Chemistry Test 
 
 Forms A and B 
 
 This is a comprehensive and thorough test based upon information found 
 in most high-school and college texts. It is divided into three parts. Part I 
 contains about 50 per cent of the test and deals with descriptive information; 
 Part II has about 30 per cent and is devoted to formulas and equations; Part 
 III embraces about 20 per cent and consists of problems. Norms are based 
 upon eight thousand cases. 110 minutes. 
 
 World Book Company. Spccimot set 20c, $1.50 per 25. 
 
 Iowa Placement Examinations, Revised, Chemistry 
 
 Series CAl — Aptitude and CTl — Training; Forms A and B of each 
 This series is designed especially for college freshmen, to be used before 
 or soon after the opening of the college term. The aptitude test consists of 
 four parts: simple arithmetic of chemistry, ability to secure precise data from 
 chemical paragraphs, chemistry reading comprehension, interest in chemistry 
 (measured by accuracy of common information). The training series consists 
 of the following parts: knowledge of fundamentals of chemistry, valence, for- 
 mulas and equations, manufacturmg processes, fundamental chemical prob- 
 lems. -14 minutes each. 
 
 Bureau of Educational Research and Service. Specimen set 45c; $3.50 
 per 100. (161) 
 
 Moss-Loman-Middleton-Hubbard General Chemistry Test (George 
 
 Washington University Series) 
 
 The content of the first-j'ear general chemistry course in college is covered. 
 The test is composed of five subtests: completion or mutilated sentences, writing 
 formulas, true-false statements, completing and balancing equations, solving 
 problems. 45 minutes. 
 
 Center for Psychological Serz-ice. 7c per copy, $5.00 per 100. 
 
 Noll Tests in General Inorganic Chemistry 
 
 Achievement and Laboratory Tests 
 
 The Achievement Test is intended to be used to classify students entering 
 a beginning course in college chemistry, or to measure those who have com- 
 pleted the course. The Laboratory Test is designed to measure some of the 
 
 I 
 
Educational Tests for Use in Institutions of Higher Learning 47 
 
 more intangible outcomes of laboratory instruction and may be used either 
 alone or along with the Achievement Test. Its three parts deal with laboratory 
 technique and information, the drawing of simple apparatus, and diagraming 
 of the set-up of apparatus required in particular experiments. Only tentative 
 norms are available. Achievement Test, 100 minutes; Laboratory Test, 60 
 minutes. 
 
 V. H. Noll. Achiez'emcnt Test, 6c per copy. Laboratory Test, 4c 
 per copy. (195) 
 
 Roe-Hunt-Stubbs-Hubbard Organic Chemistry Test (George Wash- 
 ington University Series) 
 
 This covers the material of the first college course in organic chemistry. 
 I'art 1 measures knowledge of structural formulas; Parts 2 and 3, general in- 
 formation in the field of organic chemistry, including knowledge of prin- 
 ciples, knowledge of compounds, and ability to balance equations ; Part 4, ability 
 to solve problems. Norms are available for college groups. 45 minutes. 
 Center for Psychological .Serz'ice. 7c per copy, $5.00 per 100. 
 
 Physics 
 Columbia Research Bureau Physics Test 
 
 Forms A and B 
 
 This test covers the content found in the most widely used high-school and 
 college texts. The test contains 144 true-false statements, of which about 16 
 per cent treat of mechanics, heat, and light ; 8 per cent, of sound ; 32 per cent, 
 of electricity; 12 per cent, of miscellaneous items. 90 minutes. 
 
 World Book Company. .Specimen set 25c; $1.30 per 25. (90) 
 
 Iowa Placement Examinations, Revised, Physics 
 
 Series PAl — Aptitude and PTl — Training; Forms A and B of each 
 The aptitude test is very similar to the one in chemistry. The training test 
 covers physics information, principles, laws, history, and problems. PA-1, 45 
 minutes; PT-1, 43 minutes. 
 
 Bureau of Educational Research and Service. Specimen set 45c ; $3.50 
 per 100. (19) 
 
 Lapp Iowa Achievement Examinations in College Physics 
 
 Tests 1, 2, 3, 4, 5, 6, 7, 8; Scries A and B of each 
 
 The eight tests cover the work usually done during the first year of college 
 physics. Tests 1, 2, and 3 are to be given during the first semester, Test 4, 
 at the end of that semester. Tests 5, 6, and 7, during the second semester, 
 and Test 8, at the end of the second semester. Norms are available for each 
 test. Tests 1, 2, 3, 5, and 6, 45 minutes each; Test 7, 49 minutes; Tests 4 and 8, 
 90 minutes each. 
 
 Bureau of Educational Research and Service. $3.00 per 100. 
 
 Thurstone Physics Test 
 
 This is one of the five tests of the Thurstone Vocational Guidance Series. 
 It is designed especially for high-school seniors and college freshmen entering 
 engineering courses. 30 minutes. 
 
 World Book Company. $1.00 per 25. Manual 20c. 
 
48 Circular No. 55 
 
 General 
 
 Roback Scientific Ingenuity and Juristic Aptitude Tests 
 Tests 1, 2, 3, and 4 
 
 Test 1 is a problem test ; Test 2, a category test ; Test 3, a discrimination test, 
 and Test 4, a refutation test. These tests deal mostly with scientific material 
 and may be said to measure ability to do scientific thinking. Test 1, 2 hours; 
 Test 2, 30 minutes; Test 3, 1 hour; Test 4, 40 minutes. 
 
 C. H. Stoelting Company. Problem Test, $8.00 per 25, $24.00 per 100. 
 Category Test, $2.00 per 25, $6.00 per 100. Discrimination Test, 
 $4.00 per 25, $12.00 per 100. Refutation Test, $4.00 per 25, $12.00 
 per 100. Manual $2.25. 
 
 Stanford Scientific Aptitude Test 
 
 This test is "devised for the detection of a particular conglomerate of basic 
 traits which enter into what may be called aptitude for science or engineering." 
 It is intended to provide objective guidance in the counseling of students who 
 feel that they have an engineering bent. It is not based upon information be- 
 yond the scope of the elementary school. The eleven parts of the test measure 
 the capacities of experimental bent, clarity of definition, suspended judgment, 
 reasoning, ability to detect inconsistencies and fallacies, induction, deduction 
 and generalization, caution and thoroughness, discrimination of values, and 
 accuracy of observation and interpretation. Two hours 
 
 Stanford University Press. 25c per copy, $2.00 per 10, $3.50 per 20. 
 $7.50 per 50, $14.50 per 100, $70.00 'per 500. Explanatory booklet 
 25c. Scoring key 25c. (316) 
 
 SOCIAL STUDIES 
 Civics and Government 
 
 Almack Test of American Civics and Government 
 
 Forms I and II 
 
 This is a carefully standardized and reliable test for high schools, normal 
 schools, and junior colleges. The three parts of the test are on civic informa- 
 tion, civic judgment and policy, and civic terms. 25 minutes. 
 
 Bureau of Adniinistratiir Research. Sample set 20c; 2Vu- per copw 
 $2.00 per 100. 
 
 American Council Civics and Government Test 
 
 Forms A and B 
 
 This is one of the most reliable and valid, also comprehensive and difficult, 
 measures in this field. It has four parts with a total of 222 test items. The 
 questions cover both facts and relationships in civics and government, including 
 federal, state, and local government and their relationships, the technical vocab- 
 idaries of civics and government, and the general principles of these subjects. 
 90 minutes. 
 
 World Book Company. Spccinicn set 25c: $1.50 per 25. 
 
 Patterson's Tests on the Federal Constitution 
 
 Forms A, B, and C 
 
 These tests arc aiuioimced as adapted to high schools and normal schools, 
 private and preparatory schools, and to some courses in colleges and universi- 
 ties. They may be used as testing devices or study helps. The material tested 
 
Edvcatioxal Tests for Use in Ixstitutioxs of Higher Learning 49 
 
 is factual rather than theoretical or interpretative. About 30 minutes. 
 Palmer Coiuf'aiiy. Saiiitlc set 20c; 20c per 10, $1.80 per 100. 
 
 Economics 
 
 American Council Economics Test 
 
 Forms A and B 
 
 The three parts of the test contain 175 test items which are comprehensive 
 and thorough enough to act as a very complete and worthy test for college 
 students, although the test is said to be for high-school use as well. There 
 are tentative norms for high-school and college students. 90 minutes. 
 World Book Company. Specimen set 25c; $1.30 per 25. 
 
 History 
 
 American Council European History Test 
 
 Forms A and B 
 
 Part I is composed of seventy true-false statements, Part II has fifty match- 
 ing items. Part III has forty-five multiple-choice questions, and Part I\'^ is a 
 test of twenty single-answer questions. The test stresses the last five centuries of 
 European history. Only tentative norms are available to date. 90 minutes. 
 World Book Company. S pecan en set 25c; $1.50 per 25. 
 
 Columbia Research Bureau American History Test 
 
 Forms A and B 
 
 Each form of this lest contains two hundred questions about facts, rela- 
 tionships, and judgments concerning American history. About 50 per cent of 
 the questions are political in nature, 25 per cent economic, 15 per cent social, 
 and 10 per cent religious and educational. About one-half of them concern 
 historx' since the Civil War. The test is quite broad in its scope. 90 minutes. 
 World Book Company. Specimen set 30c; $1.50 per 25. 
 
 Gregory-Owens Test in Mediaeval and Modern History 
 Forms A and B 
 
 This test may be used wherever the subject is taught. It stands alone in its 
 field. There are 134 elements arranged in seven parts dealing with miscellaneous 
 facts and dates, association of events, historical vocabulary, sequence of events, 
 cause and effect relationships, history of the middle ages, and modern history. 
 The test begins with the Fall of Rome. About 40 minutes. 
 
 Bureau of Administrative Research. Specimen set 10c; 4V-zc per copy, 
 $4.00 per 100. 
 
 Mendenhall Test for the Measurement and Analysis of Ability in 
 History 
 
 The elements contained in the seven subtests are mostly taken from United 
 States history. Norms are available from the eighth grade through advanced 
 college courses. 
 
 R. E. Mendenhall. $1.25 per 100. 
 
 Ragatz Modern European History Test (George Washington Uni- 
 versity Series) 
 
 This test is designed to measure knowledge of modern European history 
 in high school and college. It appears to be more definitely suited to the latter. 
 The test consists of three parts in multiple-choice, true-false, and matching 
 form. 45 minutes. 
 
 Center for Psychological Sen-ice. 7c per copy, $5.00 per 100. 
 
50 Circular No. 55 
 
 Sloyer Test in World History 
 
 This is a non-standardized test, mostly in completion form, which the pub- 
 lisher claims is adapted to advanced high-school and college students. About 
 four hundred facts from ancient history down to the present are called for. 
 About 100 minutes. 
 
 Palmer Company. Sample set 20c; in quantities, 10c per copy. 
 
 General 
 Harper Social Study 
 
 This agreement-disagreement test measures conservatism and liberalism in 
 social and civic beliefs and attitudes. The examinee passes upon seventy-one 
 statements by using a plus sign to signify agreement and a minus sign to indi- 
 cate disagreement. Norms of a somewhat nation-wide character are avail- 
 able. 40 minutes. 
 
 Bureau of Publications. Specimen set 10c; $2.50 per 100. 
 
 Warne Index of Social Attitudes 
 
 Although this test is still in the experimentpl stage, it seems worthy of 
 inclusion here. It contains eighty statements dealing with social, economic, and 
 political matters that are to be marked as true, false, or doubtful. By means 
 of key numbers, qualitative scores of conservatism or radicalism may be de- 
 termined. 20 minutes. 
 
 C. E. li^arne. Free during experimental period. 
 
 Watson Test of Public Opinion 
 
 The purpose of this is to measure common deviations from fair-mindedness 
 by a standardized objective test. The prejudices measured are in the fields of 
 religion and economic issues. Apparently the test puts a premium upon lack 
 of definite convictions. It consists of seven parts: crossing out words that 
 connote annoyance or disagrceableness, degree of truth test, inference test, 
 moral judgment test, arguments test, generalization test, and a personal data 
 sheet. Norms are available for college and seminary students, religious workers, 
 and other adults. About 90 minutes. 
 
 Bureau of Publications. Specimen set 35c ; 10c per copy. 
 
 STUDY 
 
 McClusky-Dolch Study Outline Tests 
 
 Tests 1, 2, and 3 
 
 Each of these consists of three paragraphs to be outlined in accordance 
 with a suggested scheme. Test 1 is the most difticult and should be given first; 
 then Test 2, which gives a little more help to those who have failed upon Test 
 1 ; and finally Test 3, which gives still more help to those who fail upon 2. 
 Drill is supposed to intervene between Tests 1 and 2, and 2 and 3. About 10 
 minutes. 
 
 Public School Publishing Company. Sample s,et 10c; 75c per package 
 containing 25 of Test 1, 15 of Test 2, and W of Test 3. 
 
 VOCATIONAL 
 
 Brewer Self-Measuring Scales 
 
 Scales for Achievement and Experience in Work and Education, and for 
 Information, on Education and Vocations 
 
 The first of these calls for marking about 140 different agricultural, 
 
EnucATioNAi. Tests for Use ix Institutions of Higher Learninc, 51 
 
 industrial, commercial, professional, home-making, and other jobs on the basis 
 of experience, and responding to a small number of questions concerning the 
 meaning of work, money and thrift, and future occupational and additional 
 plans. The second is more or less similar, but calls for responses on the basis 
 of information rather than experience. It contains a somewhat greater num- 
 ber of items. About 30 minutes. 
 
 Bureau of Vocational Guidance. 10c per 3, 25c per 12, 90c per 50, $1.50 
 per 100. 
 
 Brewer's Vocational Guidance Score Blank for High Schools and 
 Colleges 
 
 This is a questionnaire containing a list of thirty qualities and space for 
 five more. The subject is asked to make an estimate of the degrees to which 
 he thinks the qualities are required for success in certain occupations and of 
 those to which he thinks he can develop them in himself. The results fre- 
 quently show that the subject knows very little of the occupation, is modest, 
 or is conceited. About 15 minutes. 
 
 C. H. S foci ting Company. 85c per 25; $2.50 per 100. 
 
 Brewer Vocational Information Test 
 
 This is a multiple-answer test co\ering rather briefly the work in various 
 occupations, educational facts about work and workers, economic and social 
 problems of workers, miscellaneous questions about workers, comparing work- 
 ers in pairs, and the classification of workers. It appears to be too short to 
 yield as complete information as would be helpful. About 20 minutes 
 
 Bureau of Vocational Guidance. 10c per 3, 25c per 12, 90c per 50, 
 $1.50 per 100. 
 
 Freyd's Occupational Interest Blank 
 
 Blanks for Males and for Females 
 
 There are eighty occupations for males and sixty-seven for females listed 
 on these blanks. Each occupation is followed by symbols representing five 
 different attitudes toward it. The subject selects the symbol which expresses 
 his attitude. About 15 minutes. 
 
 C. H. Stoelting Company. S5c per 25, $2.50 per 100. (122, 123) 
 
 McHale Vocational Interest Test for College Women 
 
 Those taking this test first indicate their choices of thirty-three vocational 
 pursuits and then respond to about 250 multiple-answer elements dealing with 
 information concerning various vocations and interests. These are grouped 
 into parts dealing with legal aftairs, business and industrj-, health and medicine, 
 various phases of home economics, agriculture, and education. About 40 min- 
 utes. 
 
 Katliryn McHale. 10c per copy. 
 
 Miner's Analysis of Work Interest Blank 
 
 This questionnaire is to determine special interests, likes and dislikes defi- 
 nitely related to vocational choices. It may be used in high schools, colleges, 
 Y. M. C. A.'s, commercial and industrial organizations, and so forth. About 30 
 minutes. 
 
 C. H. Stoelting Company. $2.20 per 25, $6.50 per 100. 
 
 Strong Vocational Interest Blank 
 
 Those filling out this blank arc asked to check about one hundred occupa- 
 tions, fifty amusements, forty school subjects, fifty activities, and fifty peculiari- 
 ties of people according to whether thej' like, dislike, or are indifferent to 
 
52 Circular No. 55 
 
 them. Following this are exercises composed of forty more items, each dealing 
 with the order of preference of activities, comparison of interest between two 
 items, and ratings of present abilities and characteristics. Scoring stencils differ 
 according to the occupational interests that it is desired to measure. At present 
 thej' are available for about twenty occupations. About 35 minutes. 
 
 Stanford University Press. 10c per copy, 90c per 10, $2.00 per 25, $3.50 
 
 per 50, $6.00 per 100, $25.00 per 500. Scoring scale $1.00. (246, 247, 
 
 318) 
 
 Thurstone Vocational Guidance Tests 
 
 Algebra, Arithmetic, Geometry, Physics, and Technical Information Tests 
 
 The Algebra, Geometry, and Physics Tests of this scries have been briefly 
 
 described under those subjects. The other two are similar to these in general 
 
 form and makeup. The series is especially intended to predict aptitude for 
 
 engineering, and apparently does this fairly well. 30 minutes each. 
 
 World Book Company. Specimen scl 40c; $1.00 per 25 of each. Manual 
 20c. 
 
CHAPTER III 
 SELECTED AND ANNOTATED BIBLIOGRAPHY 
 
 The bibliography which follows includes 321 references that 
 were chosen from a much larger number as being most helpful to those 
 interested in the use of tests in institutions of higher learning. This 
 selection was made on two chief bases. The first had to do with their 
 contributions to the general problems of testing in such institutions and 
 the second, with the fact that they contained discussions of the con- 
 struction and use of tests included in the list in the previous chapter. 
 Although this bibliography includes only about half as many refer- 
 ences as does that found in the Eighteenth Yearbook of the National 
 Society of College Teachers of Educatioi* about 40 per cent of those 
 given here are not found therein. Hence, even for those who have the 
 other available, additional helpful material may be found through the 
 use of this one. 
 
 ANNOTATED BIBLIOGRAPHY 
 
 1. Abbott, Allan, and Trabue, ^l. R. "A Measure of Ability to 
 Judge Poetry," Teachers College Record, 22:101-26, March, 1921. 
 
 This contains samples from the scales, tables of results, and a general 
 discussion of their use. 
 
 2. Allen, W. O. "]\Iethods of Admission to College," Thirteenth 
 Annual Schoolmen's Week Proceedings. Philadelphia: Univer- 
 sity of Pennsylvania, 1926, p. 163-67. 
 
 Describes method of admission at Lafayette College, and reviews 
 results. 
 
 3. Allen, W. O. "Who Shall Go to College?" School and Society, 
 19:230-32, February 23, 1924. 
 
 Gives data gathered from use of the Brown University Psychological 
 Examination. Results are considered as tentative. 
 
 4. Allen, W. S. "A Study in Latin Prognosis," Teachers College, 
 Columbia University Contributions to Education, No. 135. New 
 York: Bureau of Publications, Teachers College, Columbia Uni- 
 versity, 1923. 41 p. 
 
 A study to ascertain the predictability of Latin success by means of 
 educational and psychological tests. Twenty-one educational and psycho- 
 logical tests were given to boys of first year high school, Boj's' High 
 School, Brooklyn. 
 
 *Newlancl, T. E. and Toops, H. A. "A Selected Bibliography on Quantitative 
 Measurement in Higher Education," Eighteenth Yearbook of the National Society of Col- 
 lege Teachers of Education. Chicago: University of Chicago Press, 1930, Chapter IX. 
 
 S3 
 
54 Circular No. 55 
 
 5. Allport, F. H., and Allport, G. W. '"Personality Traits: Their 
 Classification and Measurement," Journal of Abnormal and Social 
 Psychology, 16:6-37, April, 1921. 
 
 An attempt to present a working classification for the study of per- 
 sonality, including the main divisions of temperament, self-expression or 
 strength, and sociality. 
 
 6. Allport, F. H., and Hartmax, D. A. "A Technique for the 
 Measurement and Analysis of Public Opinion," Publications of 
 the American Sociological Society, Vol. 20. Chicago: American 
 Sociological Society, 1926, p. 241-44. 
 
 The application of a scale technique for measuring the distribution 
 of opinion on public questions and an inquirj- into the psychological char- 
 acters of those who adopt certain views. 
 
 7. Allport, G. W. "A Test for Ascendance-Submission," Journal 
 of Abnormal and Social Psychology, 23:118-36, Julv-September, 
 1928. 
 
 Description of the derivation and development of the test named. 
 Statistical data are presented to show reliability. Discussions of practical 
 applications of the test. 
 
 8. American Association of University Professors. "Scholastic 
 Aptitude Test," American Association of University Professors 
 Bulletin, Vol. 12, No. 7. Cambridge, Massachusetts: American 
 Association of University Professors, 1926, p. 560-62. 
 
 A report which defends the examinations of the College Entrance Ex- 
 amination Board and claims that the low correlations reported (.40-. 50) 
 are due to the fact that all low candidates are rejected from college and 
 are, therefore, not included in the subsequent college records. Their in- 
 clusion would probably raise the correlation coefficient to .60-.70. Sug- 
 gests that the Scholastic Aptitude Tests are valuable as supplementary 
 evidence showing ability of students to do college work. 
 
 9. American Child Health Association, Research Division. "A 
 Health Survey of 86 Cities." Xew York: American Child Health 
 Association, 1925. 614 p. 
 
 A study involving the use of scales of school medical inspection. 
 
 10. American Public Health Association. "Appraisal Form for City 
 Health Work, Third Edition." New York: American Public 
 Health Association, 1929. 
 
 An extensive rating scale for appraising the effectiveness of the health 
 work of cities. Three types of agencies are rated at one time : health 
 department, other official agencies, voluntary agencies. 
 
 11. Anderson, J. E. "Intelligence Tests of Yale Freshmen," School 
 
 and Society, 11:417-20, August 3, 1920. 
 
 The Yale freshman group is so homogeneous that the Army Alpha 
 Test does not predict success or failure with much accuracy. 
 
Educational Tests for Use in Institutions of Higher Learning 55 
 
 12. Anderson, J. E., and Spencer, L. T. "The Predictive Value 
 of the Yale Classification Tests," School and Society, 24:305-12, 
 September 4, 1926. 
 
 Conclusions based upon three classes of liberal arts students and two 
 of scientific students at Yale show correlations of .30 to .40 between Army 
 Alpha and academic work. 
 
 13. Arlitt, a. H., and Hall, Margaret. "Intelligence Tests versus 
 Entrance Examinations as a Means of Predicting Success in 
 College," Journal of Applied Psvchologv, 7:330-38, December, 
 1923. 
 
 Reports show that college marks at Bryn Mawr correlate more 
 highly with grades received in entrance examinations than with intelli- 
 gence test scores. 
 
 14. Averill, L. a., and Mueller, A. D. "Some Results of Intelli- 
 gence Tests and Achievement Tests in English Given to Entering 
 Normal-School Students," Educational Administration and Super- 
 vision, 13:20-25, January, 1927. 
 
 This study shows that the Inglis Vocabulary Test has as high a 
 predictive value as the Otis Intelligence Test for predicting grades of 
 superior and average students. Both tests have lower prognostic value 
 with slow-er students. 
 
 15. Bagster-Collins, E. W., et al. "Studies in Modern Language 
 Teaching," Publications of the American and Canadian Commit- 
 tees on Modern Languages, Vol. 17. New York: Macmillan 
 Company, 1930. 491 p. ' 
 
 Much material may be found in this volume which includes references 
 to investigations and to tests used in high school and college. 
 
 16. Bathur.st, J. E., and Scheidemann, N. V. "The College Psy- 
 chology Test," Journal of Applied Psychology, 13:81-85, Febru- 
 ary, 1929. 
 
 A brief account of the development of a standardized test on the first- 
 year course in psychology for liberal arts colleges. 
 
 17. Bear, R.~M. "Factors in the Achievement of College Freshmen," 
 School and Society, 24:802-4, December 25, 1926. 
 
 Study made at Danville, Kentucky, the purpose of which was to dis- 
 cover the relationships between the mental and academic ratings of stu- 
 dents and a number of variable factors. 
 
 18. Bear, R. M. "Factors Affecting the Success of College Fresh- 
 men," Journal of Applied Psychology, 12:517-23, October, 1928. 
 
 Data are presented to support the conclusion that intelligence adequate 
 for coping with college work is more essential to success than a number 
 of other factors, such as parents' vocation, participation in athletics, and so 
 on. 
 
56 Circular No. 55 
 
 19. Bear, R. M. "The Predictive Value of the Iowa Physics Apti- 
 tude Placement Test," Journal of Applied Psychology, 11:381-84, 
 October, 1927. 
 
 Data show that the predictive value of the test is higher for all 
 academic subjects combined than it is for physics alone. Low correlation 
 with performance. 
 
 20. P)E.\TLEY. Bancroft. "The Relative Standing of Students in 
 Secondary School, on Comprehensive Entrance Examination, and 
 in College," School Revieiv, 30:141-47, February, 1922. 
 
 A study supplementing that by Lincoln at Harvard. The writer finds 
 that the school record has higher predictive value as to fitness for college 
 work than has the record on the comprehensive examination. 
 
 21. Bender. I. E. "Ascendance-Submission in Relation to Certain 
 Other Factors in Personality," Journal of Abnormal and Social 
 Psychology, 23:137-43, July-September, 1928. 
 
 A discussion of test results in relation to intelligence and scholarship, 
 introversion-extroversion, order of birth within the family, and academic 
 status. 
 
 22. Benson, C. E. "The Results of the Army Alpha Test in a 
 Teacher-Training Institution," Educational Administration and 
 
 • Supervision, 7:348-49, September, 1921. 
 
 A very brief summary of test results from a state teachers' college 
 in ^lissouri. 
 
 23. Binnewies, W. G. "Freshmen Grades and ^Mental Test," Educa- 
 tional Administration and Supervision, 9:161-62, March, 1923. 
 
 A very brief discussion of results obtained from administering two 
 intelligence tests to freshmen at South Dakota State College. Correlations 
 with class marks are reported between .40 and .50. 
 
 24. Blakey, Ruth. "The Use of Prognostic Tests in Modern Lan- 
 guage," School Review, 35:692-98, November, 1927. 
 
 Report of a study made to determine the best type of test for use in 
 eliminating students who are incapable of studying modern language 
 
 successfully. 
 
 25. BoETTiGER, L. A. "The Wisconsin Better Cities Contest," Social 
 forces, 5:436-46, March, 1927. 
 
 The description of a comprehensive scale developed by a number of 
 naticinally known authorities for the scoring of communities as a whole. 
 
 26. Book, W. F. The Intelligence of High School Seniors. New 
 York: Macmillan Company, 1922. 371 p. 
 
 A full and complete description of a state-wide mental survey of the 
 high-school seniors in over three hundred Indiana high schools. Returns 
 are shown for more than six thousand students. 
 
 « 
 
Educational Tests for Use i.v Ixstitutioxs of Hir.HER Learxixc. 57 
 
 27. Bowes, L. B. "Tests for Entrance to State Universities," Eng- 
 lish Journal (College Edition), 19:51-54. January, 1930. 
 
 An attempt to determine the practices of state universities with ref- 
 erence to entrance and placement. Answers to certain pertinent questions 
 are arranged in a tabular summary. 
 
 28. Brace, D. K. Measuring Motor Ability. Xew York: A. S. 
 Barnes and Company, 1927. 138 p. 
 
 Brace's Scale of Motor Ability Tests is described and the general 
 problems of measurement in this field discussed. 
 
 29. Bridges, J. W. "The \'alue of Intelligence Tests in Universi- 
 ties," School and Society, 15:295-303, :\Iarch 18, 1922. 
 
 An article which argues against the use of intelligence tests in col- 
 lege or university on the grounds that they are not sufficiently discrim- 
 inating between so highly selected a group of students. 
 
 30. Broom, Eustace, and Contreras, M. S. "A Background Vo- 
 cabularv List in Spanish." Modern Language Journal, 11:459- 
 63, April, 1927. 
 
 This report deals with results ot a number of different studies re- 
 lating to the problems of a standardized vocabulary in Spanish. 
 
 31. Broom, Eustace, Coxtreras, ^I. S., and Kaulfers, Walter. "A 
 Test of Spanish Vocabulary," High School Teacher, 3:216, 217, 
 234, June, 1927. 
 
 The test and its derivation are described and results and critical data 
 given. 
 
 32. Broom, M. E. "A Note on the Validity of a Test of Social Intel- 
 ligence," Journal of Applied Psychology, 12:426-28, August, 
 1928. 
 
 A brief discussion questioning the validity of the Massachusetts Social 
 Intelligence Test on the grounds of its high correlation with Thorndike 
 Intelligence Test scores. 
 
 33. Broom, M. E. "A Silent Reading Test in Spanish," Journal of 
 Educational Research, 16:357-64, December, 1927. 
 
 An account of the derivation and validation of the test, with tentative 
 norms and coefficients of reliability and validity. 
 
 34. Brotemarkle, R. A. "College Student Personnel Problems," 
 Journal of Applied Psychology, 11:415-36, December, 1927; 12:1- 
 42, February, 1928. 
 
 A summary of a series of studies made at the University of Penn- 
 sylvania. Gives available standards for college adult level of individual 
 tests and presents the Revised Forms of the Student Personnel Record 
 and the Student Questionnaire. 
 
 35. Brown, E. J. "A Self-Rating Scale for Supervisors," American 
 School Board Journal, 77:36-37, 127, August, 1928. 
 
 A complete reproduction of the scale with brief comment. 
 
58 Circular No. 55 
 
 36. Brown, J. C. "State Normal-School Students Rated by the 
 Army Intelligence Tests," Educational Administration and Super- 
 vision, 6:68-70, February, 1920. 
 
 A study showing that normal-school students at State Normal School, 
 St. Cloud, Minnesota, are not selected from the lowest 50 per cent of the 
 high-school graduates. 
 
 37. Brown, W. A. "Character Traits as Factors in Intelligence Test 
 Performance," Archives of Psychology, No. 65. New York City: 
 Columbia University, 1923. 66 p. 
 
 An attempt to evaluate the various types of scores on the Thorndike 
 Intelligence Examination in terms of indicating some more or less well- 
 recognized character traits. Special emphasis is laid upon the "caution 
 factor" and its relation to intelligence test scores. 
 
 38. Brueckner, L. J. "Scales for the Rating of Teaching Skill," 
 Educational Research Bulletin, No. 12. Minneapolis: University 
 of Minnesota, 1927. 28 p. 
 
 A brief discussion of teacher rating is followed by a description of the 
 scales. 
 
 39. Buchanan, M. A., and MacPhee, E. D. "An Annotated Bibli- 
 ography of Modern Language Methodology," Publications of the 
 American and Canadian Committees on Modern Languages, Vol. 
 8. Toronto, Canada: University of Toronto Press, 1928. 428 p. 
 
 Part IV, pages 374-94, contains an annotated bibliography of some 
 fifty references to tests and examinations. 
 
 40. Burtt, H. E. "Measuring Interest Objectively," School and 
 Society, 17:444-48, April 21, 1923. 
 
 An attempt to devise paper and pencil tests which would measure 
 interest rather than ability. The validity of the tests were measured by 
 correlating scores with ratings of instructors on interest and ability. 
 
 41. Burwell, W. R., and MacPhail, A. H. "Some Practical Re- 
 sults of Psychological Testing at Brown University," School and 
 Society, 22:48-56, July 11, 1925. 
 
 A comprehensive analysis of the use of the Brown University Psy- 
 chological Examination over a period of six or seven years. Relation- 
 ships to grades, withdrawals, failures, and so forth, are given. 
 
 42. Caldwell, H. H. "Adult Tests of the Stanford Revision Ap- 
 plied to College Students," Journal of Educational Psychology, 
 10:477-88, December, 1919. 
 
 A study showing the value of the "Adult Tests" and suggesting that 
 they be revised in a few particulars, as well as that they be supplemented 
 by character study. 
 
 43. Carothers, F. E. "Psychological Examination of College Stu- 
 dents," Archives of Psychology, No. 46. New York: Columbia 
 University, 1921. 82 p. 
 
 A description of the derivation and use of a group of psychological 
 tests devised for the purpose of establishing norms and standards of per- 
 
Educatioxal Tests for Use in Institutions of Higher Learning 59 
 
 formancc, giving students a clear conception of their abilities and apti- 
 tudes along various lines, and of determining the reliability of the tests 
 and their correlations with freshman university grades and physical meas- 
 urement. 
 
 44. Carter, T. M. "A Standardized Mental Test vs. an Unstand- 
 ardized English Test as a Means of Predicting Success in Col- 
 lege English," School and Society, 26:151-52. July 30. 1927. 
 
 Correlation between a test in English and an intelligence test was 
 found to be .41 ± .036. 
 
 45. Chambers, G. G. "Intelligence Examinations and xAdmission to 
 College," Educational Review, 61:128-37, Februar}^ 1921. 
 
 Concludes that the value of intelligence examinations is yet an open 
 question. Writer advocates a careful tryout by some combination plan. 
 
 46. Chambers, G. G. "Intelligence Tests at the University of Penn- 
 sylvania," School and Society, 10:548-49, November 8, 1919. 
 
 Brief statement of a proposed plan to use intelligence tests in assisting 
 in the selection of students desiring admission to college, and for advising 
 students while in college. 
 
 47. Chambers, O. R. "Character Trait Tests and the Prognosis of 
 College Achievements," Journal of Abnormal and Social Psychol- 
 ogy, 20:303-11, October, 1925. 
 
 Presents results from the use of the Pressey X-0 Test which seem 
 to be as significant for the prediction of success in college as a group 
 intelligence test. 
 
 48. Chapin, F. S. "A Quantitative Scale for Rating the Home and 
 Social Environment of Middle Class Families in an Urban Com- 
 munity," Journal of Educational Psvcholoqx, 19:99-111, Febru- 
 ary, 1928. 
 
 A comparatively simple scale which the author claims gives results 
 that correlate to a high degree with the results obtained from more com- 
 plicated scales. 
 
 49. Chapmax, J. C. "The Measurement of Physics Information," 
 School Review, 27:748-56, December, 1919. 
 
 Presentation of a technique for developing a non-standardized ob- 
 jective test, with a statement of the criteria for suitable test items and a 
 discussion of the method for determining difficulty of the several items. 
 
 50. Chapman, J. S., and Sims, V. M. "The Quantitative Measure- 
 ment of Certain Aspects of the Socio-Economic Status," Journal 
 of Educational Psychology, 16:380-90, September, 1925. 
 
 An account of the construction of an instrument for measuring the 
 socio-economic status of families. 
 
 51. Charters, W. W. "Predicting Success in College," Educational 
 Research Bulletin (Ohio State University), 8:194, :\lay 1, 1929. 
 (An editorial.) 
 
 Presents a number of factors which have bearing upon students' 
 continuance at Ohio State University and which may serve as measures 
 of collegiate success. 
 
60 Circular No. 55 
 
 52. Charters, W. W., and Waples, Douglas. The Commonwealth 
 Teacher-Training Study. Chicago: University of Chicago Press, 
 1929. 666 p. 
 
 This contains the complete checking lists of the commonwealth 
 study with accounts of their derivation, suggestions for their use, and 
 so forth. 
 
 53. Cheydleur, F. D. "The Construction and Vahdation of a 
 French Grammar Test of the Selection and Multiple-Choice 
 Type," Journal of Educational Research, 17:184-96, March, 1928. 
 
 A significant article dealing with the validation of a standardized test. 
 
 54. Cleeton, G. U. "The Predictive Value of Certain Measures of 
 Ability in College Freshmen," Journal of Educational Research, 
 15:357-70, May, 1927. 
 
 Description of experiments which deal with problems related to the 
 predictive value of certain measures of developmental capacity and meas- 
 ures of attainment. 
 
 55. Clement, J. A., and Smythe, W. E. "Intelligence Tests and 
 the Marks of Scholarship Men in College," Educational Admin- 
 istration and Supervision, 7:510-16, December, 1921. 
 
 Article presenting data regarding test scores and marks of scholar- 
 ship men at De Pauw University. Concludes that intelligence tests might 
 safely be used as a sole basis for selecting superior scholarship students. 
 
 56. Coleman, Algernon. "The Teaching of Modern Foreign Lan- 
 guages in the United States," Publications of the American and 
 Canadian Committees on Modern Languages, Vol. 12. New 
 York: Macmillan Company, 1929. 299 p. 
 
 None of the four chapters of this publication is specifically devoted to 
 tests, but the use of tests is referred to in many places. 
 
 57. College Entrance Examination Board. "Annual Reports of the 
 Secretary, 1921-1924." New York: College Entrance Examina- 
 tion Board. 1921-22-23-24. 132, 142, 162, and 163 p. 
 
 Contains evidence which led the College Entrance Examination Board 
 to begin experimentation with objective tests. 
 
 58. College Entrance Examination Board. "General Report on the 
 Scholastic Aptitude Test," Twenty-Sixth Annual Report, College 
 Entrance Examination Board. New York: College Entrance Ex- 
 amination Board, 1926, p. 161-98. 
 
 The first report by the board on the use of the Scholastic .Aptitude 
 Test. A study of validity and reliability of the test. Statistical data in- 
 cluded. 
 
 59. College Entrance Examination Board. The Work of the College 
 Entrance Examination Board, 1901-1925. New York: Ginn and 
 Company, 1926. 300 p. 
 
 A brief digest and history of the important results of the work of 
 this board. The report of the Committee on the Scholastic Aptitude Test 
 
Educational Tests for Use in Institutions of Higher Learning 61 
 
 (pages 44-61) is the most significant version of the book as regards the 
 tise of standardized tests for college entrance. 
 
 60. College Entrance Examination Board, Commission on Scholastic 
 Aptitude Tests. "Second Annual Report." New York: College 
 Entrance Examination Hoard, 1927. 37 p. 
 
 A discussion of the results obtained from using the Scholastic Apti- 
 tude Tests. 
 
 61. College Entrance Examination Board, Commission on Scholastic 
 Aptitude Tests. "Third Annual Report." New York: College 
 Entrance Examination Board, 1928. 
 
 A detailed report of the activities of the Commission and a discussion 
 of the results obtained from using the tests. 
 
 62. "The Columbia University Psychological Examinations," School 
 and Society, 17:268-69, March 10, 1923. 
 
 After four years of experimentation, the use of psychological tests at 
 Columbia University for entrance admission is found to be exceedingly 
 valuable. Quite uniformly, students making low scores on these examina- 
 tions had relatively poor records in college. 
 
 63. CoLViN, S. S. "Educational Guidance and Tests in College," 
 Journal of Applied Psychology, 5:32-38, March, 1921. 
 
 Concludes that tests are extremely useful and of great service in 
 clearing up doubtful points in regard to students' abilities, aptitudes, and 
 achievements. 
 
 64. CoLvix, S. S. "The Purposes and Methods of Psychological 
 Tests in Schools and Colleges," Education, 40:404-16, March, 
 1920. 
 
 A discussion of the results obtained from psychological tests given 
 at Brown University. Warns against relying too implicitly upon the 
 findings from intelligence tests in forming estimates of students' abilities. 
 
 65. CoLvix, S. S. "The \'alidity of Psychological Tests for College 
 Entrance," Educational Revieii.', 60:7-17, June, 1920. 
 
 Psychological tests show more reliability in predicting academic suc- 
 cess than do previous school marks or teachers' estimates. 
 
 66. CoLVix, S. S., and MacPhail, A. H. "Intelligence of Seniors in 
 the High Schools of Massachusetts," U. S. Bureau of Education 
 Bulletin, 1924, No. 9. Washington: Government Printing Of- 
 fice, 1924. 39 p. 
 
 An appraisal and evaluation of the suitability of the high-school sen- 
 iors of Massachusetts for college. Concerns the use of tests, especially 
 the Brown University Psychological Examination. 
 
 67. CoLVix, S. S., and MacPhail, A. H. "Value of Psychological 
 Tests at Brown University," School and Societv, 16:113-22, July 
 
 29, 1922. 
 
 Suggests a plan for admitting all applicants but dismissing at the end 
 of the first semester those having low psychological scores and marks 
 below C. Finds that intelligence tests have distinct predictive value. 
 
62 Circular No. 55 
 
 68. CoLViN, S. S., ct al. "Intelligence Tests and Their Use," Twenty- 
 first Yearbook of the National Society for the Study of Educa- 
 tion. Bloomington, Illinois: Public School Publishing Company. 
 1922. 288 p. 
 
 Part I — "The Nature, History, and General Principles of Intelligence 
 Testing;" Part II — "The Administrative Use of Intelligence Tests." A 
 symposium. Contributors represent leaders in the field of measurements. 
 An annotated list of group intelligence tests is given. 
 
 69. Commons, J. R. "Standardization of Housing Investigations," 
 Journal of the American Statistical Association, 11:319-26, De- 
 cember, 1908. 
 
 A score card for rating dwelling houses. 
 
 70. CoNDiT, P. i\I. "The Prediction of Scholastic Success by Means 
 of Classification Examinations," Journal of Educational Re- 
 search, 19:331-35, Alay, 1929. 
 
 Results from Colorado State Teachers College indicate that a re- 
 liable achievement test yields as good results for classification purposes 
 as does a psychological examination. 
 
 71. Connecticut State Board of Education. Report of the Thorndikc 
 Intelligence Examination in the Connecticut State A'ornial 
 Schools. Hartford, Connecticut: .State Board of Education, 
 1927. 38 p. 
 
 This is a report of an attempt to use intelligence tests as a basis for 
 selection of students. The report brings out the positive relationship 
 between intelligence test scores and scholastic success, but shows that 
 the correlation is low. 
 
 72. CowDERY, K. M. "Measurement of Professional Attitudes — 
 Differences Between Lawyers, Physicians, and Engineers," Jour- 
 nal of Personnel Research, 5:131-41, July, 1926. 
 
 A study reporting the application of the method of group interest 
 analysis. The author shows that the Interest Report Blank differentiates 
 between men with medical, engineering, and legal interests with an ef- 
 ficiency of 80 per cent to 90 per cent and has a reliability of from 0.77 to 
 0.90. 
 
 73. CowDERY, K. M. "Repeated Thorndike Intelligence Examina- 
 tions," School and Society, 27:367-69, March 24, 1928. 
 
 For retests with the Thorndike Intelligence Examinations, the cor- 
 relations between first and second test scores were found to be succes- 
 sively reduced with increases in the interval of time between tests. 
 
 74. Cox, G. J. "Shall We Have Intelligence Tests in Art?" Teach- 
 ers College Record, 28:690-95, March, 1927. 
 
 Suggests the possibility of devising a reliable series of tests that 
 would etTectively test the perception of the student or art teacher. Mention 
 
Educational Tests for Usk in Institutions of Higher Learning 63 
 
 is made of some of the difiiculties confronting those who would formulate 
 an ideal system of measurement. 
 
 75. Cozens, F. W. "The Measurement of General Athletic Ability 
 in College Men," American Physical Education Review, 33:634- 
 38, December, 1928. 
 
 Description of the derivations of a battery of tests to measure gen- 
 eral athletic ability in college men. An abstract of a Ph.D. dissertation, 
 University of Oregon. 
 
 76. Crane, Esther. "An Investigation of Three Plans for Selecting 
 the Students to be Admitted to College," Journal of Educational 
 Psychology, 17:322-30, May, 1926. 
 
 An investigation at Bryn Mawr College in which entrance examina- 
 tions were found to rank second, psychological (Thurstone) examinations, 
 third, and a combination of the two, first. 
 
 77. Crane, Esther. "The Results of Some Psychological Tests at 
 Bryn Mawr College," School and Society, 25:640-44, May 28, 
 1927. 
 
 A discussion of the correlation between grades and scores made on 
 the Thurstone Intelligence Test and the Thorndike Psychological Ex- 
 amination. The central tendency of the correlations is around .32. Ar- 
 gues for a combination of entrance examinations and marks on psycho- 
 logical examinations to be used as a basis for admission to college. 
 
 78. Crawford, A. B. "Forecasting Freshman Achievement," School 
 and Society, 31:125-32, January 25, 1930. 
 
 Scholastic potentialities of entering Yale freshmen are effectively pre- 
 dicted from a weighted combination of various prematriculated data. 
 
 79. Cunningham, H. A. "Character and Value of Existing Tests, 
 for Pupils and Teachers of General Science," General Science 
 Quarterly, 13:61-69, January, 1929. 
 
 Critical discussion of the value and uses of four well-known general 
 science tests. 
 
 80. Dagney, S. "Intelligence Tests and Collegiate Selection," School 
 and Society, 15:593-95, May 27, 1922. 
 
 Sophie B. New-comb College students' results on Army Alpha. The 
 median score for all classes was 135. The correspondence between test 
 scores and subjects studied was closest in English, French, history, and 
 psychology ; least correspondence was f ovmd in Latin-Greek, mathematics, 
 chemistry, physics, and Spanish. 
 
 81. Davidson, M. R., and MacPhail, A. H. "Psychological Test- 
 ing in a Woman's College," Personnel Journal, 6:266-75, Decem- 
 ber, 1927. 
 
 A study of the results of four years of testing freshmen to determine 
 what results were produced for the assistance of the personnel office. 
 General relationship between psychological test scores and academic work 
 was fovmd to be around 0.50. 
 
64 Circular No. 55 
 
 82. Davis, Homer. "Army Alpha and Students' Grades, Illustrating 
 the Value of the Regression Equation," School and Society, 
 14:223-27, September 24, 1921. 
 
 At Stanford University, the author found a rather low correlation 
 between test scores and grades. Two types of students account for this. 
 In general, the writer believes the test has practical value in helping stim- 
 ulate students to better work. 
 
 83. DoHERTY, Margaret, and MacLatchy, Josephine (Directed 
 by B. R. Buckingham). "Bibliography of Educational and Psy- 
 chological Tests and Measurements," U. S. Bureau of Education 
 Bidletin, 1923, No. 55. Washington: Government Printing Of- 
 fice, 1924. 233 p. 
 
 One of the most complete bibliographies ever published. There are 
 tests for different levels, ranging all the way from the kindergarten to 
 the college. The bibliography purports to cover the printed material 
 issued in this country concerning intelligence and educational tests during 
 the period from January 1, 1918 to Tunc 30, 1922. See particularlv pages 
 194-98. 
 
 84. Downey, J. E. The Will-T em peramcnt and Its Testing. Yonk- 
 ers, New York: World Book Company, 1923. 339 p. 
 
 This is a detailed treatment of the subject, including a discussion of 
 the Downey tests. 
 
 85. Earle, M. G. "The Relation between Personality and Charac- 
 ter Traits and Intelligence," Journal of- Applied Psvchologx, 
 10:453-61, December, 1926. 
 
 A study of 212 student nurses in seven large hospitals in New York- 
 City. Army Alpha Group Intelligence Test was used. Median for group 
 reported as 110. Suggestion is made that those scoring below 75 should 
 be eliminated. 
 
 86. Engelhart, M. D. "Standardized Tests for Students of Educa- 
 tion," Educational Administration and Supervision, 15:93-101, 
 February, 1929. 
 
 A critical review of standardized educational tests; calls attention to 
 a number that are still in the experimental stage. 
 
 87. English, H. B. "The Predictive Value of Intelligence Tests." 
 School and Society, 26:783, December 17, 1927. 
 
 Attention is called to the possible exaggeration of the importance of 
 low correlations between academic success and intelligence tests. 
 
 88. Ernst, J. L. "Psychological Tests Versus the First Semester 
 Grades as a Means of Academic Prediction." School and Society, 
 18:419-20, October 6, 1923. 
 
 Finds that the Alpha test has higher predictive value than first se- 
 mester marks, except in the case of courses that are highly homogeneous 
 in content throughout several years. 
 
Educational Tests for Use ix Ixstitutioxs of Higher Learning 65 
 
 S9. Faber, 'SI. ]. "Mental Tests and Measurements," American 
 Journal of Xitrsing, 28:265-71, 1928. 
 
 A general discussion dealing with various types of standardized tests. 
 Xo specific applications are made to problems of the education of nurses. 
 
 90. Farwell, H. W. "The Xew-Type Examination in Phvsics," 
 School and Society, 19:315-22, March 15, 1924. 
 
 An exposition of the earl\- work with objective tests in phjsics. 
 
 91. Filter, R. O. "An Experimental Study of Character Tests," 
 Journal of Applied Psychology, 5:297-317, December, 1921. 
 
 A study describing a battery of tests for measuring self-assurance 
 and another for measuring speed of decision. 
 
 92. Flemmixg, E. G. "The Predictive \'alue of Certain Tests of 
 Emotional Stability as Applied to College Freshmen," Archives 
 of Psxcholoqx, Xo. 96. New York: Columbia Universitv, 1928, 
 p. 1-58. 
 
 An extensive investigation of emotionality through the use of the 
 W'oodworth Personal Data Sheet, the Laird Personal Inventory, and the 
 Pressey X-0 Test. Many studies involving these tests are summarized. 
 Predictive value is reported as low. Discussion is technical. Short bibli- 
 ography. 
 
 93. Fr.\sier, G. W".. and Heilmax, J. D. "Experiments in Teachers 
 College Administration: Intelligence Tests," Educational Admin- 
 istration and Supervision, 14:268-78, April, 1928. 
 
 Something of a history of the testing program and of the uses that 
 have been made of the test results in one institution. 
 
 94. Freemax, F. X. Mental Tests. Boston: Houghton Mifflin Com- 
 pany, 1926. 503 p. 
 
 The aim of this book is to reveal scientific problems which are in- 
 volved in the use of tests. 
 
 95. Freyd, M.\x. "The Graphic Rating Scale," Journal of Educa- 
 tional Psychology, 14:83-102, February, 1923. 
 
 A discussion of several scales for different purposes, of scale making 
 in general, and of the author's scale for rating teachers. 
 
 96. Freyd, ]\Iax. ''A Graphic Rating Scale for Teachers," Journal 
 of Educational Research, 8:433-39, December, 1923. 
 
 The scale and its tise are described, and the functions of such a 
 scale stated. 
 
 "97. Friedl, B. C. "A Study in Foreign Language Prognosis," Mod- 
 ern Language Journal, 11:298-314, February, 1927. 
 
 Explains the construction of a prognosis test using for the subjects 
 of the experimentation 140 students from the L'niversity of Mississippi 
 and 30 from a high school. 
 
66 Circular No. 55 
 
 98. Garrett, H. E., et al. "Some Group Differences in Personality, 
 Intelligence and College Achievement," Personnel Journal, 7:341- 
 48, February, 1929. 
 
 99. GiLLiLAND, A. R. "A Revision and Some Results with the 
 Moore-Gilliland Aggressiveness Test," Journal of Applied Psy- 
 chology, 10:143-50, June, 1926. 
 
 Describes this test and considers the methods of giving and scoring. 
 The parts of the test arc: Eye Movement Distraction Test, Staring Test, 
 Handwriting Test, Word Reaction Test, Time Reaction Test. 
 
 100. GiLLiLAND, A. R., and Burke, R. S. "A Measurement of Socia- 
 bility," Journal of Applied Psychology, 10:315-26, September, 
 1926. 
 
 Descriptions of tests devised to measure the social intelligence or 
 sociability of an individual. The use of photographs and of a questionnaire 
 characterize the procedi:re by which objective measurement was at- 
 tempted. 
 
 101. Glick, H. N. "Evident Limitations of Intelligence Tests," 
 School Executives Magazine, 49:214-15, 271-73; January, Feb- 
 ruary, 1930. 
 
 Analyzes intelligence and attempts to show how the so-called intelli- 
 gence tests fail in their purpose. 
 
 102. Good, C. V. "Bibliography on College Teaching with Special 
 Emphasis on Alethods of Teaching," Sixteenth Yearbook of the 
 National Society of College Teachers of Education. Chicago: 
 University of Chicago Press, 1928, p. 66-95. 
 
 Two hundred and forty-five references, many of which are brieflj' 
 annotated. Preference is given to two types of material: (1) experimental 
 investigations or factual reports, and (2) authoritative analyses or dis- 
 cussions of college teaching. 
 
 103. GoRHAM, D. R., and Brotemarkle, R. A. "Challenging Three 
 Standardized Emotional Tests for Validity and Employability," 
 Journal of Applied Psychology, 13:554-88, December, 1929. 
 
 The three tests are the Downey Will-Temperament Test, the Pressey 
 Cross-out Tests, and the Brotemarkle Comparison Tests. These tests are 
 considered to be reasonably accurate in the hands of expert clinicians. 
 
 104. Gould, K. M. "A Sociometric Scale for American Cities." A 
 thesis submitted for the degree of M. A. New York: Columbia 
 University, 1921. 
 
 Five criteria are set up for the judgment of a good sociometric scale. 
 An attempt is made to develop a scale for the judgment of entire com- 
 munities. 
 
 105. Grauer, David, and Root, W. T. "The Thorndike Intelligence 
 Tests and Academic Grades," Journal of Applied Psychology, 
 11:297-318, August, 1927. 
 
 Shows that the Thorndike tests do not have high predictive value but 
 are useful in a study of individual cases. 
 
Educatioxal Tests for Use ix Ixstitutioxs of Higher Learkixg 67 
 
 106. Greene, H. A., and Jorgexsox, A. X. The Use and Interpreta- 
 tion of Educational Tests. New York: Longmans, Green and 
 Company, 1929. 389 p. 
 
 A standard textbook dealing with the use, interpretation, and deriva- 
 tion of educational and mental tests. Considers elementary tests in the 
 main. Contains a classified list of tests and publishers. 
 
 107. Groxert, ;M. L. '"A Prognosis Test in Typewriting," Journal of 
 Educational Psychology, 16:182-85, March, 1925. 
 
 A description of the Lynch Prognosis Test. Some results obtained 
 with this test are given. 
 
 108. GuiLER, W. S. "The Predictive Value of Group Intelligence 
 Tests," Journal of Educational Research, 16:365-74, December, 
 1927. 
 
 A stud}- of three tests — Ohio College Association Test, Otis Self-Ad- 
 ministering Test of Mental Abilitj', and Terman Group Test of ^lental 
 Ability. The two latter tests, in addition to being easier to give and score, 
 show somewhat greater predictive value than the first. 
 
 109. Hammond, H. P., and Stoddard, G. D. ''A Study of Place- 
 ment Examinations," University of Iowa Studies in Education, 
 \''ol. 4, No. 7. Iowa City: University of Iowa, 1928. 59 p. 
 
 A critical study of the Iowa Placement Examinations made after 
 they had received considerable use. 
 
 110. Hawkes, H. E. "Report of the Dean of Columbia College for 
 1929," Bulletin of Information, Series 30, Xo. 2. New York- 
 Columbia University, 1929, p. 7-9. 
 
 Summarization of the results from placement tests used with fresh- 
 men in 1928. As a result of the tests, 48.6 per cent showed evidence of a 
 competency to enter classes at various levels above first semester fresh- 
 man work. Actually 1,115 semester hours work was anticipated and 
 saved. 
 
 111. Hawkes, H. E.. and Joxes, A. L. "On the Xew Plan of Ad- 
 mitting Students at Columbia University." Journal of Educa- 
 tional Research, 4:95-101, September, 1921. 
 
 A preliminary report on the method of admitting students on the 
 basis of lest scores rather than high-school certificates or marks on col- 
 lege entrance examinations. Early indications point to the superiority of 
 the new-type admission over the old when judged by the correlation be- 
 tween test scores and success in college. 
 
 112. Hemmerling, W. "A Study of Four Standardized Achievement 
 Tests in Spanish," Modern Language Forum, 14:10-14, 1929. 
 
 An analysis of the vocabulary, questions, and grammar contained in 
 the Columbia Research Bureau Spanish Test, Form A, the American 
 Council Beta Spanish Test, Form A, the American Council Beta Spanish 
 Test, Form B, and the American Council Alpha Spanish Teest, Form A. 
 
 113. Henmox, V. A. C. "Achievement Tests in Modern Foreign 
 Languages." Publications of the American and Canadian Com- 
 
68 Circular No. 55 
 
 mittcs on Modern Languages, Vol. 5. Xew York: Macmillan 
 Company, 1929. 363 p. 
 
 A description of the American Council Alpha Tests in French, Ger- 
 man, and Spanish, their derivation, the statistical data as to validity and 
 reliability, and the results of administration in the United States, Canada, 
 and England. 
 
 114. Hexmox, V. A. C, et al. "Prognosis Tests in Modern Foreign 
 Languages," Publications of the American and Canadian Com- 
 niittes on Modern Languages, Yo\. 14. New York: Macmillan 
 Company, 1929. 182 p. 
 
 A presentation of several methods of attack on the problems of prog- 
 nostic tests in modern foreign language. No final results are announced, 
 the chief outcome perhaps being the establishment of the fact that lan- 
 guage aptitude is very complex and rests on various factors. 
 
 115. Herrixg, J. p. "Herring Revision of the Binet-Simon Tests," 
 Journal of Educational Psychology, 15:172-79, March, 1924. 
 
 A critical account of the scale dealing with its history, purposes, uses, 
 reliability, validity, and so forth. 
 
 116. Herriott, M. E. "'Honor' Engineering Students: Their Char- 
 acteristics and Reasons for Success," Journal of Engineering 
 Education, 19:871-83, May, 1929. 
 
 A study of a group of engineering students who had been particularly 
 successful. Summarizes the reasons that the students considered as po- 
 tent in producing their successes. 
 
 117. Herriott, M. E. "Why 'Honor' Engineering Students Think 
 They Succeed in College," School and Society, 28:829-30, De- 
 cember 29, 1928. 
 
 This studj^ of the reasons assigned by twenty-five honor engineering 
 students for their success revealed that two types of reasons were out- 
 standing — (a) study habits and (b) attitudes toward school work. Author 
 thinks a study of honor students might throw more light on the factors 
 that make for college success. 
 
 118. Hill, D. S., et al. "Results of Intelligence Tests at the Univer- 
 sity of Illinois," School and Society, 9:542-45, ^lay 3, 1919. 
 
 A detailed account of the giving of the Army Alpha to 3,500 students 
 at the University of Illinois. Historically interesting. 
 
 119. Hoitsma, R. K. "Reliability and Relationships of the Colgate 
 Mental Hygiefie Test," Journal of Applied Psychology, 9:293- 
 303, September, 1925. 
 
 Conclusion is that the test is reliable enough for making group com- 
 parisons but unreliable with individuals. Attempts to show that certain 
 sections are highly unreliable and need revision. 
 
 120. Hoke, Elmer. "Intelligence Tests and College Success," Jour- 
 nal of Educational Research, 6:177, September, 1922. 
 
 A comparative study of four group intelligence tests given to one 
 hundred students. The four tests used were: Terman, Otis, Thurstone, 
 and Rogers. Two conclusions based on resulting date are given — (1) 
 the four tests measure the same thing, whatever that may be, and (2) 
 
Educational Tests for Use in Institutions of Higher Learning 69 
 
 the thing measured by these tests in this case was not the thing which 
 determined success in college. 
 
 121. HouRWicH, IsKANDER. "Psychological Tests and the Selection 
 of Antioch Students," School and Society, 20:156-60, August 2, 
 1924. 
 
 Experiences at Antioch College in giving the Thurstone Psjxhological 
 Examination, Test IV, to about twelve hundred students. 
 
 122. Hubbard, R. M. "Interests Studied Quantitatively," Journal of 
 Personnel Research, 4:365-78, December, 1925, January, 1926. 
 
 The application of the interest analysis method to discriminate be- 
 tween college students ha\ing mechanical interests and those with social 
 interests. 
 
 123. Hubbard, R. M. "The Reliability of Freyd's Interest Analysis 
 Blank," Journal of Educational Psychology, 17:617-24, Decem- 
 ber, 1926. 
 
 A study of the reliability of Freyd's Blank with University of 
 ^Minnesota freshmen. Reliability for men .52 to .64 and for women .47 
 to .49. 
 
 124. HuDELSOX, Earl. Problems of College Education. Minneapo- 
 lis: University of Minnesota Press, 1928. 449 p. 
 
 In the second part of this series of studies are to be found three or 
 four very important chapters dealing with college testing. 
 
 125. Hull, C. L. Aptitude Testing. Yonkers, New York: World 
 Book Company, 1928. 535 p. 
 
 Excellent handbook for all those engaged in vocational guidance, 
 general personnel work, or employment selection. Gives the psychologi- 
 cal principles and technical methods involved in developing and using 
 tests of aptitudes. 
 
 126. Hunt, Thelma. "The Measurement of Social Intelligence," 
 Journal of Applied Psychology, 12:317-34, June, 1928. 
 
 A discussion of the George Washington University Social Intelligence 
 Test — its reliability, validity, construction, vocational usefulness, and re- 
 lationship between its scores and scholarship. 
 
 127. Hunt, Thelma. "Measuring Teaching Aptitude," Educational 
 
 Administration and Supervision, 15:334-42, May, 1929. 
 
 A description of the test and statement of some results obtained from 
 its use. 
 
 128. Hunter, O. B., Cajigas, Toma.s, and Moss, F. A. "Standard- 
 ized Tests in Pathology," Public Personnel Studies, 3:172-85, 
 June, 1925. 
 
 The tests are completely reproduced, their standardization described, 
 their purposes stated, and other pertinent material given. 
 
 129. Hunter, O. B., and Moss, F. A. "Standardized Tests in Bac- 
 teriolog}%" Public Personnel Studies, 3:52-66, February, 1925. 
 
 A discussion and illustration of the bacteriology tests designed by 
 the authors. 
 
70 Circular No. 55 
 
 130. HuRU, A. W. "Achievements of Students in Physics," Science 
 Education, 14:437-47, January, 1930. 
 
 Presents data on the achievement of students in high school and 
 university physics. Suggests a remedj- for bringing about desired degrees 
 of achievement. 
 
 131. Husband, R. W. "Psychological Tests and Rating Scales," 
 School and Society, 19:443-50, April 19, 1924. 
 
 A report read before the Association of American Colleges giving 
 the results of a survey to determine the extent to which psychological 
 tests and rating scales were used by members of the association. Tests 
 most frequently used, in order, were: Army Alpha, Thorndike, Otis, 
 Thurstone, and Terman. About 80 per cent of the institutions in the 
 study were using tests. 
 
 132. Husband, R. W. "The Reliability of the Thorndike Intelligence 
 Examination," School and Society, 28:521-22, October 27, 1928. 
 
 A defense of the Thorndike tests, mentioning two factors which 
 may readily account for a lower reliability than has been given for other 
 intelligence tests. 
 
 133. Jennison, H. M. "Improvement in Examination Technique for 
 Teachers of Botany," School Science and Mathematics, 27:832-43, 
 944-51 ; November, December, 1927. 
 
 Several criticisms of the traditional essay-type of examination are 
 offered. Sample pages from random examinations of the newer type 
 are presented for illustrative purposes. Directions for building up new- 
 type examinations are given. 
 
 134. Johnston, J. B. "Predicting College Success for the High- 
 School Senior," Vocational Guidance Magazine, 6:289-94, April, 
 1928. 
 
 Suggests method of prediction based on high-school marks and 
 psychological test ratings. 
 
 135. Johnston, J. B. "Predicting Success or Failure in College at the 
 Time of Entrance," School and Society, 19:772-76, June 28, 1924; 
 20:27-32, July 5, 1924. 
 
 A study made at the University of ^linnesota showing the high 
 predictive value of intelligence tests when supplemented by high-school 
 rankings. Claim is made that sufHcient evidence is at hand for refusing 
 admission to some students on the basis that a tax-supported school 
 should not spend money on educating students when failure is practically 
 assured. 
 
 136. Johnston, J. B. "Tests for AbiHty Before College Entrance," 
 
 School and Society, 15:345-53, April 1, 1922. 
 
 An analysis of validity and prediction values of the Armj' Alpha 
 in the University of Minnesota. Optimistic attitude toward prediction. 
 
 137. Jones, A. H. "The Prognostic \'alue of the Low Range Army 
 Alpha Scores," Journal of Educational Psychology, 20:539-41, 
 October, 1929. 
 
 Forty students out of 659 made scores of less than 100 on the Army 
 Alpha Test. These forty cases represent this study. Eighty-two per 
 
 I 
 
Educational Tests for Use ix Institutions of Higher Learning 71 
 
 cent failed to make a "C" average, indicating that a score of 100 is near 
 the critical point for college students. 
 
 138. Jones, A. L. "The Columbia University Psychological Exam- 
 inations," School and Society, 17:268-69, March 10, 1923. 
 
 Tells how Columbia University is using the Thorndike Intelligence 
 Examination as one factor in the selection of students. 
 
 139. Jones, A. L. "Freshman Examination and Freshman Placement," 
 School and Society, 21:444-49, April 11, 1925. 
 
 A report of the Committee on College Personnel Technique of the 
 Association of American Colleges which describes the testing and per- 
 sonnel work at the University of Minnesota, University of Chicago, and 
 Columbia University. 
 
 140. Jones, A. L. "Psychological Tests for College Admission," Edu- 
 cational Reviezv, 58:271-78, November, 1919. 
 
 A statement of the policj- of Columbia University in permitting appli- 
 cants to take a mental test instead of the usual examination, if they so 
 desire. Concludes that evidence of fitness for college should be sought 
 in at least four ways — these are discussed. 
 
 141. Jones, E. S. "The Army Tests and Oberlin College Freshmen," 
 School and Society, 11:389-90, March 27, 1920. 
 
 The results of testing 330 Oberlin freshmen. Median score of 153 
 considered rather high. Afen scored slightly higher than women. 
 
 142. Jones, E. S. "Testing and Training the Inferior or Doubtful 
 Freshmen," Personnel Journal, 6:182-91, October, 1927. 
 
 An intensive study of thirty-two prospective freshmen, all of whom 
 graduated from high school in the lowest two-fifths of their class. 
 
 143. Jones, Lonzo. "A Project in Student Personnel Service at the 
 College Level," School and Society, 28:765-68, December 15, 
 1928. 
 
 A practical defense of the thesis "Each student should achieve at the 
 level of his ability." Four of the Iowa Placement Examinations, the Iowa 
 Comprehension Test, the Iowa High School Content Examination, and 
 the American Council Psychological Test were used. The results of the 
 seven tests were converted into T-scores and diagnostic charts prepared. 
 Finally a "ratio expectancy" to finish college was obtained. 
 
 144. Jones, Lonzo. "A Project in Student Personnel Service De- 
 signed to Facilitate Each Student's Achievement at the Level of 
 His Ability," University of Iowa, Studies in Education, Vol. 5, 
 No. 1. Iowa City: University of Iowa, 1929. 59 p. 
 
 A study of 112 students in which seven standardized tests, including 
 placement tests, high-school content tests, reading tests, and a mental 
 test were used. Bibliography. 
 
 145. Jones, Vernon. "Educational Tests," Psychological Bidletin, 
 25:407-21, July, 1928; 26:397-417, July, 1929. 
 
 Reviews briefly the developments in the field of educational meas- 
 urements during the preceding j-ear. 
 
72 Circular No. 55 
 
 146. Jones, V. A., and McCall, W. A. "Educational Tests," Psycho- 
 logical Bulletin, 23:382-94, July, 1926. 
 
 Reviews briefly the developments in the field of educational measure- 
 ments for the preceding five years. 
 
 147. Kansas State Teachers College. "Manual of Standard Tests (Re- 
 vised, 1928)," Bulletin of Information, No. 57. Emporia: Kansas 
 State Teachers College, 1928. 
 
 This manual serves as a catalog of tests for sale by the above insti- 
 tution, but it also serves to describe in very complete form over one hun- 
 dred tests ranging in level from the kindergarten to the college. 
 
 148. Kelley, T. L. Interpretation of Educational Measurements. 
 Yonkers, New York: World Book Company, 1927. 363 p. 
 
 A critical presentation of the whole field of educational tests which 
 includes a rating by several experts of practically all tests in the field. 
 
 149. Kellogg, C. E. "Relative Values of Intelligence Tests and Ma- 
 triculation Examinations as Means of Estimating Probable Suc- 
 cess in College," School and Society, 30:893-96, December 28, 
 1929. 
 
 A valuable study from McGill University involving the use of the 
 Thurstone Psychological Examination for College Freshmen and the use 
 of the Revision of the U. S. Army Alpha. The author believes both in- 
 telligence tests and matriculation examinations have considerable merit. 
 
 150. Kennon, L. H. V. "Tests of Literary Vocabulary for Teachers 
 of English," Teachers College, Columbia University Contribu- 
 tions to Education, No. 223. New York: Bureau of Publications, 
 Teachers College, Columbia University, 1926. 78 p. 
 
 A thesis describing the derivation of the Kennon Tests of Literary 
 Vocabulary. 
 
 151. Keener, T. K. "A Survey of the Test Movement in History," 
 Journal of Educational Research, 7:309-25, April, 1923. 
 
 Discusses methods of test construction, the type of tests in the field 
 of history, and a summary of the criticism passed vipon the various tests. 
 Most of the tests are in the elementary or secondary field. Presents a list 
 of tests and gives pertinent facts concerning each. 
 
 152. KiRKPATRiCK, E. A. "Intelligence Tests in Massachusetts Nor- 
 mal Schools," School and Society, 15:55-60, January 14, 1922. 
 
 The Thurstone Test was given in all the Massachusetts Normal 
 Schools. This study compares average scores of three groups of stu- 
 dents. 
 
 153. KoRNHAUSER, A. \\'. "Results from the Testing of a Group of 
 College Freshmen with the Downey Group Will-Temperament 
 Test," Journal of Educational PsxcJwlogv, 18:40-42, January, 
 1927. 
 
 A study showing an absence of any clear relationship between the 
 Downey Group Will-Tcmperamont Test and the abilities and character- 
 
Educatioxai- Tests for Use in Institutions of Higher Learning Ti 
 
 istics represented in marks of college students and in ratings of several 
 character traits, such as industry, accuracy, and initiative. 
 
 154. KuHLMANN, F. "The Kuhlmann-Anderson Intelligence Tests 
 Compared with Seven Others," Journal of Applied Psychology, 
 12:545-94, December, 1928. 
 
 This is a critical discussion dealing with a number of points that con- 
 tribute to the validity and general merit of a test. 
 
 155. KwALWASSER, Jacob. Tests and M easiirements in Music. Bos- 
 ton: C. C. Birchard and Company, 1927. 146 p. 
 
 This general discussion of testing in the field of music is followed by 
 descriptions and criticisms of the leading standard tests therein. 
 
 156. Latrd, D. a. "A Study of Some Factors Causing a Disparity 
 between Intelligence and Scholarship in College Students," School 
 and Society, 19:290-92, March 8, 1924. 
 
 Correlations between test scores and grades have been reported from 
 .35 to .75. Laird believes this is due to different types of motivation and 
 to bias on the part of some instructors. Various student types are dis- 
 cussed. 
 
 157. Laird, D. A., and Andrew, Annagean. "The Status of Mental 
 Testing in Colleges and Universities in the United States," School 
 and Society, 18:594-600, November 17, 1923. 
 
 Shows the extent to which various tests are used throughout the 
 country. Some of the tests arc evaluated. 
 
 158. Langfeld, H. S. "The Value of Intelligence Tests," Forum, 
 76:276-79, August, 1926. 
 
 A more or less popular discussion of the test movement. Tests are 
 described as being in an experimental stage. 
 
 159. Langlie, T. a. "The Administration of Placement Examina- 
 tions," School and Society, 24:619-20, November 13, 1926. 
 
 As a result of giving the Iowa Placement Tests to freshmen in the 
 colleges of engineering, architecture, and chemistry of the Universitj' 
 of Minnesota, the author believes that "training" tests should be given in 
 mathematics and chemistry only after the freshmen have become settled 
 and have had time for a brief review. 
 
 160. Langlie, T. A. "Analysis of the Iowa Placement Tests," Jour- 
 nal of Applied Psychology, 10:303-14, September, 1926. 
 
 This article reports ordinary and partial correlations between the 
 various tests of the series and between them and intelligence tests, co- 
 efficients of variability and of reliability, and finally conclusions as to 
 what the tests measure. 
 
 161. Langlie, T. A. "A Comparison of 'Aptitude' and 'Training 
 Tests' for Prognosis," Journal of Educational Psychology, 19: 
 658-65, December, 1928. 
 
 The Iowa Placement Examinations in English (training and aptitude), 
 Mathematics (training and aptitude), and Chemistry (training and apti- 
 tude) were given. The "training" tests were found to be superior for 
 predicting future achievement. 
 
74 Circular Xo. 55 
 
 162. Langlie, T. a. "The Iowa Placement Examinations at the Uni- 
 versity of Minnesota," Journal of Engineering Education, 17: 
 842-65, May, 1927. 
 
 The author holds that the "training" tests are more effective than the 
 "aptitude" tests in the mathematics and chemistry departments. The tests 
 are valuable in sectioning classes, advisory work, personnel work, and so 
 on. 
 
 163. Laxglie, T. a. "What is ;Measured by the Iowa 'Aptitude' 
 Tests?" Journal of Applied Psychology, 13:589-91, December, 
 1929. 
 
 The tests measure "training" and "intelligence." 
 
 164. Laycock, S. R. "The Laycock Test of BibHcal Information," 
 Journal of Educational Psychology, 16:329-34, May, 1925. 
 
 An account of the derivation of the test by this name. 
 
 165. Lextz, T. F. "An Experimental Method for the Discovery and 
 Development of Tests of Character," Teachers College, Columbia 
 University Contributions to Education, Xo. 180. New York: 
 Bureau of Publications, Teachers College, Columbia University, 
 1925. 47 p. 
 
 Conclusions and summary based on the results of some forty tests 
 which were administered to two groups of boys equated for age and 
 intelligence but contrasted in general behavior record. Good bibliogra- 
 phy. 
 
 166. Leonard, S. A. "The Stanford Literature Tests," English Jour- 
 nal (College Edition), 18:696-97, October, 1929. 
 
 A review. 
 
 167. Lincoln, E. A. "The Relative Standing of Pupils in High 
 School, in Early College, and on College Entrance Examinations," 
 School and Society, 5:417-20, April 7, 1917. 
 
 A study showing that college entrance examinations are less pre- 
 dictive of success in college than high-school marks. 
 
 168. LoNGSTAFF, H. P., and Porter, J. P, "Objective Measures of 
 Ability and Achievement in General Psychology," Journal of Ap- 
 plied Psychology, 13:173-87, April, 1929. 
 
 A statistical study involving the use of fourteen objective tests in 
 general ps\-chology, May's Standardized Examination in General Psychol- 
 og}', and Otis Self-Administering Test of Mental Ability. The objective 
 test results appear to be the most reliable. 
 
 169. LouTTiT, C. M. "Intelligence Tests in Hobart College," School 
 and Society, 22:312, September 5, 1925. 
 
 Shows that students with Army Alpha scores under 100 have a defi- 
 nite tendency to be eliminated from college. 
 
 170. LuNDBERG, G. A. Social Research. New York: Longmans, 
 Green and Company, 1929, p. 197-299. 
 
 Discusses in Chapter IX the various methods of determining and 
 measuring attitudes. Presents in Chapter X a discussion of the measure' 
 
Educational Tests for Use ix Institutions of Higher Learning 75 
 
 ment of social institutions. Several illustrations of scoring devices are 
 given. 
 
 171. McGeoch, J. A., and Whiteley, P. L. "The Reliability of 
 Pressey X-O Tests for Investigating the Emotions," Pedagogi- 
 cal Seminary, 34:255-70, 1927. 
 
 High reliability is found when the tests are repeated after a short 
 interval ; reliability decreases with lengthened time interval. 
 
 172. MacPhail, a. H. "Classification of Freshmen at Brown Uni- 
 versity," Journal of Educational Research, 14:365-69, December, 
 1926.' 
 
 Study of the Brown University Psychological Examination, the Moore 
 (Dartmouth) Completion Test, and the Classification Test in English 
 (Brown) for purposes of determining best means of classifying fresh- 
 men for instruction in English. 
 
 173. MacPhail, A. H. The Intelligence of College Students. Balti- 
 more: Warwick and York, 1924. 176 p. 
 
 A survey of practice in methods of admission to colleges and uni- 
 versities with special reference to the use of intelligence examinations. 
 Also a critical study of admission and retention at Brown University. 
 An extensive bibliography is included. 
 
 174. Markt, a. R., and Gillilaxd, A. R. "A Critical Analysis of 
 the George Washington University Teaching Aptitude Test," Ed- 
 ucational Administration and Supervision, 15:660-66, December, 
 1929. 
 
 A brief description of the test is followed by data on reliability and 
 validity. 
 
 175. jNIartens, E. H. "Student Teachers and the Thurstone Psycho- 
 logical Examination," School and Society, 27:638-40, May 26, 
 1928. 
 
 An account of the use of the American Council on Education Psy- 
 chological Examination with student teachers at the University of Cali- 
 fornia. 
 
 176. May, ]\I. A. "Measuring Achievement in Elementary Psychol- 
 ogy and in Other College Subjects," School and Society, 17:472- 
 76, 556-60; April 28, May 19, 1923. 
 
 Shows the value of the objective-type examination in college subjects. 
 Uses the mean as a measure of central tendency and the 5". D. as a meas- 
 ure of variability. 
 
 177. May, M. A. "Predicting Academic Success," Journal of Educa- 
 tional Psychology, 14:429-40, October, 1923. 
 
 A study of 450 liberal-arts freshmen which involved the measurement 
 of intelligence by means of the Miller Mental Ability Test and the Dart- 
 mouth Completion of Definitions Test. The most reliable means of pre- 
 dicting academic success was found to be a combination of intelligence 
 and degree of application. 
 
76 Circular No. 55 
 
 178. May, M. A. "The Present Status of Will-Temperament Tests," 
 Journal of Applied Psychology, 9:29-52, ^larch, 1925. 
 
 An evaluation of the various "will-temperament" tests which had 
 appeared up to the preparation of the article. 
 
 179. May, M. A. "Standardized Examinations in Psycholog}' and 
 Logic," School and Society, 11:533-40, May 1, 1920. 
 
 A paper showing how the technique of mental and educational testing 
 may be applied to examinations in elementary psychology and elementary 
 logic. 
 
 180. May, M. A., and Hartshorne, Hugh. "First Steps Toward a 
 Scale for Measuring Attitudes," Journal of Educational Psychol- 
 ogy, 17:145-62, March, 1926. 
 
 Descriptions of the first steps in devising a scale for measuring atti- 
 tudes toward dishonesty or cheating. Criteria for evaluating the scale 
 are given and applied. 
 
 181. May, M. A., and Hartshorne, Hugh. "Objective Methods of 
 Measuring Character," Pedagogical Seminary, 32:45-67, 1925. 
 
 An attempt to answer certain questions concerning tests. A bibliogra- 
 phy of objective tests available at the time and of articles about such 
 tests is appended. 
 
 182. May, M. A., and Hartshorne, Hugh. "Personality and Char- 
 acter Tests," Psychological Bidletin, 23:395-411, July, 1926. 
 
 A bibliography of personality and character tests covering the period 
 from 1920 to 1925 inclusive. No rating scales are included. One hundred 
 and ninety-six references are classified under appropriate headings. 
 
 183. May, M. A., Hartshorne, Hugh, and Weltv, R. E. "Person- 
 ality and Character Tests," Psychological Bulletin, 26:418-44, 
 July, 1929. 
 
 Reviews the literaturf" on personality and character tests for the pre- 
 ceding year. The list includes 199 references. 
 
 184. Miller, W. S. "An Objective Test in Educational Psycholog}-," 
 Journal of Educational Psychology, 16:237-46. April, 1925. 
 
 Descriptions of an objective test of 210 items in educational psy- 
 cholog}-. Correlation with honor points is -|-55. The author finds that by 
 taking certain precautions the test can be used through ten quarters with- 
 out any noticeable increase in central tendency or variability of scores. 
 
 185. Miner, J. B. "Tests of Candidates for the Rhodes Scholarship," 
 School and Society, 18:297-300, September 8, 1923. 
 
 An experiment in Kentuck}' in giving mental tests to applicants for 
 the Rhodes scholarship. Army Alpha was used. .\ new use for tests^ 
 selecting gifted youth. 
 
Educational Tests for Use ix Institutions of Higher Learning 11 
 
 186. Monroe, W. S., DeVoss, J. C, and Kelly, F. J. Educational 
 Tests and Measurements, Revised Edition. Boston: Houghton 
 Mifflin Company, 1924. 521 p. 
 
 A widely used text which treats of the tests in the various school sub- 
 jects. Includes a list of the tests described, with the name of the pub- 
 lishers and the price at the time of going to press. 
 
 187. Monroe, W. S., Hamilton, T. T., Jr., and Smith, \'. T. 
 "Locating Educational Information in Published Sources," Uni- 
 versity of Illinois Bidlctin, Vol. 27, No. 45. Bureau of Educa- 
 tional Research Bulletin No. 50. Urbana: University of Illinois, 
 1930. 142 p. 
 
 As the title of this publication suggests, its preparation was undertaken 
 as a means of rendering assistance to one in locating educational infor- 
 mation. The bibliographj' of bibliography includes many references on 
 tests. 
 
 188. MooRE, H. T. "Three T3^pes of Psychological Rating in Use 
 with Freshmen at Dartmouth," School and Society, 13:418-20, 
 April 2, 1921. 
 
 Three ratings are: (1) personal ratings by members of the faculty, 
 (2) Army Alpha Examination, (3) a home-made completion-information 
 test. The correlations with scholarship for the three are .745, .43, and .55 
 respectively. 
 
 189. Mosher, R. M. "The Intelligence and Achievement of Normal- 
 School Students," Journal of Applied Psychology, 12:335-42, 
 June, 1928. 
 
 Reports a low correlation between normal-school success and Thorn- 
 dike Intelligence Examination scores. A brief bibliography is included. 
 
 190. Moss, F. A., LoMAN, William, and Hunt, Thelma. "Imper- 
 sonal Measurement of Teaching," Educational Record, 10:40-50, 
 January, 1929. 
 
 A report presented to the Association of Land Grant Colleges dealing 
 with the use of a general chemistry test in twenty-eight institutions with 
 6,667 students. Gives considerable information about the test. 
 
 191. Murray, Elsie. "Freshman Tests in a Small College," Journal 
 of Applied Psychology, 7:258-76, September, 1923. 
 
 Analysis of the results obtained from three classes at Sweet Briar 
 College. Concludes that the college would benefit b}" eliminating at ma- 
 triculation the lowest intelligence-test decile. 
 
 192. National Education Association, Committee on Character Educa- 
 tion. "Character Education," U. S. Bureau of Education Bul- 
 letin, 1926, No. 7. Washington: Government Printing Office, 
 1926. 89 p. 
 
 Chapter \' of this study deals with "Character Tests and Measure- 
 ments." This bulletin contains a bibliograph\- of 153 references. 
 
78 Circular No. 55 
 
 193. Nelson, M. J., and Denny, E. C. "The Terman and Thurstone 
 Group Tests as Criteria for Predicting College Success," School 
 and Society, 26:501-2, October 15, 1927. 
 
 Scores on these tests correlated rather high with success of students 
 in psychology- classes, but decidedly lower results were obtained for other 
 courses. The predictive value of the Terman test was slightly higher. 
 
 194. New York, University of the State of. "Educational Measure- 
 inents," University of the State of New York Bulletin, No. 734. 
 Albany: University of the State of New York Press, 1921. 27 p. 
 
 A selected list of standard tests with suggestions for their use. 
 Classified as group intelligence and standard achievement tests. 
 
 195. Noll, V. H. "The Aleasurement of Achievement in General 
 Inorganic Chemistry," Journal of Educational Psychology, 20: 
 458-65, September, 1929. 
 
 A comparison of three methods of scoring an objective test in experi- 
 mental work preliminary to the author's test on general inorganic chem- 
 istry. 
 
 196. Odell, C. W. "Are College Students a Select Group?" Univer- 
 sity of Illinois Bidletin, Vol. 24, No. 36, Bureau of Educational 
 Research Bulletin No. 34. Urbana: University of Illinois, 1927. 
 45 p. 
 
 The purpose of this bulletin is to present data that will throw light 
 upon the question of the extent to which college freshmen constitute a 
 select group as compared with high-school graduates. Reports a small 
 but reliable difference between high-school seniors who plan to attend 
 college and all seniors. 
 
 197. Odell, C. W. "An Attempt at Predicting Success in the Fresh- 
 man Year at College," School and Society, 25:702-6, June 11. 
 1927. 
 
 A study of nearly two thousand college freshmen located in 120 insti- 
 tutions, all of whom were formerly enrolled in Illinois high schools. 
 Scores upon Otis tests were available for all. Correlations between 
 various school grades and intelligence-test scores were found. The author 
 concludes that any college might secure valuable information about its 
 students through multiple correlations of the Thorndike Test, subject- 
 matter tests, and secondary-scholastic records. 
 
 198. Odell, C. W. "Educational Tests for Use in High Schools, 
 Third Revision," University of Illinois Bidletin, \o\. 27, No. 3, 
 Bureau of Educational Research Circular No. 53. Urbana: Uni- 
 versity of Illinois, 1929. 50 p. 
 
 An extensive collection of tests of the high-school level which in- 
 cludes many tests suitable for use in college. Each test is briefly de- 
 scribed with price and publisher given. The bulletin also contains a 
 discussion of the present status of high-school tests ; limitations, pur- 
 poses, criteria for selecting tests, and the steps involved in plaiming a 
 testing program. 
 
 199. Odell, C. W. "Objective Measurement of Information," Uni- 
 versity of Illinois Bulletin, Vol. 23, No. 36, Bureau of Educa- 
 
 I 
 
Educatioxal Tests for Use in Institutions of Higher Learning 79 
 
 tional Research Circular No. 44. Urbana: University of Illinois, 
 1926. 27 p. 
 
 Brief discussion of the place and merits of the new examination, 
 following this by illustrating and explaining different forms of objective 
 and near-objective tests, with directions for giving and scoring them. 
 
 200. Odell, C. W. "Predicting the Scholastic Success of College 
 Freshmen," University of Illinois Bulletin, YoX. 25, No. 2, Bu- 
 reau of Educational Research Bulletin No. 37. Urbana: Uni- 
 versity of Illinois, 1927. 54 p. 
 
 A study and evaluation of some of the more readily available items 
 of information used to predict the probable scholastic success of college stu- 
 dents. Differs from other investigations in the same field in that it not 
 only determines accuracy of prediction of college success in general, 
 but also for each subject. 
 
 201. Otis, A. S. "An Absolute Point Scale for the Group Measure- 
 ment of Intelligence," Journal of Educational Psychology, 9:239- 
 61, 333-48; May, June, 1918. 
 
 A detailed account of the work involved in the construction of the 
 Otis Group Intelligence Scale, including critical data of various sorts. 
 
 202. Patersox, D. G. "Use of New-Type Examination Questions in 
 Psychology at the University of Minnesota," School and Society, 
 28:369-71,' September 22, 1928. 
 
 Nature of an accounting regarding the extent to which over a period 
 of five years the Department of Psychology at the University of Alinne- 
 sota has built up a large file of new-type questions from which exam- 
 inations in endless variety could be quickly assembled. 
 
 203. Pattie, E. B. "Available Tests in Modern Foreign Languages," 
 
 Modern Language Journal, 14:223-27, December, 1929. 
 
 Discussion of methods and equipment available, with price list and full 
 information concerning individual tests on French, Spanish, and German. 
 
 204. Piersox, C. D., and Nettels, C. H. "A Study of High-School 
 Seniors to Determine Who Shall Be Recommended to College," 
 School and Society, 28:215-16, August 18, 1928. 
 
 It is believed that the principal can make the best recommendation 
 if this recommendation is based upon Terman Group Test results, schol- 
 arship in high school, and combined character ratings of ten traits by 
 several teachers. 
 
 205. PiNTNER, Rudolf. Intelligence Testing. Methods and Residts. 
 New York: Henry Holt and Company, 1923. 406 p. 
 
 A text for college classes which discusses the historical development 
 of intelligence tests, describes the principal tj^pes, and shows how results 
 may be applied to practical social situations. 
 
 206. PiNTNER, Rudolf. "Intelligence Tests," Psychological Bidletin, 
 23:366-81, Julv, 1926; 24:391-408, July, 1927; 25:389-406, July, 
 1928; 26:381-96, July, 1929. 
 
 A bibliography and review for the year of the important articles and 
 books in the field of intelligence testing. 
 
80 Circular Xo. 55 
 
 207. PixTXER, Rudolf. "Training Students in Group Intelligence 
 Testing," Journal of Educational Research, 9:271-80, April, 1924. 
 
 Recommends a problem or project method of procedure for training 
 students in routine testing and the preparation of reports. Suggests the 
 encouraging of students to raise real questions with reference to any par- 
 ticular group of children tested. 
 
 208. PoTTHOFF, E. F. "A Statistical and Anah-tical Study of the Se- 
 lective Admission of College Students." A thesis submitted for 
 the degree of Ph.D. Chicago: University of Chicago, 1928. 
 
 209. Pressey, S. L. ''A Group Scale for Investigating the Emotions," 
 Journal of Abnormal and Social Psychology, 16:55-64, April, 
 1921. 
 
 The writer presents an ingenious test of about six hundred items 
 which he believes is more satisfactory than the Army Alpha in predicting 
 imsatisfactory work in college. 
 
 210. Remmers, H. H.. and Braxdexburg, G. C. "Experimental Data 
 on the Purdue Rating Scale for Instructors," Educational Admin- 
 istration and Supervision, 13:519-27. November. 1927. 
 
 A study concerned with the limitations and possibilities of students 
 rating instructors b\' means of a scale. Author claims a considerable 
 degree of reliability. Little evidence of "halo effect." 
 
 211. Rich, S. G. "The Available Tests for Results of Teaching the 
 Sciences," School Science and Mathematics, 26:845-52, Novem- 
 ber, 1926. 
 
 An annotated bibliographj' of tests for general science, biolog>% chem- 
 istry, and physics. 
 
 212. Rich, S. G. "The Use of Standardized and Partly Standardized 
 Tests in Chemistry at a Normal School," School Science and 
 Mathematics, 23:539-42, June, 1923. 
 
 A study involving the use of objective tests in chemistry with normal- 
 school pupils. 
 
 213. Roberts, A. C. "Pleasuring and Testing in Education," Journal 
 of the National Education Association, 13:101-4. March. 1924. 
 
 An attempt in brief quotations to account for the rapid development 
 and the importance of intelligence testing and to present a bibliography 
 as well as announcements of a few books in this field. 
 
 214. Rogers, A. L. "Experimental Tests of Mathematical Ability and 
 Their Prognostic Value," Teachers College, Columbia University 
 Contributions to Education. No. 89. New York: Bureau of Pub- 
 lications, Teachers College, Columbia University, 1918. 120 p. 
 
 A studj' in mathematical prognosis in which the author found that 
 ability in mathematics can be predicted by a group of tests involving 
 algebraic, geometrical, and language abilities. 
 
 I 
 
EnucATioNAi. Tests kok Use in Ixstitutioxs of Higher Learning 81 
 
 215. Rogers, A. L. "Mental Tests for the Selection of University 
 Students," British Journal of Psychology, 15:405-15, April, 1925. 
 
 An attempt to determine the value of group psychological tests as a 
 means of selecting students. Considers reliability and validity of the 
 Thorndikc Intelligence Examination. 
 
 216. Rogers, D. C. "Intelligence Examinations and College Entrance," 
 Smith Alumnae Quarterly, 12:5-10, 1921. 
 
 217. Root, W. T. "The Freshmen: Thorndike College Entrance Tests, 
 First Semester Grades, Binet Tests," Journal of Applied Psy- 
 chology, 7:77-92, March, 1923. 
 
 Fairly high correlation found between academic grades and the 
 Thorndike Tests. Warns against assuming that the highest test group 
 is peculiarly superior. 
 
 218. RuCH, G. M. The Objective or New-Type Examination. Chi- 
 cago: Scott, Foresman and Company, 1929. 478 p. 
 
 A critical evaluation of informal objective tests with constant refer- 
 ence to a multitude of experimental studies of the new-type examination 
 and standardized objective tests. A splendid bibliography is included. 
 
 219. RucH, G. M., and Charles, J. W. "A Comparison of Five 
 Types of Objective Tests in Elementary Psycholog}%" Journal of 
 Applied Psychology, 12:398-403, August, 1928. 
 
 A study of the reliability of five different types of tests. Data 
 show that the true- false test should have equal standing with the other 
 tests on the ground of reliability per unit of time and preferred standing 
 on the ground of testing a greater amount of material per unit of time. 
 
 220. RucH, G. M., and Stoddard, G. D. Tests and Measurements in 
 High School Instruction. Yonkers, Xew York: World Book- 
 Company, 1927. 381 p. 
 
 A critical treatment of validity, reliability, criteria, and construction 
 of tests. Many of the tests mentioned might be used with college freshmen. 
 
 [. RuGG, H. O. "Is the Rating of Human Character Practicable," 
 Journal of Educational Psychology, 12:425-38. 485-501 ; Novem- 
 ber, December, 1921. 
 
 Data and discussion of the Army Rating Scale and of the ratings of 
 the abilities of officers in the United States Army in 1917 and 1918. 
 
 I. Sandiford, Peter. "National Conference of Canadian Univer- 
 sities, Held at the University of Western Ontario, London, May 
 31-June 2, 1927." Saskatoon, Saskatchewan: University of 
 Saskatchewan, 1927, Chapter IV. 
 
 The status and current opinion of tests and measurements in college 
 work. 
 
 223. ScoTT, W. D. "Intelligence Tests for Prospective Freshmen," 
 
 School and Society, 15:384-88, April 8, 1922. 
 
 A protest against the use of intelligence tests as a means of eliminat- 
 ing students who desire entrance to college. 
 
82 Circular No. 55 
 
 224. Sears, J. B. "The Measurement of Teaching Efficiency," Jour- 
 nal of Educational Research, 4:81-94, September, 1921. 
 
 A brief resume o£ the development of various teacher rating scales 
 and a discussion of the theoretical aspects of building more reliable in- 
 struments for measuring "general merit" in teaching. A bibliography fol- 
 lows the article. 
 
 225. Seashore, C. E. "College Placement Examinations," School and 
 Society, 20:575-78, November 8, 1924. 
 
 Explains the theory and principles of placement tests. The Iowa 
 Placement Examinations, prepared by G. M. Ruch and G. D. Stoddard, 
 are discussed. 
 
 226. Seashore, C. E. "Comments on the Plan for Sectioning Classes 
 on the Basis of Ability," School and Society, 16:514-17, Novem- 
 ber 4, 1922. 
 
 Reports from nineteen colleges on the value of ability grouping for 
 various college subjects. 
 
 227. Seashore, C. E. "The Placement Examination as a Means for 
 the Early Discovery and Motivation of the Future Scholar," As- 
 sociation of American Universities, Journal of Proceedings and 
 Addresses of the Twenty-seventh Annual Conference. Chicago: 
 University of Chicago Press, 1925, p. 50-56. 
 
 Report of the study carried on by the National Research Council 
 for the discovery of gifted students. Emphasizes the value of the "place- 
 ment examination" in the early identification of able students. 
 
 228. Seashore, C. E. "Sectioning Classes on the Basis of Ability," 
 School and Society, 15:353-58, April 1, 1922. 
 
 A brief resume of the more extended report published in the Bulletin 
 of American Association of University Professors, October, 1923. 
 
 229. Seashore, C. E. "Sectioning on the Basis of Ability," Bulletin 
 of American Association of University Professors, 9:9-24, Octo- 
 ber, 1923. 
 
 A discussion of the procedures to be followed in sectioning students 
 according to ability and the advantages to be derived. Concerned with 
 the college situation and includes a bibliography of thirty-one references. 
 
 230. Shepherd, J. W. "College Freshman Placement Tests," Phi 
 Delta Kappan, 11:131-33, February, 1929. 
 
 Administering the Kansas-Oklahoma English Placement Test and the 
 Oklahoma College Freshman Reading Test to freshmen at the University 
 of Oklahoma and Oklahoma A. and M. gave interesting results. 
 
 231. Shuttleworth, F. K. "A New Method of Measuring Charac- 
 ter Traits," School and Society, 19:679-82, June 7, 1924. 
 
 A vocabulary test. Results show high validity when correlated with 
 judgment of fraternity brothers. Reliability of .72. 
 
Educational Tests tor Use in Institutions of Higher Learning 83 
 
 232. Smith, H. L., and Wright, W. W. "Second Revision of the 
 Bibliography of Educational Measurements," Bulletin of the 
 School of Education, Vol. 4, No. 2. Bloomington: Indiana Uni- 
 versity, 1927. 251 p. 
 
 In addition to listing efforts that have been made in the United 
 States to develop achievement tests, a brief description is given of each 
 test, including not only an analysis of the test and its purpose, but also 
 available information concerning it. 
 
 233. Smith, H. L., and Wright, W. W. Tests and Measurements. 
 New York: Silver, Burdett and Company, 1928. 540 p. 
 
 One of the most up-to-date comprehensive texts on the market. The 
 tests treated are chiefly of the elementary and high-school levels, but a 
 number of the latter are applicable to college and normal-school purposes. 
 Elaborate illustrations of tests and an extensive bibliography are given. 
 
 234. SoROKiN, p. A. "Experiments zur Sociologie," Zeitschrift filr 
 J^blker psychologic und Sociologie, 4:1-10, January, 1928. 
 
 An attempt to measure strength of altruistic impulse and correspond- 
 ence between altruistic words and altruistic deeds. 
 
 235. Stalnaker, J. M. "American Council Psychological Examina- 
 tion for 1926 at Purdue University," School and Society, 27:86- 
 88, January 21, 1928. 
 
 Gives the results of an elaborate test program. Psychological and 
 achievement tests were used. 
 
 236. Stanton, H. AI. "Psychological Tests — A Factor in Admission 
 to the Eastman School of Music," School and Society, 30:889-91, 
 December 28, 1929. 
 
 How the Eastman School of !Music uses the six Seashore Measures 
 of Musical Talent and a non-musical test, the Iowa Comprehension Test. 
 
 237. Stenquist, J. L. "Measurement of Mechanical Ability," Teach- 
 ers College, Columbia University Contributions to Education, No. 
 130. New York: Bureau of Publications, Teachers College, Co- 
 lumbia University, 1923. 101 p. 
 
 Not a trade test, but a test of general mechanical intelligence. Pre- 
 sents descriptions, results, and conclusions resulting from experiments. 
 
 238. Stocks, E. H. "The Use of the True and False Examination 
 at Smith College," School and Society, 22:655, November 21, 
 1925. 
 
 A discussion of the value of true and false examinations. 
 
 239. Stoddard, G. D. "Person and Stoddard Law Aptitude Examina- 
 tion — Preliminary Report," American Law School Review, 6:78- 
 81, March, 1927.' 
 
 A discussion of the Law Aptitude Examination. Pertinent statistical 
 data are included. 
 
84 Circular No. 55 
 
 240. Stoddard, G. D. "Iowa Placement Examinations," School and 
 Society, 24:212-16, August 14, 1926. 
 
 An account of the experimental work and tr\- out of the Iowa Apti- 
 tude and Training Tests. More complete discussions of the same topic 
 may be found in two references following. 
 
 241. Stoddard, G. D. "Iowa Placement Examinations," University of 
 Iowa Studies in Education, Vol. 3, No. 2. Iowa City: University 
 of Iowa, 1925. 103 p. 
 
 Doctor's thesis, Iowa Citj', Universit\- of Iowa. 
 
 242. Stoddard, G. D. "Iowa Placement Examinations- — A Xew De- 
 parture in Mental Measurement," University of Iowa Studies in 
 Psychology, Xo. 12. Iowa Citv: University of Iowa. 1928. p. 
 92-101. 
 
 243. Stoddard, G. D. "A ]\Iental-Educational Survey of Iowa lunior 
 Colleges," School Reviezv, 36:346-49, May, 1928. 
 
 In a survey of sixteen jimior colleges, a battery of four tests was 
 used to measure the mental and educational ability of beginning students 
 and to compare the measurements with those obtained at the University 
 of Iowa. The scores of the Iowa junior college students were found to 
 be far below those of the students of the senior colleges. 
 
 244. Stoddard, G. D., and Fredex, Gustaf. "The Status of Fresh- 
 man Week in Large Universities." School and Society, 24:586-89, 
 November 6, 1926. 
 
 Twent}--two schools give placement tests, fourteen do not ; thirty-one 
 give psychological tests, six do not. 
 
 245. Strayer, G. D. "Report of the Committee of the National Coun- 
 cil of Education on Standards and Tests for Measuring the Effi- 
 ciency of Schools or Systems of Schools," U. S. Bureau of Edu- 
 cation Bulletin, 1913, Xo. 13. Washington: Government Printing 
 Office, 1913. 23 p. 
 
 One of the earliest bibliographies of studies in the field. Contains 
 many references to foreign studies and articles. 
 
 246. Strong, E. K. "Diagnostic Value of the \'ocational Interest 
 Test," Educational Record, 10:59-68. January, 1929. 
 
 Report of the results of the Strong Vocational Interest Blank with 
 287 Stanford seniors. About 50 per cent of these seniors entered occu- 
 pations on which they made their highest rating, 21 per cent entered the 
 second highest rating occupation, and 12 per cent entered occupations in 
 which the)' seemingly had no interest. 
 
 247. Strong, E. K. "Procedure for Scoring an Interest Test." The 
 Psychological Clinic, 19:63-72, April, 1930. 
 
 A description of the method of scoring the vocational interest test by 
 the same author. 
 
Educational Tests for Use in Institutions of Higher Learning 85 
 
 248. Symoxds, p. IM. "Equating College Marks," Educational Ad- 
 ministration and Supervision, 11:118-24, February, 1925. 
 
 Suggests a scheme of equating college marks by using the results of 
 an intelligence test to aid in the distribution of marks. 
 
 249. Symonds, p. M. Measurement in Secondary Education. New 
 York: Macmillan Company, 1927. 588 p. 
 
 A comprehensive treatment of secondary-school tests ; many are 
 applicable to the normal-school and college level. 
 
 250. Symonds, P. M. "The Present Status of Character ^leasure- 
 ments," Journal of Educational Psvcliology, 15:484-98, Novem- 
 ber, 1924. 
 
 An inventory of character education from 1921 to 1924. Review of 
 tests, scales, and experimentation. Forty-nine references appended. 
 
 251. Symoxds, P. M. "The Significance of Intelligence Tests in the 
 University of Hawaii," School and Society, 20:601-6, November 
 8, 1924. 
 
 An analysis of the scores of the University of Hawaii freshman class 
 of 1922. The analysis is in terms of average high-school marks and 
 average college marks by semester. 
 
 252. Terman, L. M. "Intelligence Tests in Colleges and Universities," 
 
 ScJiool and Society, 13:481-94, April 23, 1921. 
 
 Resume of the more significant studies in this field up to 1921, with 
 additional findings from Stanford University. 
 
 253. Termax, L. 'SI. The Measurement of Intelligence. Boston: 
 Houghton Mifflin Company, 1916. 362 p. 
 
 This is simply a very complete manual for the Stanford Revision 
 of the Binet-Simon Scale. 
 
 254. Termax", L. ]\I., ct al. The Stanford Revision and Extension of 
 the Binet-Simon Scale for Measuring Intelligence. Baltimore: 
 Warwick and York, 1917. 179 p. 
 
 An account of the construction of the Stanford Revision of the Binet- 
 Simon Scale. 
 
 255. Tharp, J, B. "How Shall We Section Beginning Foreign Lan- 
 guage Classes?" Modern Language Journal, 13:433-49, ]\Iarch, 
 1929. 
 
 An experimental study involving the extensive use of tests, and the 
 sectioning of classes into "high," "middle," and "low" groups. Concludes 
 that sectioning is profitable in beginning languages where there are suffi- 
 cient classes to apply it. 
 
 256. Tharp, J. B. "The New Examination versus the Old in For- 
 eign Languages," School and Society, 26:691-94, November 26, 
 1927. 
 
 Suggests the use of the new or at least a combination of old and new 
 types of examinations. 
 
86 Circular No. 55 
 
 257. Tharp, J. B. "Sectioning Classes in Romance Languages," Mod- 
 ern Language Journal, 12:95-114, November, 1927. 
 
 Report of a study in sectioning French classes according to language 
 aptitude and training. Tests of intelligence, aptitude, and achievement 
 played a prominent part in the study. A scientific study of the extensive 
 use of tests at the college level. 
 
 258. Tharp, J. B., and Murray, Eloise. "Grammarless Reading of 
 Foreign Languages," Modern Language Journal, 12:385-90, Feb- 
 ruary, 1928. 
 
 An attempt to determine whether college freshmen can learn to read 
 a modern foreign language for comprehension without a preliminary prep- 
 aration in grammar. Students of the reading classes tested above norms 
 of two standardized tests, but they were not satisfied with the course. 
 
 259. Thompson, L. A., and Remmers, H. H. "Some Observa- 
 tions Concerning the Reliability of the Pressey X-0 Test," Jour- 
 nal of Applied Psychology, 12:477-94, October, 1928. 
 
 Interesting differences between sexes. Reliability coefficients too low to 
 be significant. It has possibilities as an instrument for delving into com- 
 plexes. 
 
 260. Thorndike, E. L. "Instruments for Measuring the Disciplinary 
 Values of Studies," Journal of Educational Research, 5:269-79, 
 April, 1922. 
 
 This is largely a description of a test of selective and rational think- 
 ing. 
 
 261. Thorndike, E. L. "Intelligence Examinations for College En- 
 trance," Journal of Educational Research, 1:329-37, May, 1920. 
 
 Results of experimentation with the Thorndike Intelligence Examina- 
 tion. Sets up certain specifications for an ideal examination for measuring 
 the intelligence of candidates for college entrance. 
 
 262. Thorndike, E. L. "The New Psychological Tests: Are They a 
 Substitute for Content Examinations?" Educational Review, 59: 
 97-104, February, 1920. 
 
 The author states five or six reasons for his preference for psy- 
 chological tests. 
 
 263. Thorndike, E. L., Terman, L. M., et al. "Intelligence and Its 
 Measurement: A Symposium," Journal of Educational Psychol- 
 ogy, 12:123-47, 195-216, 271-75; I^Iarch, April, May, 1921." 
 
 A symposium by Thorndike, Terman, Pintner, Ruml, Henmon, and 
 others, in which they define intelligence and express their opinions as to 
 future developments in the scientific measurement of intelligence. 
 
 264. Thurstone, L. L. "Attitudes Can Be Measured," American 
 Journal of Sociology, 33:529-54, January, 1928. 
 
 A reply to the statement that such traits as prejudice, bias, fears, 
 notions, feelings, threats, and convictions cannot be measured. 
 
Educational Tests for Use in Institutions of Higher Learning 87 
 
 265. Thurstoxe, L. L. "A Cycle-Omnibus Intelligence Test for Col- 
 lege Students," Journal of Educational Research, 4:265-78, No- 
 vember, 1921. 
 
 Describes the above test and the results from testing 5,995 college 
 students. 
 
 266. Thurstone, L. L. "Intelligence Tests for Engineering Students," 
 Journal of Engineering Education, 13:263-318, January, 1923. 
 
 A complete discussion of the results from using the Thurstone test 
 in engineering colleges. Their use in sectioning and determining student 
 load is discussed. 
 
 267. Thurstone, L. L. "Psychological Examinations for College 
 Freshmen," Educational Record, 8:156-82, April, 1927. 
 
 A report of psychological examinations administered to 5,200 students 
 in twenty-six colleges. 
 
 5. Thurstone, L. L. "Ps3^chological Tests for College Freshmen," 
 Educational Record, 6:69-83, 282-94, April, 1925. 
 
 A summary of the test results from sixty colleges using the American 
 Council on Education Psychological Examination. Gross and percentile 
 ratings given. The nine subtests are described. 
 
 ?. Thurstone, L. L., and Chave, E. J. The Measurement of At- 
 titude. Chicago: University of Chicago Press, 1929. 97 p. 
 
 This contains the complete scale, a discussion of the underlying 
 theory, an account of its construction, suggestions for its application, data 
 on its validity, and so forth. 
 
 D. Thurstone, L. L., and Thurstone, T. G., "Psychological Ex- 
 amination for 1928," Educational Record, 10:105-15, April, 1929. 
 
 An analysis of the results of the 1928 testing with the American 
 Council on Education Psychological Examination in 276 colleges involving 
 85,040 students. 
 
 1. Toll, C. H. "Scholastic Aptitude Tests in Amherst College," 
 School and Society, 28:524-28, October 27, 1928. 
 
 Six or seven standardized psjxhological tests were given to five en- 
 tering classes at Amherst. None of the tests were especially reliable 
 in predicting academic success, the error apparently being greater at the 
 lower end of the scale. 
 
 272. Toops, H. A. "The Prediction of Scholastic Success in College," 
 School and Society, 25:265-68, February 26, 1927. 
 
 Theoretical discussion of predicting academic success by the use of 
 certain standard tests, such as the Iowa Content Examination and the 
 Columbia University College Entrance Examinations. 
 
 273. Toops, H. A. "The Status of University Intelligence Tests in 
 1923-1924," Journal of Educational Psychology, 17:23-36, 110-24; 
 January, February, 1926. 
 
 A survey of the use of intelligence tests in 110 colleges and universi- 
 ties. Summaries of the selected references are given. The survey shows 
 that the larger institutions made more use of tests than the smaller 
 institutions. 
 
88 Circular No. 55 
 
 274. Toops, H. A. "Testing College Students," Vocational Guidance 
 Magazine, 6:54-56, November, 1927. 
 
 A few notes on the present situation of testing college students. 
 
 275. Toops, H. A. "The Use of Intelligence Tests by Universities," 
 School and Society, 24:87-88, July 17, 1926. 
 
 An abstract of an article entitled "The Status of University Intelli- 
 gence Tests in 1923-1924." Presents conclusions derived from the re- 
 plies of sixty-six colleges using the tests in 1923-24. 
 
 276. Trabue, M. R. "The North Carolina High School Senior Ex- 
 amination, 1928 Edition," High School Journal, 12:251-63, No- 
 vember, 1929. 
 
 The article deals chiefly with the predictive value of the North Caro- 
 lina High School Senior Examination. 
 
 277. Trabue, M. R. "Some Pitfalls in the Administrative Use of Intel- 
 ligence Tests," Journal of Educational Research, 6:1-11, June, 
 1922. 
 
 Discusses certain dangers to be avoided in the use of intelligence tests, 
 chiefly directed toward their use in public schools, but probably appli- 
 cable to colleges as well. 
 
 278. Tryon, R. M. "Standard and New-Type Tests in the Social 
 Studies," Historical Outlook, 18:172-78, April, 1927. 
 
 An annotated list of eighteen standardized and seventeen special or 
 unstandardized tests in the social studies. 
 
 279. Uhrbrock, R. S. "An Analysis of the Downey Will-Tempera- 
 ment Tests," Teachers College, Columbia University Contribu- 
 tions to Education, No. 296. New York: Bureau of Publications, 
 Teachers College, Columbia University, 1928. 78 p. 
 
 A critical study of the tests referred to in the title. 
 
 280. U. S. Bureau of Education. "List of References on Educational 
 Tests and Measurements," U. S. Bureau of Education Leaflet. 
 No. 2. Washington: Government Printing Office, 1919. 18 p. 
 
 A pioneer publication in this field. Limited in usefulness. A few 
 brief annotations. Classified. 
 
 281. Van Wagenen, M. J. "The College Freshman's Range of In- 
 formation in the Social Sciences," School Review, 35:32-44, Jan- 
 uary, 1927. 
 
 College freshmen test very low in American history and geography. 
 Only the most gifted among the college freshmen surpass eighth-grade 
 students in either subject. 
 
 282. Viteles, M. S. "Psychological Tests in Guidance: Their Use and 
 Abuse," School and Society, 22:350-56, September 19, 1925. 
 
 Presents ten principles which appear to be fundamental to the scien- 
 tific use of tests in the adequate guidance of the individual. 
 
 i 
 
Educational Tests for Use in Institutions of Higher Learning 89 
 
 283. Waddell, C. W. "A New Rating Scale for Practice Teaching," 
 Journal of Educational Method, 8:214-19, January, 1929. 
 
 The scale is completely reproduced and its use illustrated. 
 
 284. Walters, F. C. "Psychological Tests in Porto Rico," School and 
 Society, 25:231-33, February 19, 1927. 
 
 An account of the preparation and use of a general ability test and 
 the use of several tests from the Stanford .\chievement Test, Advanced 
 Examination. 
 
 285. Walters, Raymond. "The College Entrance Examination 
 P>oard and the New Type of Examinations," School and Society, 
 15:412-14, April 15, 1922. 
 
 A report of preliminary discv:ssion of two sample objective tests sub- 
 mitted to the College Entrance Examination Board. 
 
 286. Watson, G. P). "Character Tests of 1926," Vocational Guidance 
 Magazine, 5:289-309, April, 1927. 
 
 A digest of the important character tests developed during 1926, to- 
 gether with a bibliography of 167 briefly annotated references. 
 
 287. Watson, G. B. "Happiness Among Adult Students of Educa- 
 tion," Journal of Educational Psychology, 21:79-109, February, 
 1930. 
 
 Study based upon the responses of 338 graduate students of educa- 
 tion averaging over thirty years of age. Report of happiness obtained 
 by use of a blank, part of which is reproduced in the article. The more 
 challenging findings are brought together in the form of hypotheses at 
 the end of the study. 
 
 288. Watson, G. B. "The Measurement of Fair-Mindedness," Teach- 
 ers College, Columbia University Contributions to Education, No. 
 176. New York: Bureau of Publications, Teachers College, Co- 
 lumbia University, 1925. 97 p. 
 
 A description of the derivation and development of tests which 
 measure the degree of prejudice as contrasted with fair-mindedness of 
 individuals and groups. 
 
 289. Watson, G. B. "The Measurement of the Less Tangible Quali- 
 ties." Vocational Guidance, 4:281-89, IMarch, 1926. 
 
 A review of the more significant findings as to the use of rating 
 scales and a summary of some of the important studies in methods of 
 character testing. 
 
 290. Wayman, a. R. "A Scheme for Testing and Scoring the Physi- 
 cal Efficiency of College Girls," American Physical Education Re- 
 view, 28:415-20, November, 1923. 
 
 The evaluation of a physical efficiency test which would give three 
 scores — medical score, anthropometric score, and motor ability score. 
 Suggests many uses of the tests. 
 
90 Circular No. 55 
 
 291. Webb, H. A. "A Preliminary Test in Chemistry," Journal of 
 
 Educational Psychology, 10:36-43, January, 1919. 
 
 A study of results from a test given to 250 normal-school and college 
 students in first-year chemistry. 
 
 292. Weber, C. O. "Methods and Rewards of the Correct Selection 
 of College Freshmen," School and Society, 28:516-19, October 
 27, 1928. 
 
 Points out close agreement between results of the American Council 
 on Education Psychological Examination and of the College Entrance 
 Board Scholastic Aptitude Tests. Preference given to psjxhological test 
 scores as basis of admission to college as against high-school achieve- 
 ment. 
 
 293. Weber, J. J. "Achievement Test for Secondary Teacher Train- 
 ing," High School Teacher, 3:84-85, March, 1927. 
 
 A description and partial critique of the test. 
 
 294. Weeks, A. L. "A Vocabulary Information Test," Archives of 
 Psychology, No. 97. New York: Columbia University, 1928. 
 p. 1-71. 
 
 An extended study of all the vocabulary tests in the field. These tests 
 range all the way from kindergarten to college. Bibliography. 
 
 295. Weiss, A. P. "On Methods of Mental Measurement, Especially 
 in School and College," Journal of Educational Psychology, 
 2:555-63, December, 1911. 
 
 Ruch says this is the first published study of the completion test that 
 he has been able to find, and that many of the suggestions have since 
 been put into practice. 
 
 296. Whipple, G. M. "Intelligence Tests in Colleges and Universi- 
 ties," Twenty-First Yearbook of the National Society for the 
 Study of Education, Part I, II. Bloomington, Illinois: Public 
 School Publishing Company, 1922, p. 253-70. 
 
 Summarizes a considerable portion of the work that has been done in 
 administering intelligence tests to college students. Characterizes Army 
 Alpha as decidedly too easy for college students. Thorndike Test is bet- 
 ter suited to college use. 
 
 297. Whitman, R. H. "A Short Scale for IMeasuring Introversion- 
 Extroversion," Journal of Applied Psychology, 13:499-504, Octo- 
 ber, 1929. 
 
 Derivation of the Colgate Personal Inventory Scale for measuring 
 extroversion-introversion. Description of the scale and the method of 
 scoring is given, together with its validity and reliability. 
 
 298. Whitney, F. L. "Intelligence Levels Among State Normal- 
 School Graduates," Journal of Educational Research, 7:229-35, 
 March, 1923. 
 
 The results obtained from this study would seem to indicate that the 
 teacher material from which state normal schools are making elementary 
 teachers is similar to that used by colleges of education in making second- 
 ary teachers. 
 
Educational Tests for Use in Institutions of Higher Learning 91 
 
 299. Wilson, M. O. "The Intelligence and Educational Achievement 
 of 250 Freshmen Women at the University of Oklahoma," School 
 and Society, 21:693-94, June 6, 1925. 
 
 A study of the Otis Advanced Intelligence Scale scores of 250 uni- 
 versity women for purposes of vocational guidance. Diverse findings are 
 summarized at the close of the article. 
 
 300. Wilson, W. R. "Mental Tests and College Teaching," School 
 and Society, 15:629-35, June 10, 1922. 
 
 Holds the belief that agreement between intelligence and college 
 marks can be increased if instructors can sufficiently motivate their work 
 to secure maximum effort from all members of class. 
 
 301. Wood, B. D. Measurement in Higher Education. Yonkers, New 
 York: World Book Company, 1923. 337 p. 
 
 A pioneer work in measurement of the college level. An excellent 
 description of the work of Columbia College with informal and stand- 
 ardized tests. Considerable space is given to the Thorndike Intelligence 
 Examination for High-School Seniors. 
 
 302. Wood, B. D. "The Measurement of College Work," Educational 
 Administration and Supervision, 7:301-31, September, 1921. 
 
 Report of an experiment in the preparation and administration of 
 new-type tests in "Contemporary Civilization" at Columbia University. 
 Data presented show a much better distribution of degrees of achieve- 
 ment with the tests than with the five-letter grade system. 
 
 303. Wood, B. D. "The Measurement of Law School Work," Co- 
 lunibia Law Review, 24:224-65, March, 1924; 25:316-31, March, 
 1925. 
 
 Results of gm objective law examination at Columbia Law School 
 with freshman law students. It was found that the new-type tests were 
 better measures of ability to reason about law problems than were the 
 old tests. 
 
 304. Wood, B. D. "New-Type Examinations in the College of Phy- 
 sicians and Surgeons," Journal of Personnel Research, 5:227-34, 
 277-83; October, November, 1926. 
 
 This report on the evaluation of new-type examinations is of interest 
 as it presents a new educational tool and a method for the construction 
 and validation of such examinations. Tests in pharmacology and anatomy 
 are discussed in the October issue and summarized in the November 
 issue. 
 
 305. Wood, B. D. "New York Experiments with New-Type Modern 
 Language Tests," Publications of the American and Canadian 
 Committees on Modern Languages, Vol. 1. New York: Macmil- 
 lan Company, 1927. 339 p. 
 
 Report mainly concerned with problem of bringing about in America 
 the condition of restricting foreign language instruction to those students 
 who are really competent to learn more than one language in a way that 
 will be useful and satisfying to them. 
 
92 Circular Xo. 55 
 
 306. Wood, B. D. "Studies of Achievement Tests," Journal of Edu- 
 cational Psychology, 17:1-22, 125-39, 263-69; January, February. 
 April, 1926. 
 
 A review of the chief studies that have been made in the development 
 of achievement tests, both in higher education and in secondary education. 
 
 307. Wood, E. P. "Improving the Validity of Collegiate Achievement 
 Tests," Journal of Educational Psychology, 18:18-25, January, 
 1927. 
 
 A study of three types of social science tests for college use to de- 
 termine which form is most valid. 
 
 308. \\'ooDY, Clifford, et al. "Quantitative Measurement in Institu- 
 tions of Higher Learning," Eighteenth Yearbook of the National 
 Society of College Teachers of Education. Chicago: University 
 of Chicago Press, 1930. 253 p. 
 
 The yearbook contains a discussion emphasizing the meaning and sig- 
 nificance of the movement ; a bibliographj- of standardized tests ; a bibli- 
 ography of the more important articles bearing on quantitative measure- 
 ment in higher education; summaries of outstanding investigations; state- 
 ments of outstanding tendencies, and so forth. 
 
 309. World Book Company. "Bibliography of Tests for Use in 
 Schools." Yonkers, New York: World Book Company, 1927. 
 36 p. 
 
 Lists 528 titles of standard tests. Not annotated. 
 
 310. Yerkes. R. M. (Editor). "Psychological Examining in the 
 United States Army," Memoirs of the National Academy of Sci- 
 ences, Vol. 15. Washington: Government Printing Office, 1921. 
 890 p. 
 
 This is a very complete account of the various tests used in the army, 
 their construction, validation, use, and so forth. 
 
 311. Yoakum, C. S., and Yerkes, R. M. (Editors). Army Mental 
 Tests. New York: Henr\- Holt and Company, 1920. 303 p. 
 
 This tells of the construction of Armj' Alpha, Beta, and other scales. 
 Contains a complete manual for giving and scoring, and discusses the 
 use of the tests and practical applications of the results. 
 
 312. YouxG, J. B. "Ho^y Emotional Traits Predispose to College 
 Failure." Journal of Educational Psychology, 18:631-36, Decem- 
 ber, 1927. 
 
 A study based upon the use of the Colgate Mental Hygiene Tests. 
 The author finds a significant relationship between success in college and 
 such factors as introversion-extroversion and emotional stability. 
 
 313. Young, Kimball. "The History of Mental Testing," Pedagogi- 
 cal Seminary, 31:1-48, March, 1923. 
 
 A detailed treatment of the significant trends in the development of 
 psychological tests, emphasizing the viewpoint that the individual must 
 be studied as a unified organism. 
 
Educational Tests for Use in Institutions of Higher Learning 93 
 
 314. Young, Kimball. "The Measurement of Personal and Social 
 Traits," Publications of the American Sociological Society, Vol. 
 21. Chicago: American Sociological Society, 1927, p. 92-105. 
 
 The author considers personaHty measurement as a shortcut to a 
 study and prediction of human behavior. 
 
 315. Young, Kimball. "Personality Studies," American Journal of 
 Sociology, 32:953-71, May, 1927. 
 
 Summarizes the current literature on personaHty studies and follows 
 with an extensive bibliography of the studies in this field. 
 
 316. Zyve, D. L. "A Test of Scientific Aptitude," Journal of Educa- 
 tional Psychology, 18:525-46, November, 1927. 
 
 A description of the underlying philosophy and of the development 
 of the Zyve Test of Scientific Aptitude — a test for engineering students, 
 chiefly. 
 
 317. "Intelligence Tests and College Admissions," School Review, 
 34:2-3, January-, 1926. (An editorial.) 
 
 A brief discussion of the College Entrance Examination Board and 
 its divided opinion concerning the use of psychological tests. 
 
 318. "Xew Psychological Tests," Engineering and Contracting, 66:244- 
 45, June, 1927. 
 
 ^lorc appropriately a discussion of Strong's Interest Analysis Blank. 
 
 319. "Standardized Tests for Elementary Teacher," Public Personnel 
 
 Studies, 4:279-98, October, 1926. 
 
 A critical account of the construction and validation of standardized 
 tests for elementary teachers. 
 
 320. "Standardized Tests of Ability to Use Correct English," Public 
 Personnel Studies, 6:241-50, December, 1928. 
 
 An account of the construction and validation of the tests. Norms 
 and selections from the test are included. 
 
 321. "Student Placement," School Reviezv, 31:730-31, December, 1923. 
 (An editorial.) 
 
 A commeiU upon a statement of Dean H. E. Hawkes of Columbia rela- 
 tive to the use of placement tests in English. 
 
APPENDIX 
 
 PUBLISHERS' ADDRESSES 
 
 Aly, Bower, Southeast Missouri State Teachers College, Cape Girardeau, Mis- 
 souri 
 
 American Council on Education, 26 Jackson Place, Washington, D. C. 
 American Physical Education Association, Springfield, Massachusetts 
 A. S. Barnes and Company, 67 West Forty-fourth Street, New York 
 J. E. Bathurst, Department of Education, Birmingham-Southern College, Birm- 
 ingham, Alabama 
 
 Bruce Publishing Company, 354-364 Milwaukee Street, Milwaukee 
 
 Bureau of Administrative Research, College of Education, University of Cin- 
 cinnati, Cincinnati 
 
 Bureau of Educational Measurements and Standards, Kansas State Teachers 
 College, Emporia, Kansas 
 
 Bureau of Educational Reference and Research, Extension Division, University 
 of Nebraska, Lincoln, Nebraska 
 
 Bureau of Educational Research, College of Education, University of Minne- 
 sota, Minneapolis 
 
 Bureau of Educational Research, College of Education, University of North 
 Carolina, Chapel Hill, North Carolina 
 
 Bureau of Educational Research and Service, Extension Division, State Univer- 
 sity of Iowa, Iowa City, Iowa 
 
 Bureau of Publications, Teachers College, Columbia University, 525 West One 
 Hundred Twentieth Street, New York 
 
 Bureau of Public Personnel Administration, 923 East Sixtieth Street, Chicago 
 
 Bureau of Vocational Guidance, Graduate School of Education, Harvard Uni- 
 versity, Cambridge, Massachusetts 
 
 Center for Psychological Service, 2024 G Street, N. W., Washington, D. C. 
 
 Department of Educational Cooperation, Extension Division, University of 
 Oklahoma, Norman, Oklahoma 
 
 Department of Educational Service, Extension Division, University of Ne- 
 braska, Lincoln, Nebraska 
 
 Educational Test Bureau, University and Fifteenth Avenues, S. E., ^linneapolis 
 
 Ginn and Company, 95 Luckie Street, Atlanta ; 15 Ashburton Place, Boston ; 
 2301 Prairie Avenue, Chicago; 199 East Gay Street, Columbus, Ohio; 1913 
 Bryan Street, Dallas ; 70 Fifth Avenue, New York ; 45 Second Street, San 
 Francisco 
 
 Hamilton Republican, Hamilton, New York 
 
 D. C. Heath and Companj^ 29 Pryor Street, X. E,, Atlanta; 285 Columbus 
 Avenue, Boston; 1815 Prairie Avenue, Chicago; 1911 Bryan Street, Dallas; 
 231-245 West Thirty-ninth Street, New York; 182 Second Street, San 
 Francisco 
 
 Henry Holt and Company, 6 Park Place, Boston ; 2451 Prairie Avenue, Chi- 
 cago ; 1 Park Avenue, New York ; 149 New Montgomery Street, San Fran- 
 cisco 
 
 Houghton Mifflin Company, 2 Park Street, Boston ; 2500 Prairie Avenue, Chi- 
 cago; 1909 Bryan Street, Dallas; 386 Fourth Avenue, New York; 612 
 Howard Street, San Francisco 
 
 94 
 
Educational Tests for Use in Institutions of Higher Learning 95 
 
 L. R. Jones, 227-29 East Fourth Street, Los Angeles 
 
 J. S. Kinder, Department of Education, Pennsylvania College for Women, 
 Pittsburgh 
 
 Lafayette Printing Company, Lafayette, Indiana 
 
 J. B. Lippincott Company, 2244 Calumet Avenue, Chicago; 227 South Sixth 
 Street, Philadelphia 
 
 Lyons and Carnahan, 221 East Twentieth Street, Chicago; 131 East Twenty- 
 third Street, New York 
 
 Kathryn McHale, Goucher College, Baltimore 
 
 Manual Arts Press, Peoria, Illinois 
 
 R. E. Mendenhall, Oskaloosa, Iowa 
 
 V. H. Noll, University of Minnesota, Minneapolis 
 
 Office of Director of Training Schools, University of California at Los Ange- 
 les, 855 North Vermont Avenue, Los Angeles 
 
 Ohio College Association, Committee on Intelligence Tests for College En- 
 trance, Ohio State University, Columbus, Ohio 
 
 Palmer Company, 120 Boylston Street, Boston 
 
 Psychological Corporation, 3939 Grand Central Terminal, New York 
 
 Public School Publishing Company, Bloomington, Illinois 
 
 Rural Education Department, Pennsylvania State College, State College, Penn- 
 sylvania 
 
 School of Education, Pennsylvania State College, State College, Pennsylvania 
 
 Scott, Foresman and Company, 29 Pryor Street, N. E., Atlanta; 623 South 
 Wabash Avenue, Chicago; 2013 Jackson Place, Dallas; 5 West Nineteenth 
 Street, New York 
 
 Southern California School Book Depository, 7219 Beverly Boulevard, Los 
 Angeles 
 
 Stanford University Press, Stanford University, California 
 
 C. H. Stoelting Company, 424 North Homan Avenue, Chicago 
 
 Universit}^ of Alberta Bookstore, Edmonton, Canada 
 
 University of Chicago Press, 5750 Ellis Avenue, Chicago 
 
 C. E. Warne, Department of Education, University of Pittsburgh, Pittsburgh 
 
 West Publishing Company, St. Paul, Minnesota 
 
 F. L. Whitney, Colorado State Teachers College, Greeley, Colorado 
 
 Women's Division, National Amateur Athletic Federation, 370 Seventh Avenue, 
 New York 
 
 World Book Company, 110 West Peachtree Street, Atlanta; 14 Beacon Street, 
 Boston; 2126 Prairie Avenue, Chicago; 1307 Pacific Avenue, Dallas; Ma- 
 nila, P. I.; Yonkers-on-Hudson, New York; Portland, Oregon; 149 New 
 Montgomery Street, San Francisco