THE UNIVERSITY 
 
 OF ILLINOIS 
 
 LIBRARY 
 
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 UNIVERSITY OF ILLINOIS BULLETIN 
 
 Issued Weekly 
 Vol. XX May 21, 1923 No. 38 
 
 [Entered as second-class matter December 11, 1912, at the post office at Urbana, Illinois, under the 
 Act of August 24, 1912. Acceptance for mailing at the special rate of postage provided for in 
 section 1103, Act of October 3, 1917, authorized July 31, 1918.] 
 
 EDUCATIONAL RESEARCH CIRCULAR NO. 18 
 
 BUREAU OF EDUCATIONAL RESEARCH 
 COLLEGE OF EDUCATION 
 
 EDUCATIONAL TESTS FOR USE IN 
 HIGH SCHOOLS 
 
 By 
 
 Walter S. Monroe 
 
 Director, Bureau of Educational Research 
 
 PUBLISHED BY THE UNIVERSITY OF ILLINOIS 
 URBANA 
 
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 n*,\8 
 
 Educational Tests for Use in High Schools 
 
 An intelligent attitude toward educational tests. For several 
 years the use of educational tests has been urged with much enthus- 
 iasm and eloquence by writers and by a very large number of those 
 who have contributed to our educational periodicals, as well as by 
 many who have addressed educational gatherings. It appears that 
 some teachers and supervisors have come to think of educational 
 tests as a panacea for many if not all of the difficulties which they 
 encounter in their work. Recently a more critical attitude toward these 
 measuring instruments has been developing. Elaborate critical stud- 
 ies of educational tests are being made and attention is being called 
 to their defects and limitations. As a result many persons probably 
 are in doubt concerning the attitude which they should maintain. 
 This is especially true in the case of achievement tests for use in high 
 schools. 
 
 Limitations of achievement tests for use in the high school. 
 In addition to the general limitations of educational tests, certain 
 ones are introduced by the nature of the educational objectives of the 
 high school. The function of an achievement test is to yield measures 
 of the extent to which pupils have attained certain objectives which 
 have been set for them. For example, if we accept as an objective in 
 the field of spelling the ability to spell correctly a certain list of 1000 
 words, a test for this field should yield a measure of the ability of 
 pupils to spell these 1000 words correctly. Similarly in the field of 
 arithmetic an achievement test implies certain objectives and its 
 function is to measure the degree to which pupils have achieved these 
 objectives. 
 
 In the elementary school we have reached a fairly definite agree- 
 ment upon certain minimum essentials in such subjects as arithmetic, 
 silent reading, spelling and handwriting. In the high school there is 
 far less agreement in regard to the objectives. In history, for example, 
 authorities differ in regard to the details of minimum essentials ex- 
 cept in the case of a few of the most formal items. In fact, it does not 
 appear to be essential that the content of such subjects as history 
 should be fixed to the extent that the content of handwriting, the 
 operations of arithmetic or spelling should be. It seems likely that 
 
 J3] 
 
two teachers of European History might be equally efficient in realiz- 
 ing the ultimate educational objectives but vary widely in the em- 
 phasis which they place upon different topics. Indeed it is conceiv- 
 able that they might exhibit considerable lack of agreement with 
 respect to the topics included in the course. 
 
 When certain exercises are chosen for a test which is to be 
 printed and offered for universal use, it is implied that these exercises 
 should rightfully be included in the educational objectives of that 
 subject. Hence, agreement upon the group of educational objectives 
 to be attained in the field of a subject is a prerequisite for the con- 
 struction of a satisfactory achievement test in that field. Because of 
 the lack of agreement in regard to the details of educational objec- 
 tives in high school subjects very definite limitations are placed upon 
 the achievement tests. 
 
 Another limitation is placed upon the measurement of achieve- 
 ment in the high school by the nature of the outcomes of instruction. 
 In the elementary school skills and memorized facts are prominent 
 among the desired outcomes. The pupil is expected to memorize 
 many facts in arithmetic, spelling, geography, etc., and to become 
 skillfull in such activities as calculation in arithmetic, spelling, silent 
 reading and oral and written expression. In the high school the 
 engendering of ideals, attitudes and perspectives becomes prominent. 
 These outcomes of instruction are much more subtle than skills or 
 memorized facts. They are much more difficult to measure. It 
 should be frankly recognized that at the present time we are not able 
 to measure them as satisfactorily as we can skills and memorized 
 facts. 
 
 Prognostic tests most valuable for use in high schools. It is a 
 well-known fact that a large percent of high school students fail in 
 the subjects which they undertake. Some of these students do not 
 have the general intelligence to do the work that is required of them. 
 Others lack the special ability required for a given subject. Some have 
 not acquired a good technic of study. A large percent of these 
 failures could probably be avoided by advising students not to under- 
 take subjects for which they are not fitted. The most valuable func- 
 tion of standardized tests in the high school is to yield measures which 
 are prognostic of a student's probable success in the various subjects. 
 Most tests are prognostic to at least a slight extent but a number have 
 been devised for this particular purpose. 
 
 [4] 
 
General intelligence tests have for their function the measure- 
 ment of a student's general capacity to do the work of the school. 
 In addition to these, we have a few tests whose function is prognostic 
 for certain school subjects, as Roger's Test of Mathematical Ability, 
 Van Wagenen's Reading Scales for History and General Science, and 
 Handschin's Predetermination Tests for Foreign Languages. These 
 tests may be given at the beginning of a course or, in a few cases, 
 before the student undertakes the work. 
 
 Ability to read silently is a prerequisite to effective study in a 
 number of high-school subjects. In such cases a silent reading test 
 has a general prognostic function. Students who are unable to make 
 satisfactory scores on suitable silent reading tests will probably do 
 unsatisfactory work in history, literature, science, and other subjects 
 which involve a large amount of textbook study. Hence silent reading 
 tests are useful for general prognostic purposes. 
 
 Little opportunity for diagnosis of high school students with 
 reference to achievement* The possibility of diagnosing students 
 with respect to their achievements is not the same in all grades of the 
 school. A diagnosis cannot be made until students have had some 
 opportunity to achieve. They must have received some instruction 
 on the topic before diagnosis is possible. In the elementary school the 
 students pursue a number of subjects over a period of several years. 
 For example, they study silent reading in all grades. By repeated 
 drill they are trained to be fluent readers. Much the same situation 
 exists in spelling, handwriting, and arithmetic. In the field of each of 
 these subjects there is abundant opportunity for diagnosis with re- 
 spect to achievement before the study of the subject is completed. 
 In the high school, however, the situation is materially different. 
 When a topic has been studied, a student does not return to it ex- 
 cept incidentally or in the course of review. There are a few ex- 
 ceptions such as the operations of algebra, and pronunciation of 
 foreign language in which engendering of skills extends over several 
 months or even a longer period. However, for the most part high- 
 school students engage in the study of topics on which they do not 
 receive continued training. Hence, a diagnosis with respect to 
 achievement is, in general, impossible until instruction in the subject 
 has practically been completed. Then a diagnosis has only a limited 
 usefulness. Until we have agreed more completely upon the particu- 
 lar educational objectives to be attained and have modified our plan 
 of education so that the instruction on a topic will extend over a 
 
 [5] 
 
longer period of time, teachers must necessarily make their diagnoses 
 in other ways than by the use of standardized tests. 
 
 Purposes to be realized in the use of educational tests in high 
 schools. Educational tests render probably the greatest service to 
 high-school teachers or principals in connection with the educational 
 and vocational guidance of students. They are helpful also in the 
 classification of students. For both of these purposes tests of general 
 intelligence are probably of greatest value. Educational tests are 
 much less useful for evaluating the efficiency of a high school than 
 of an elementary school. Until we have arrived at an agreement con- 
 cerning the particular objectives to be attained we cannot hope to 
 secure from the scores yielded by even our best achievement tests 
 more than a very rough indication of the efficiency of the high school. 
 
 Purpose and scope of the following list of tests. It has been the 
 intention of the writer to include in the following list only those tests 
 which can be purchased for school use. However, all such tests have 
 not been mentioned. Very few critical studies of the tests in the high 
 school field have been made. Hence it is necessary to rely almost 
 wholly upon one's judgment in making up such a list and in com- 
 menting on the different tests; However, an effort has been made to 
 include all tests which appear to give promise of being helpful to 
 teachers. Norms are available for all except a few of the tests listed 
 and for these norms will doubtless be announced soon. No complete 
 descriptions or criticisms have been attempted. Certain comment 
 has been inserted which may prove helpful in forming intelligent 
 judgments in regard to the value of different tests. 
 
 The writer believes that achievement tests for high school sub- 
 jects are very limited in their usefulness except for such fields as the 
 operations of algebra, vocabulary of foreign languages, etc. However, 
 no achievement tests have been omitted for this reason. When the 
 objectives implied in a test are in agreement with the teacher's 
 objectives a rough evaluation of the achievements of his class or even 
 of a school will be secured. The content and structure of some of the 
 tests should be suggestive to teachers in connection with the prepar- 
 ation of exercises for written reviews or examinations. 
 
 Prices. In the case of tests which require a copy for each student 
 the prices are given for 100 copies, including four complete sets of 
 directions and necessary accessories. For this reason some of the 
 prices quoted do not agree with those announced by the publishers 
 
 [6] 
 
of the tests. Some publishers sell bulletins of directions separate 
 from the tests and they are not included in an order unless specifically 
 requested. Then an extra charge is made for them. After a school 
 system is supplied with bulletins of directions, it will not be necessary 
 to purchase them with future orders of the tests. 
 
 In the case of tests which are designed to be used only by the 
 teacher and consequently only one copy is needed for a class, the 
 price is given for single copies. An attempt has been made to secure 
 accurate prices but one should remember that most publishers re- 
 serve the right to change prices without notice. For this reason too 
 much dependence should not be placed upon the prices given. Some 
 publishers allow a discount when tests are purchased in quantities. 
 In practically all cases the purchaser is required to pay transporta- 
 tion charges in addition to the prices quoted. 
 
 ACHIEVEMENT TESTS 
 
 ENGLISH 
 
 (Under the head of English we have included measuring instru- 
 ments for a variety of subdivisions of the general field. Composition 
 scales, and tests in grammar, punctuation, literature, and spelling 
 are to be found under this head. A few tests have been listed which 
 were designed for use in the elementary school but which have been 
 found helpful in high schools.) 
 
 Abbott-Trabue Exercises for Judging Poetry 
 
 Series X and Series Y 
 
 These series are to be used as duplicate forms 
 This test is not recommended for use below the third year of the 
 high school. It is intended to measure a student's appreciation of 
 poetry. 
 
 Bureau of Publications, Teachers College, Columbia 
 University, New York City. $7.50, Bulletin of Directors 40c. 
 
 Buckingham Extension of Ayres Spelling Scale 
 
 The extension includes 505 new words. They were, however, 
 not chosen in the same manner as Ayres chose his words and hence 
 should not be considered as belonging in a fundamental vocabulary 
 in the same sense as the words in the original scale. 
 
 Public School Publishing Company, Bloomington, Illinois. 14c. a single 
 copy. 
 
 [7] 
 
Briggs English Form Test 
 
 Forms Alpha and Beta 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. $1.40 
 
 Charters Diagnostic Language and Grammar Tests 
 
 Pronouns, Verbs, Miscellaneous A 
 
 There are two forms of each test 
 
 These tests are both general and diagnostic. They are based 
 
 upon the language errors which school children were found to make. 
 
 No information is available concerning the equivalence of different 
 
 forms. 
 
 Public School Publishing Company, Bloomington, Illinois. $1.50 
 
 Hillegas Scale for Measurement of English Composition by Young 
 People 
 
 The Hudelson Scale and the Nassau County Supplement to the 
 Hillegas Scale are essentially revisions of this scale. In general they 
 will be found more satisfactory than the original scale. The Thorn- 
 dike Extension of the Hillegas Scale is another revision which has 
 corrected some of the faults of the original scale. 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. 3c. 
 
 Hudelson English Composition Scale 
 
 This scale is published in pamphlet form which makes it con- 
 venient to use. It is essentially a revision of the original Hillegas 
 
 Scale. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. 56c. 
 
 Kirby Grammar Test 
 
 Norms for this test have not been announced but it has several 
 promising characteristics. 
 
 Extension Division, University of Iowa, Iowa City, Iowa. $1.75 
 
 Lewis Scale for Measuring Special Types of English Composition 
 
 This is a group of five scales for measuring the following types of 
 writing: 1. Order letters, 2. Letters of application, 3. Social letters 
 of the first type (narrative), 4. Social letters of the second type 
 (problematic), 5. Simple narration. The five scales are published as a 
 single pamphlet. This makes their use inconvenient. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $1.36 
 
 [8] 
 
Nassau County Supplement to the Hillegas Scale 
 
 As the name implies, this is a revision of the original Hillegas 
 Scale and is considered more satisfactory. It is published in con- 
 venient form and has been used very widely. 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. 10c. 
 
 Pressey Diagnostic Tests in English Composition (Vocabulary, gram- 
 mar and punctuation) 
 
 This is a battery of three separate tests. Norms have not been 
 announced. 
 
 Department of Psychology, Indiana University, Bloomington, Indiana. 
 $1.05 
 
 Sixteen Spelling Scales 
 
 Each of these scales consists of twenty words incorporated in 
 sentences. Twelve of the scales are easy and the other four are more 
 difficult. 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. 40c. 
 
 Starch Punctuation Scale 
 
 Public School Publishing Company, Bloomington, Illinois. 80c. 
 
 Topeka Scale for Measurement of Composition, 1920 Scale 
 
 This scale is different from other composition scales in a number 
 of respects. It combines the objectives in composition and a system 
 of marking with a scale for measurement. It is interesting also be- 
 cause it represents the results of the attempts of one group of teachers 
 of English composition to solve their problems. 
 Topeka Public Schools, Topeka, Kansas. 40c. 
 
 Van Wagenen Reading Scale for English Literature 
 Forms A, B, and C 
 
 This is essentially a reading test in the field of English literature. 
 The method of arriving at the pupil's score is complicated and will be 
 confusing to many persons. No information is available concerning 
 the equivalence of the three forms. 
 
 Public School Publishing Company, Bloomington, Illinois. $3 
 
 Willing Scale for Measuring Written Composition 
 
 This scale is designed to measure separately form value and story 
 
 value. For this reason it is one of the most useful composition scales. 
 
 Public School Publishing Company, Bloomington, Illinois. 9c. single copy. 
 
 [9] 
 
SILENT READING 
 Haggerty Achievement Examination in Reading, Sigma 3 
 
 This test consists of three parts — vocabulary, sentence reading, 
 and paragraph reading. Provision is made for combining the three 
 scores secured into a total measure of reading ability. Each of the 
 sub-tests is a power test. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $6.80 
 
 Monroe Standardized Silent Reading Test III 
 
 This test yields a measure of both rate and comprehension. 
 In that respect, it is different from the other silent reading tests 
 listed here. It is the simplest one to use. 
 
 Public School Publishing Company, Bloomington, Illinois. $1 
 
 Thorndike Scale Alpha 2. For Measuring the Understanding of 
 Sentences 
 
 This is a power test. The scoring is rather highly subjective 
 which makes it somewhat unsatisfactory. The Thorndike-McCall 
 Reading Scale is superior in several respects. 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. $1.70 
 
 Thorndike-McCall Reading Scale for the Understanding of Sentences 
 
 Forms 1, 2, 3, 4, 5, and 6 
 This is a power test. The scoring is not entirely objective. No 
 measure of rate of reading is secured. Evidence concerning the 
 equivalence of duplicate forms is lacking. 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. $2 
 
 Thorndike Test of Word Knowledge 
 
 Forms A, B, C, and D 
 This is a new vocabulary test which appears to be intended to 
 take the place of the Thorndike Visual Vocabulary Scales. Pupils 
 indicate the meaning of the test words by underlining one of five 
 words or phrases. 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. $1.50 
 
 HISTORY 
 
 (Altho a number of persons have prepared tentative tests in 
 the field of history, very few history tests can be purchased for use. 
 Most of them are designed for the elementary school. Practically 
 
 [10] 
 
no critical studies have been made of any of the tests in this field and 
 for this reason their reliability as well as their validity is unknown. 
 Some persons have expressed the conviction that none of the existing 
 tests in the field of history are satisfactory.) 
 
 Barr Diagnostic Tests in American History 
 
 Primarily for use in high schools 
 Series A and Series B 
 This is an elaborate series of tests and should not be used in 
 elementary schools except near the end of the last year. The author's 
 attempt is to get away from a test which is purely informational. 
 There is some evidence that the two forms are only slightly lacking 
 in equivalence. 
 
 Public School Publishing Company , Bloomington, Illinois. $4 
 
 Davis True-False Test in Roman History 
 
 Mason D. Gray, East High School, Rochester, New York. $1 
 
 Gregory Tests in American History 
 
 Form A 
 This is a battery of five tests designed for use in the eighth grade 
 but appears to be suitable for the high school. 
 
 Bureau of Educational Research, University of Oregon, Eugene, Oregon. $4 
 
 Harlan Test of Information in American History 
 
 This is a simple test that has been widely used. 
 
 Public School Publishing Company, Bloomington, Illinois. 80c. 
 
 Van Wagenen American History Scales 
 
 Information Scale A and Scale B 
 
 Thought Scale A and Scale B 
 
 Character Judgment Scale A and Scale B 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. $1.25 each scale, Manual 90c. extra. 
 
 Van Wagenen Reading Scales for General History 
 
 Scale A and Scale B 
 These are to be used as duplicate forms 
 
 These scales have a prognostic function. They are intended to 
 measure the ability of students to read history material. 
 
 Public School Publishing Company, Bloomington, Illinois. $3 
 
 [11] 
 
MODERN LANGUAGES 
 
 Handschin Comprehension and Grammar, Test A: French 
 
 This test is designed for use in the first year. It consists of six 
 easy French sentences. These sentences are to be studied and then 
 reproduced from memory. Certain questions relating to grammar 
 are then asked. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $2 
 
 Handschin Silent Reading Test A: French 
 
 This test is designed for either first or second year classes. It 
 consists of exercises which must be answered in French. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $2 
 
 Handschin Silent Reading Test B: French 
 
 This test is designed for use in either the first or second year. 
 The pupils read a selection in French and then answer from memory 
 questions based upon it. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $2 
 
 Handschin Silent Reading Test A: Spanish 
 
 This test is designed for either first or second year classes. It 
 consists of exercises which must be answered in Spanish 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $2 
 
 Handschin Silent Reading Test B: Spanish 
 
 This test is designed for use in either the first or second year. 
 The pupils read a selection in Spanish and then answer from memory 
 questions based upon it. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $2 
 
 Henmon French Tests 
 
 Tests 1, 2, 3, and 4 constitute four duplicate forms 
 Each test consists of two parts — vocabulary and sentences. 
 Each part is arranged in the form of a power test. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $2 
 
 Wilkins Prognosis Test in Modern Languages 
 
 This test is to be used for determining the probable ability of 
 students to learn modern foreign languages (French or Spanish). 
 The first part of it is to be given at the very beginning of the study of 
 the language. The second part is to be given after four weeks of study 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $6.40 
 
 [12] 
 
LATIN 
 Henmon Latin Tests 
 
 Tests 1, 2, 3, and 4 
 These tests are to be considered as duplicate forms. Each con- 
 sists of two parts — vocabulary and sentences. Test X is limited to 
 vocabulary. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $2 
 
 Holtz-Godsey Latin Teaching Tests 
 
 The five tests of this series deal with the Latin vocabulary. 
 Two tests relate to derivatives of Latin words. One test consists of a 
 list of English words which are incorrectly spelled and the student is 
 asked to correct their spelling: In another test the student is to write 
 the plural of English words which have been adopted from the Latin. 
 The last test is of the "same opposite" type. 
 
 Bureau of Educational Measurements and Standards, Kansas State Normal 
 
 School, Emporia, Kansas. 50c. 
 
 Godsey Diagnostic Latin Composition Test 
 
 This test consists of exercises in which the student is given an 
 English sentence and its Latin translation. In this translation one 
 word is given in four forms. The student is asked to choose the 
 correct form and to select from a list the rule which applies. 
 Mason D. Gray, East High School, Rochester, New York. $1 
 
 Pressey Test in Latin Syntax 
 
 In this test a student is presented with exercises consisting of an 
 English sentence and four Latin translations of it. Only one of these 
 translations is correct. The student is asked to choose the correct 
 one. 
 
 Mason D. Gray, East High School, Rochester, New York. $1 
 
 Starch- Waters Latin Tests 
 
 This test includes one on Latin vocabulary and one on the trans- 
 lation of Latin sentences. 
 
 University Cooperative Company, 504 State Street, Madison, Wisconsin. 
 $2 
 
 Tyler-Pressey Test in Latin Verb Forms 
 
 In this test the student is presented with exercises consisting of a 
 Latin verb and four English translations of it. The student is asked 
 to choose the correct one. 
 
 Mason D. Gray, East High School, Rochester, New York. $1 
 
 [13] 
 
Ullman-Kirby Latin Comprehension Test 
 
 This is a Latin reading test similar to the Thorndike-McCall 
 Reading Scale. The paragraphs to be read are in Latin. The ques- 
 tions are in English and are to be answered in English. 
 
 Mason D. Gray, East High School, Rochester, New York. $1 
 
 MATHEMATICS 
 
 Douglass Standard Diagnostic Tests for First Year Algebra 
 
 Series A (for the fundamental operations) 
 Series B (for additional processes) 
 Series A is published in two forms, and there are four tests in 
 each form: 1. Addition and subtraction; 2. Multiplication; 3. Divi- 
 sion; 4. Solution of simple equations. 
 
 Series B consists of seven tests: 1. Fractions; 2. Factoring; 3. 
 Formulae and fractional equations; 4. Simultaneous equations; 5. 
 Graphs; 6. Square roots, exponents and radicals; 7. Quadratic equa- 
 tions. All of the tests are arranged in the form of power tests. 
 
 Bureau of Educational Research, University of Oregon, Eugene, Oregon. 
 Series A, $1.60, Series B, $3.50 
 
 Hotz Algebra Scales 
 
 Test 1, Addition and Subtraction 
 Test 2, Multiplication and Division 
 Test 3, Equation and Formulation 
 Test 4, Graphs 
 Test 5, Problems 
 
 Series A and B. The former is an abbreviated form of the latter 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. $1.25. Manual of Directions, 75c. 
 
 Illinois Standardized Algebra Tests 
 
 The four tests of this series are confined to simple equations 
 Each test is done separately and yields a measure of a student's 
 skill in solving the type of equation included in the test. 
 
 Public School Publishing Company, Bloomington, Illinois. $2.50 
 
 Minnick Geometry Tests 
 
 Test A, Drawing of figures 
 
 Test B, Stating of hypotheses and conclusions 
 
 [H] 
 
Test C, Recalling facts and figures 
 
 Test D, Selecting and organizing facts to produce a proof 
 
 Public School Publishing Company , Bloomington, Illinois. $2.50 -per each 
 test. 
 
 Rogers Test of Mathematical Ability 
 
 This is a series of six tests designed to be used for prognostic 
 purposes and not for measuring the results of teaching. 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. $9. Manual of Directions, 65c. 
 
 Rugg and Clark Tests in First Year Algebra 
 
 This is a series of sixteen tests. They are to measure skill in 
 algebra. 
 
 University of Chicago Book Store, University of Chicago, Chicago, Illinois. 
 $8 
 
 Thurstone Vocational Guidance Tests in Algebra and Geometry 
 
 These tests were designed to furnish a prediction of the chances 
 of a student's success in the field of engineering. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. Algebra, 
 $4, Geometry, $4 
 
 SCIENCE 
 
 (Altho many tests in the field of Science have been con- 
 structed for experimental use there are relatively few which have 
 been published for general use. It has been our intention to mention 
 only those tests which can be obtained. There are, however, a number 
 of experimental tests which will be helpful to Science teachers who 
 are interested in this phase of their work.) 
 
 Downing Revised Range of Information Test in Science 
 
 Elliot R. Downing, School of Education, University of Chicago, Chicago 
 Illinois. 40c. 
 
 Glenn Physics Tests (Experimental) 
 
 This is a group of tests intended to measure several types of 
 outcomes engendered by the teaching of physics. The tests are in- 
 tended to be given at the end of the first semester or at the end of the 
 school year. 
 
 E. R. Glenn, Lincoln School, 425 West 123rd Street, New York. 
 
 [15] 
 
Glenn- Welton High School Chemistry Tests for Instructional Pur- 
 poses (Experimental) 
 
 This is an elaborate battery of 36 tests designed to cover all im- 
 portant topics in the high-school course. 
 
 E. R. Glenn, Lincoln School, 425 West 123rd Street, New York. 
 
 Iowa Physics Test. Devised by H. L. Camp 
 
 There are three tests in this series; One on each of the following 
 divisions of physics: (1) mechanics; (2) electricity and magnetism; 
 (3) heat. 
 
 Extension Division, University of Iowa, Iowa City, Iowa. $1.25 
 
 Powers Chemistry Scales A and B (Experimental) 
 
 Scale A is intended to measure ability to do tasks in Chemistry. 
 Scale B is intended to measure the student's range of information. 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. 
 
 Starch Physics Test 
 
 This is a test consisting of a series of 75 completion exercises 
 covering all divisions of Physics. 
 
 University Cooperative Company , 504 State Street, Madison, Wisconsin. $2 
 
 Van Wagenen Reading Scales for General Science 
 
 Scale A and Scale B 
 These scales are designed to yield measures of ability of students 
 to read the descriptive material found in science textbooks. The 
 method of computing a student's score is somewhat difficult. 
 Public School Publishing Company, Bloomington, Illinois. $3 
 
 MISCELLANEOUS 
 
 (Most of the tests listed under this head have not been well 
 standardized. Some of them have not passed beyond the experimen- 
 tal stage.) 
 
 Beach Standardized Music Tests Series I 
 
 This is a test designed to measure the achievements of students 
 in Music. 
 
 Bureau of Educational Measurements and Standards, Kansas State Normal 
 School, Emporia, Kansas. $4. Manual of Directors, 35c. 
 
 Downey Individual Will-Temperament Test 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $5.20 
 Manual of Directions 20c. 
 
 [16] 
 
Downey Group Will-Temperament Test 
 
 World Book Company, 2 126 Prairie Avenue, Chicago, Illinois. $7. Manual 
 of Directions, 15c. 
 
 Goodspeed-Dodge Primary Test in Home-Making 
 
 Parker Company, Madison, Wisconsin. 75c. 
 
 Murdoch's Scale for Measuring Certain Elements of Hand Sewing 
 
 Bureau of Publications, Teachers College, Columbia University, New York 
 City. $1. Manual of Directions extra. 
 
 Seashore Musical Talent Chart 
 
 Phonograph records are used in securing measures of several 
 elements of musical talent. 
 
 Columbia Graphaphone Company, New York City. {Address company for 
 prices.) 
 
 Stenquist Mechanical Aptitude Tests 
 
 These tests are designed to measure general mechanical aptitude. 
 They will be found helpful in certain phases of vocational guidance. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. Tests I and 
 II, %6 each. Manual of Directions, 20c. 
 
 Stiebeling- Worcester Chart for Diagnosing Defects in Buttonholes 
 
 Bureau of Educational Measurements and Standards, Kansas State Normal 
 School, Emporia, Kansas, 15c. 
 
 Thurstone Vocational Guidance Tests 
 
 This group of tests includes arithmetic, algebra, geometry, 
 physics and technical information. They are designed to determine 
 the fitness of high school students for entrance into engineering 
 schools. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $4 each 
 test. Manual of Directions 20c. 
 
 INTELLIGENCE TESTS 
 
 Army Group Examination, Alpha 
 
 This intelligence test is very similar to the Otis Group Intelli- 
 gence Test and has been widely used in high schools. 
 
 Bureau of Educational Measurements and Standards, Kansas State Normal 
 School, Emporia, Kansas. $3. Manual of Directions 75c, Stencils, $1.25 
 
 [17] 
 
Chicago Group Intelligence Test 
 
 Forms A and B 
 
 University of Chicago Press, University of Chicago, Chicago, Illinois. fA 
 
 Dearborn Group Test of Intelligence, Series II, Revised Edition 
 
 This series of general intelligence tests consists of two parts — 
 General Examination C and General Examination D. They are non- 
 verbal in character. 
 
 J. B. Lippincott Company, 227 South 6th Street, Philadelphia, Pennsyl- 
 vania. $4.50 
 
 Haggerty Intelligence Examination, Delta II 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $6.92 
 
 Miller Mental Ability Test 
 
 This is a brief test designed to secure information to use in classi- 
 fying and advising pupils who are entering high school. 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $4. Manual 
 of Directions 20c. 
 
 Myers Mental Measure 
 
 Forms 1 and 2 
 This is a non-verbal test which is recommended for use in all 
 grades. In this respect it is unique as most of the tests have different 
 divisions for the different grades. 
 
 Newson and Company, 73 Fifth Avenue, New York City. $5 
 
 Otis Group Intelligence Scale, Advanced Examination 
 
 Forms A and B 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $7.80 
 
 Terman Group Test of Mental Ability 
 
 Forms A and B 
 
 World Book Company, 2126 Prairie Avenue, Chicago, Illinois. $6 
 
 [18] 
 
CIRCULARS OF THE BUREAU OF EDUCATIONAL 
 RESEARCH, COLLEGE OF EDUCATION, UNI- 
 VERSITY OF ILLINOIS, URBANA, ILLINOIS. 
 
 No. 12. Monroe, Walter S. Announcements of the Bureau 
 of Educational Research for 1922-23. 
 
 No. 13. Monroe, Walter S. Definitions of the Terminology 
 of Educational Measurements. 
 
 No. 14. Streitz, Ruth. Gifted Children and Provisions for 
 Them in Our Schools. 
 
 No. 15. Monroe, Walter S. Educational Tests for Use in 
 Elementary Schools. 
 
 No. 16. Odell, Charles W. The Effect of Attendance Upon 
 School Achievement. 
 
 No. 17. Mohlman, Dora Keen. The Elementary School 
 Principalship. 
 
 No. 18. Monroe, Walter S. Educational Tests for Use in 
 High Schools. 
 
 A limited number of copies of these educational circulars 
 are available for free distribution to superintendents and 
 teachers in Illinois. We shall be glad to add to our mailing 
 list for these circulars the names of any teachers or superin- 
 tendents who care to receive them regularly. We shall be 
 glad also to send additional copies of any circular to 
 superintendents or principals for distribution among their 
 teachers. Address all communications to the Bureau of Edu- 
 cational Research, University of Illinois. 
 
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 X. 
 

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 UR8ANA 
 
 30^12 0849^™