THE UNIVERSITY

OF ILLINOIS

LIBRARY

370 I£6e

%

^auc»tioa

no. 1 8

<L-~zt*£e~4<Q^r

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

6/0

ZUe 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.