Aiken, Lewis R. (1997) Psychological Testing and Assessment. Allyn and Bacon.

Burt, Miriam, & Saccomano, Mark (1995) Evaluating Workplace ESL Instructional Programs. ERIC Digest. ERIC document reproduction service number ED386961.

Campbell, D.P., & Hansen, J.C. (1981) Manual for the Strong-Campbell Interest Inventory (3^rd ed.). Stanford, CA: Stanford University Press

CTB/McGraw-Hill, Office of Public and Governmental Affairs. (1996) Education Assessment: A Primer for School Boards.

Cronbach, L.J., Ambron, S.R., Dornsbusch, S.M., Hess, R.D., Hornik, R.C., Phillips, D.C., Walker, D.F., Weiner, S.S. (1980) Toward Reform of Program Evaluation: Aims, Methods, and Institutional Arrangements. Jossey-Bass Publishers. San Francisco.

Curran, Linda T. & Jordan, Linda A. (1996) Implementation of the Computerized Adaptive Version of the Armed Services Vocational Aptitude Battery. Paper presented at the Annual Meeting of the National Council on Measurement in Education. New York, New York.

Davidshofer, C. (1985). Review of Jackson Vocational Interest Survey. In J.V. Mitchell, Jr. (ed.), 9th Mental Measurements Yearbook (Vol. 1, pp. 739-740). Lincoln: Buros Institute.

Dolliver, R.H., Irvin, J.A., & Bigley, S.E. (1972). "Twelve-year follow-up on the Strong Vocational Interest Blank". Journal of Counseling Psychology, 19, 212-217.

Gardener, Eric. (1989)Five Common Misuses of Tests. ERIC Digest, Number 108. http://ericae.net/db/digs/ed315429.htm.

Gottfredson, L.S., & Becker, H.J. (1981). A challenge to vocational psychology: How important are aspirations in determining male career development? Journal of Vocational Behavior, 18, 121-137.

Journal of Applied Psychology, (1992) Vol. 77, 298-308.

Kerka, Sandra. (1995) Techniques for Authentic Assessment. ERIC Practice Application Brief.

Kuder, G.F. (1963). "A rationale for evaluating interests". Educational and Psychological Measurement, 23, 3-12.

House, Ernest R. (1980) Evaluating with Validity. Sage Publications, Inc. Beverly Hills, California.

Lytle, S.L. and Wolfe, M. (1989) Adult Literacy Education: Program Evaluation and Learner Assessment. Columbus, Ohio. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, Ohio State University.

Saterfiel, Thomas H. & McLarty, Joyce R. (1995)Assessing Employability Skills. ERIC Digest, 30.

Thomas, R.G. (1985). Review of Jackson Vocational Interest Survey. In J.V. Mitchell, Jr. (ed.), The 9th Mental Measurements Yearbook (Vol. I, pp. 740-742). Buros Institute.

United States Office of Technology Assessment. (1992)Testing in American Schools: Asking the Right Questions.

Venezky, Richard, L. and others. (1993) When Less is More: A Comparative Analysis for Placing Students in Adult Literacy Classes. Research Report TR93-8. ERIC Clearinghouse on Assessment and Evaluation.

Warnath,G.F. (1975). Vocational theories: Direction to nowhere. Personnel and Guidance Journal, 53, 422-428.

Zytowski, D.G. (1976). "Predictive validity of the Kuder Occupational Interest Survey: A 12- to 19-year follow-up". Journal of Counseling Psychology, 23, 221-233.

9th Mental Measurements Yearbook. (1994) Buros Institute.

10th Mental Measurements Yearbook. (1995) Buros Institute.

11th Mental Measurements Yearbook. (1996) Buros Institute.

12th Mental Measurements Yearbook. (1997) Buros Institute.

13th Mental Measurements Yearbook. (1998) Buros Institute.

 

---

APPENDIX A

LIST OF PREREQUISITE SKILL INSTRUMENTS

ABLE (Adult Basic Learning Examination) and

SelectABLE (a locator test for ABLE)

ASVAB (Armed Services Vocational Aptitude Battery) and

CAT-ASVAB (Computer Adaptive Test-ASVAB)

CASAS (Comprehensive Adult Student Assessment System)

TABE (Tests of Adult Basic Education), TABE Locator Tests,

TABE, Work-related Foundation Skills

TAAS (Texas Academic Achievement System)

TALS (Tests of Applied Literacy Skills)

Work Keys

WRAT-3 (Wide Range Achievement Test, Third Edition)

 

Test publisher: The Psychological Corporation
555 Academic Court
San Antonio, TX 78204
1-800-211-8378
http://www.hbtpc.com/

In use since: 1986 (Second Edition)

Purpose: "Designed to measure the educational achievement of adults who may or may not have completed twelve years of schooling"

Population: Adults

Organization: 3 levels of tests for different amounts of formal education— Level 1 is too low for EnterTech; SelectABLE is a screening test to determine which level is most suitable for a particular individual. SelectABLE uses multiple-choice items, 30 for verbal concepts and 15 for numerical concepts.

Time: Levels 2 and 3 each take 175-215 minutes
SelectABLE takes 15 minutes

Descriptions of scores: Provides scores in 5 subtests, Vocabulary, reading Comprehension, Spelling, Number Operations, Problem-Solving
Grade equivalents are given, but normed to SAT (student population)

Strengths: Geared to an adult audience
Easy to administer locator test (SelectABLE) can be used quickly for placement within program
"Professionally developed and of high quality (Fitzpatrick, 11 Mental Measurement Yearbooks)

Weaknesses: Locator test uses total scores, rather than treating them separately
No evidence of how accurately examinees are placed (by SelectABLE is provided
"For adults who wish to earn a high school equivalency certificate, the TABE may be preferable because estimates of their scores on the Tests of General educational Development can be derived from TABE scale scores."

External review: 11^th Mental Measurements Yearbook, Buros Institute

Recommendation for EnterTech: SelectABLE not recommended—does not separate reading and math scores
ABLE not recommended due to length

ASVAB, CAT-ASVAB, Armed Services Vocational Aptitude Battery, Computer-Adaptive Test- Armed Services Vocational Aptitude Battery

Test publisher: Department of Defense
United States Military Entrance Processing Command

In use since: 1967

Description of testing instrument:

Purpose "Intended for use in educational and vocational counseling and to stimulate interest in job and training opportunities in the Armed Forces"

Population: High school, junior college, and young adults

Organization: 12 subtests, General Information, Numerical Operations, Attention to Detail, Word Knowledge, Paragraph Comprehension, Arithmetic reasoning, Math Knowledge, Electronics Information, Mechanical Comprehension, General Science, Shop Information, Automotive information
Sub-group of 4 tests used as AFQT (Armed Forces Qualifying Test): Word Knowledge, Paragraph Comprehension, Arithmetic reasoning, and Numerical Operations
CAT-ASVAB being instituted as computerized adaptive test to reduce test time

Time: 180 minutes; CAT-ASVAB, less than 2 hours

Descriptions of scores: Provides 3 composite scores—Academic ability, verbal ability, math ability

Strengths: Reduced battery of tests can be used to determine enlistment eligibility tests appropriate skills

Weaknesses: Currently, administered only at 65 Military Entrance Processing Stations (MEPS) and at about 700 Mobile Examining Team (MET) sites
Not geared towards older adults
ASVAB not geared to individualized administration

External Reviews: 9^th Mental Measurement Yearbooks for ASVAB
CAT-ASVAB only reviewed by Defense Manpower Data Center

Recommendation for EnterTech: Neither ASVAB nor CAT-ASVAB is recommended for EnterTech at this time, due to restrictions on its administration, i.e., availability only through Armed Services. The Manpower Data Center report indicates there may be availability of CAT-ASVAB testing at commercial testing centers in the future. If this becomes the case, the test might be recommended in the future.

CASAS, Comprehensive Adult Student Assessment System

Test publisher: CASAS
8910 Clairemont Mesa Blvd.
San Diego, CA 92123
(619) 292-2900 (800) 255-1036 Fax: (619) 292-2910
http://www.casas.org/

In use since: 1980

Description of testing instruments: More than 80 standardized assessment instruments and the capacity to customize assessment
Pertinent to EnterTech: Life Skills Appraisal and Employability Competency System (ECS) Appraisal

Purpose: "For assessing adult basic skills within a functional context" to "place learners into appropriate instructional levels, diagnose learners’ needs, monitor progress, and certify mastery of functional basic skills."

Population: Adults

Organization: Life Skills Appraisal has 2 subtests, Reading and Math; places students into appropriate level of CASAS Listening series
ECS Appraisal has 2 subtests, Reading and Math, and places students into appropriate level of CASAS Basic Skills for Employability

Time: 60 minutes per assessment

Descriptions of scores: Scores applicable primarily within CASAS-based adult learning programs, not directly linked to external measures

Strengths: Geared for appropriate audience
Suitable length for audience
"Reliable indicators of learner achievement in CASAS-based adult learning programs" (Mueller and Freitag, 13^th Mental Measurement Yearbooks)
Explicit links from diagnostic placement to instruction to outcome assessment (within CASAS-based programs)
Aligned with SCANS competencies

Weaknesses: Must be administered by persons trained in CASAS system
Difficult to align results with non-CASAS-based curriculum
Reviewers wanted more documentation of reliability/validity claims
"Tests are neither designed nor used as stand-alone instruments." (13^th Mental Measurement Yearbook)

External Review: 13^th Mental Measurement Yearbooks, Buros institute

Recommendation for EnterTech: Unless EnterTech is used within a CASAS-based program, use of the assessments is not recommended. However, if CASAS assessments are available, EnterTech providers may use CASAS assessments.

Scoring Range for EnterTech: CASAS aggregate scores of 224 for Reading and 205 for Math indicate presence of prerequisite skills.

TAAS, Texas Academic Achievement System

Test publisher: Texas Education Agency, Student Assessment Division
Room #3-100
1701 North Congress Avenue
Austin, Texas 78701
http://www.tea.state.tx.us/student.assessment/

In use since: 1990

Description of testing instrument

Purpose: The goal of the assessment program in Texas is to measure student progress toward achieving academic excellence. The primary purpose of the state student assessment program is to provide an accurate measure of student achievement in the areas of reading, writing, mathematics, social studies, and science. The test results are used as a gauge for institutional accountability.

Population: K-12 school students

Organization: TAAS offers 6th grade math test & 8th grade reading test

Time: Unclear from TEA documents—no section has time limits

Descriptions of scores: Scores link to the Texas Learning Index (TLI) and rate grade-level proficiency

Strengths: Rigorously tested and accepted across Texas
Very targeted for prerequisite skills

Weaknesses: Geared for inappropriate audience, i.e., high school students
"Live TAAS" administration available only under restricted conditions, preventing easy administration

External reviews: Technical reports available from TEA

Recommendation for EnterTech: While TAAS should not be used within EnterTech, a recent TAAS score verifying proficiency on the 8^th grade reading test and the 6^th grade math test may be accepted in lieu of other pre-assessment instruments.

TABE, Forms 7, 8 and Survey; TABE, Work-Related Foundation Skills;
TABE, Work-Related Problem-Solving, Tests of Adult Basic Education

Test publisher: CTB/McGraw-Hill
Western Regional Office
20 Ryan Ranch Road
Monterey, CA 93940
888/282-5690 FAX: 831/393-6993
http://www.ctb.com/adult.htm

In Use Since: 1957

Description of testing instrument

Purpose: Designed to measure achievement of basic skills commonly found in adult basic education curricula and taught in instructional programs
Locator Test: Used to determine the appropriate level of TABE to administer to each examinee

Population: Adults

Organization: Forms 7 & 8 provide 7 scores—Reading, Math Computation, Applied Math, Total mathematics (Computation plus Applied), Language, Total Battery, Spelling
Locator Tests—Reading, Mathematics and Language (optional)
Work-Related Foundation Skills—Reading, Math Computation, Applied Math, Total mathematics (Computation plus Applied), Language, Total Battery
Work-Related Problem-solving—Employs reading and math skills to identify/define a problem, examines situation using problem-solving techniques, makes decisions about possible solutions, evaluates outcomes

Time: 154-209 minutes for full battery; about 45 minutes for Locator tests; Work-Related Foundation Skills, 120 minutes; Work-Related Problem-solving, 75 minutes

Descriptions of scores: Provides raw scores, which can be transferred to grade equivalencies, and normed scores

Strengths: Geared for appropriate audience
Locator test takes about 45 minutes to administer and serves purposes of placement equally well as full battery (Venezky and others)

Weaknesses: One MMY reviewer describes it as a "disappointing product"
Reviewers question data supporting some reliability and validity claims
One MMY reviewer about Work-Related Foundation Skills: "validity of interpretations about results...is restricted."
One MMY reviewer about Work-Related Problem-Solving: "makes no serious judgments or high stakes decisions about individual students."

External Review: 13th Mental Measurements Yearbook, Buros Institute
Venezky & others, 1993

Recommendation: TABE Locator test is the recommended choice for EnterTech pre-assessment, due to the combination of brevity and accuracy of placement.

Scoring Range for EnterTech: Results from the Locator Test that refer the learner into TABE Test Level D indicate presence of prerequisite skills.
TABE Full Battery test scores of over 660 indicate presence of prerequisite skills.

TALS, Tests of Applied Literacy Skills

Test publisher: Educational Testing Service (ETS)
Publication Order Services
P.O. Box 6736
Princeton, NJ 08541-6736
http://www.ets.org/

In Use Since: 1991

Description of testing instrument

Purpose: To measure adult literacy

Population: Adults

Organization: 6 subtests, 2 each for Prose Literacy, Document Literacy, and Quantitative Literacy

Time: 20 minutes per subtest, 120 minutes for full battery

Descriptions of scores: Provides raw scores with conversion tables, and an "Interpreting the Scores" section

Strengths: Test content likely to be interesting and non-intimidating
Straightforward scoring guidelines with high interscorer reliability
Easy to administer

Weaknesses: Technical manual leaves questions unanswered, including suitability for use with all adult learners
Meaning of scores is obscure and interpretation difficult
No suggestions concerning what might qualify clients for jobs of various levels, nor for entry into literacy program
Evidence of validity is limited

External review: 13^th Mental Measurements Yearbook, Buros Institute

Recommendation for EnterTech: Not recommended, due to difficulty of accurate interpretation of scores.

Test publisher: ACT (American College Testing Program)
Center for Education and Work
PO Box 168
Iowa City, IA 52243
URL: http://www.act.org/workkeys/index.html

In Use Since: 1992

Description of testing instrument

Purpose: To measure skills needed by students transforming from school to the workforce.

Population: Adults

Time: Tests range from 40 minutes (Writing) to 80 minutes (Teamwork, done as two 40-minute sessions)

Descriptions of scores: Skills measured include Applied Mathematics, Applied Technology, Listening, Locating Information, Observation, Reading for Information, Teamwork. Each subject area uses questions arranged at 4-5 levels of difficulty with 15 questions at each level

Strengths: Correlates to SCANS competencies
"Scales for each of the assessments have been developed with the help of educators and businesspeople. The scales encompass a range of skills from the lowest level for which employers are willing to test up to the point where specialized training is needed."
Some assessments involve use of audio or video tapes.

Weaknesses: Little in the way of review literature from unbiased sources
Scores not correlated to EnterTech prerequisite requirements (grade-level equivalency)
Primarily useful if employers have performed Work Keys job profiles

External reviews: No Mental Measurement Yearbooks reviews yet
Limited external review available, due to newness of program

Recommendation for EnterTech: Potentially very useful, since EnterTech project is using Work Keys job profiles to help determine instructional goals.

Scoring Range for EnterTech: Since Work Keys does not correlate scores to grade level equivalencies, additional information will be needed to recommend an appropriate scoring range to indicate presence of prerequisite skills.

WRAT-3, Wide Range Achievement Test-3 (third edition)

Test publisher: Jastak Associates/Wide Range, Inc.
P.O. Box 3410
Wilmington, DE 19804-0250

800-221-9728

302-652-4990

First Year Used: 1936, revised as WRAT-R and then WRAT-3

Description of testing instrument

Purpose: "To measure the skills needed to learn reading, spelling, and arithmetic"

Population: Ages 5-75; Level 2 is for persons over 12

Organization: 3 sub-tests, Reading, Spelling, Arithmetic

Time: 15-30 minutes

Descriptions of scores: Provides raw scores and clear procedures for converting raw scores to standard scores and grade equivalents

Strengths: May be administered individually or in a group
Subtests may be given in "convenient order"
"The more it changes, the more it stays the same."

Weaknesses: History of criticism about inadequate standardization and questionable reliability and validity
Revision to meet psychometric standards for an achievement test reviewed as not proving psychometric standards met
MMY reviewer concludes that the use of WRAT-R with individuals above age 18 is "probably not advisable."

External reviews: 10^th Mental Measurements Yearbook, Buros Institute

Recommendation for EnterTech: Not recommended for use

APPENDIX B

LIST OF CAREER INTEREST/APTITUDE INSTRUMENTS

       Mini-Battery of Achievement (MBA)

Fleishman Job Analysis Survey

Employee Aptitude Survey

Brigance Diagnostic Employability Skills Inventory

Jackson Vocational Interest Survey

Assessing Specific Employability Skill Competencies

Skills and Attributes Inventory, 1976

1)TABE Work-Related Foundation Skills and 2)TABE Work-Related Problem Solving, a994

Industrial Occupational Competency Tests, Job Ready Assessments: Industrial Electronics

Industrial Occupational Competency Tests, Job Ready Assessments: Robotics Technology

Bennett Test of Mechanical Comprehension, Form W1

Applied Technology Series (ATS)

ACER Test of Employment Entry Mathematics

Industrial Test Battery, 1988

California Occupational Preference System (COPS)

Career Orientation Placement and Evaluation Survey (COPES)

Myers-Briggs Type Indicator (MBTI)

Strong Interest Inventory (SII)

Kuder Occupational Interest Survey (KOIS)

Likert Scales or Other Attitudinal Scales

The Values Scale (2^nd ed.)

Temperament and Values Inventory

Alienation Index Survey

Computer Programmer Aptitude Battery (CPAB)

Computer Operator Aptitude Battery (COAB)

Mini-Battery of Achievement (MBA)

Author: Woodcock, Richard W.; and Others

Abstract: The Mini-Battery of Achievement (MBA) is a brief, wide-range test of basic skills and knowledge. The MBA has four subtests: reading, mathematics, writing, and factual knowledge. The test can be used with a population ranging from ages 4 through 90+ years of age and can be administered in approximately 30 minutes. The subtests can be used independently of each other or as one test battery. The reading test covers identification skills, vocabulary, and reading comprehension. The writing test includes dictation and proofreading. The mathematics portion covers calculation and reasoning and concepts. The test of factual knowledge is an assessment of general knowledge in science, social studies, and the humanities. Items are presented in easel test book format. The test may be used for any of the following purposes: intake screenings of new clients in pediatric, geriatric, psychological, medical, behavioral, head-injury, hearing

and other clinical settings; initial screening of new students in educational settings; screening for special education referrals; screening for vocational, rehabilitation, and occupational training programs; employee hiring and job placement decisions; and research. It is a norm-referenced test. Scores can be generated by using a computer program that will print a one-page narrative report summarizing test results quickly.

Materials:

1. Test book (including manual)

2. Test record

3. Software disk

Publication Date: 1994

ETS Tracking Number: TC019460

Riverside Publishing Company, 8420 Bryn Mawr Avenue, Chicago, IL 60631.

Fleishman Job Analysis Survey

Author: Fleishman, Edwin A.; Reilly, Maureen E.

Abstract: The survey provides a linkage between the tasks performed on the job and the personal capacities that are necessary for their performance. It provides a quantitative description of the knowledge, skills, and abilities (KSAs) required on jobs. It is useful for identifying characteristics of jobs and tasks that are related to the abilities people need to perform these jobs and tasks. The survey includes 52 abilities grouped into the cognitive, psychomotor, physical, and sensory-perceptual domains. Abilities are organized into a rating scale booklet according to these domains.

Materials:

1. Administrator's Guide

2. Rating Scale booklet

3. Answer sheet

4. Request for CPP scoring services

Publication Date: 1992

ETS Tracking Number: TC018338

Consulting Psychologists Press; 3803 East Bayshore Road, Palo Alto, CA 94303

Employee Aptitude Survey,

Test 3--Visual Pursuit, Form A (EAS) See description of battery.

Author: Grimsley, G.; and Others

Abstract: The Employee Aptitude Survey, Test 3--Visual Pursuit, Form A (EAS) is part of a battery of employment tests designed to meet the practical requirements of a personnel office. The battery consists of 10 cognitive, perceptual, and psychomotor ability tests: 1) Verbal Comprehension; 2) Numerical Ability; 3) Visual Pursuit; 4) Visual Speed and Accuracy; 5) Space Visualization; 6) Numerical Reasoning; 7) Verbal Reasoning; 8) Word Fluency; 9) Manual Speed and Accuracy; and 10) Symbolic Reasoning. Nine of the 10 tests have 5-minute time limits. The remaining test requires 2 to 10 minutes of testing time. The battery is a tool for personnel section and a useful diagnostic tool for vocational guidance and career counseling. Test 3, Visual Pursuit, tests the ability to visually follow a line though a maze.

Materials:

1. Test

Publication Date: 1984

ETS Tracking Number: TC019576

Brigance Diagnostic Employability Skills Inventory.

Author: Brigance, Albert H.

Abstract: The Brigance Diagnostic Employability Skills Inventory contains extensive assessments of reading, writing, speaking, listening, comprehending and computing skills needed when seeking employment. The assessments are criterion-referenced, allowing instructors and learners to evaluate what learners already know as well as what they still

need to learn. The Inventory serves as a curriculum guide, providing teaching sequences for pre- employment and employability skills. Assessments in the various sections range in difficulty level from third grade through high school. Many of the assessments provide for either oral or written responses. Each test administrator determines which assessments to give, how many to give, and when to give them. Individual assessments take from 10 to 20 minutes to complete.

Materials:

1. Inventory

Publication Date: 1995

ETS Tracking Number: TC020019

Jackson Vocational Interest Survey

Author: Jackson, Douglas N.

Abstract: This survey is designed to assist high school students, college students, and adults with educational and career planning. Scoring yields a sex-fair profile along 34 basic interest scales. These scales provide work role dimensions relevant to a variety of occupations and work style scales indicative of work environment preferences. The survey contains 289 pairs of statements describing occupational activities and can be completed in approximately 60 minutes. It is also available in French and Spanish. Documentation on reliability and validity is provided. Scoring can be done by hand, through mail-in scoring, or by using a software package. The test booklet was updated in 1991 to reflect current terminology.

Materials:

1.Survey

2.Manual

3.Profile for hand scoring

4.Answer Sheet for mail-in scoring

5.Answer Sheet for hand scoring

Publication Date: 1991

ETS Tracking Number: TC018460

Assessing Specific Employability Skill Competencies.

Author: Career Aids, Hawthorne, CA.

Abstract: Provides for pretesting and posttesting students to allow teacher to determine students' level of understanding of each of six major competency areas usually covered on employability skills programs. The six areas are establishing goals, developing resumes, finding job openings and following up job leads, completing job applications, interviewing for job, and keeping a job. Computer programs are available for use on Apple II, IIe, or IIc, TRS-80 Models III and 4, and IBM/PC.

Grade Level(s): 9; 10; 11; 12.

Most recent update to the database: Sep 1986

ETS Tracking Number: TC014726

KeySystems; 2055 Long Ridge Road, Stamford, CT 06903.

Skills and Attributes Inventory, 1976

Purpose: Assesses the relative importance of skill and attribute factors necessary for successful job performance and the degree to which the incumbent possesses the skills and attributes necessary.

Description: Paper-pencil 96-item test of general functioning, intelligence, visual and coordination skills, mechanical skills, graphic and clerical skills, leadership ability, tolerance in interpersonal relationships, organization identification, conscientiousness and reliability, efficiency under stress. Each item is rated relevant to importance on the job.

Group use, 45 minutes (untimed), may be computer scored.

Contact: McGraw Hill/London House

1) TABE Work-Related Foundation Skills and
2) TABE Work-Related Problem Solving, 1994

Purpose: 1)Assesses foundation skills in reading, writing and math 2) Measures a wide range of problem solving competencies in a variety of work-related applications.

Description:

Both are pencil-paper, examiner required, group use, machine scored with had key.

1) Evaluates basic reading, math and language skills. Three forms, each presenting all questions and situations within the context of a specific workplace environment: Health, Business/Office and Trade/Technical. A fourth, general form, covers a variety of work contexts. The test produces norm-referenced scores useful for growth measurement and student placement.

2) Essay/short answer and verbal performance assessment that helps employers, educators and training professional diagnose how an examinee deals with various aspects of problem solving: defining the problem, examining the problem, suggesting possible solutions, evaluating solutions, and extending the meaning of the solution. Tasks are based on realistic workplace situations. Computer version available.

Contact: CTB/McGraw Hill

Industrial Occupational Competency Tests, Job Ready Assessments: Industrial Electronics

Author: National Occupational Competency Testing Institute, Big Rapids, MI

Abstract: Job Ready Assessments measure worker competency at the entry level. They were designed to ensure the competency level of students who complete a program and, in industry, to measure entry level skills in prospective employees. Both written and performance components are included in the tests and separate scores are reported. The tests may also be used for employee selection, and for planning training or retraining programs. The written assessment is multiple choice and covers factual knowledge, technical information, understanding of principles, and problem solving skills related to the occupation or skill. The performance component is administered in a shop and consists of manipulative tasks related to a particular occupation. The written test for industrial electronics contains 197 questions and covers DC electricity, AC circuits, test equipment, semiconductors, electronic circuits, digital/micro, transducers, ladder logic and motors, safety, and programmable logic controllers. The performance test takes 2 hours 35 minutes and covers semiconductor testing, solder/desolder components, meter usage, circuit construction, oscilloscope usage, troubleshooting, and gate substitution.

Publication Date: 1989

ETS Tracking Number: TC017796

Industrial Occupational Competency Tests, Job Ready Assessments: Robotics Technology

Author: National Occupational Competency Testing Institute, Big Rapids, MI

Abstract: Job Ready Assessments measure worker competency at the entry level. They were designed to ensure the competency level of students who complete a program and, in industry, to measure entry level skills in prospective employees. Both written and performance components are included in the tests and separate scores are reported. The tests may also be used for employee selection, and for planning training or retraining programs. The written assessment is multiple choice and covers factual knowledge, technical information, understanding of principles, and problem solving skills related to the occupation or skill. The performance component is administered in a shop and consists of manipulative tasks related to a particular occupation. The test for robotics technology contains the written portion only. This test consists of 181 items and covers technical drawing skills and techniques, statics and dynamics, design of machine elements, manufacturing processes and products, safety in the modern manufacturing facility, integration and testing of assemblies for the integrated system unit, operation and pre- product implementation of the integrated system unit, preventive maintenance for the integrated system unit, emergency service for the integrated system unit, service

applications, and document revision/retention.

Publication Date: 1989

ETS Tracking Number: TC017782

For more detailed information about these measures, please contact or consult:

National Occupational Competency Testing Institute; 500 North Bronson Avenue, Big Rapids, MI 49307.

Bennett Test of Mechanical Comprehension, Form W1.

Author: Bennett, George K.; Fry, Dinah E.

Abstract: Designed to measure the ability to perceive and comprehend the relationship of mechanical elements and physical forces, and to apply this knowledge to new, practical situations. The authors feel that a high score on this test indicates a person, who can readily learn the principles of operation and repair of complex devices. Allow 30 minutes to administer. Form W1 falls between form AA and form BB in difficulty. It is suitable for use with women since the situations presented in the problems are those they are apt to encounter.

Materials:

1. Test

2. IBM 805 Answer Sheet

3. IBM 805 Scoring Stencil, Rights

4. IBM 805 Hand Scoring Stencil, Wrongs

5. Manual of Directions

Publication Date: 1942

ETS Tracking Number: TC001639

Psychological Corporation, 522 Fifth Avenue, New York, NY

Applied Technology Series (ATS).

Author: Saville and Holdsworth Ltd., Surrey, England

Abstract: The Applied Technology Series (ATS) was designed to aid in the selection of personnel for jobs in applied or high technology fields. There are six tests in the series. The first three measure more general aptitudes such as verbal reasoning, numerical estimations and mechanical comprehension. The second three tests measure aptitudes much more related to areas of new technology: fault finding, spatial checking and diagrammatic thinking. The formal names of the tests are: 1) Following Instructions (VTS1); 2) Numerical Estimation (NTS2); 3) Mechanical Comprehension (MTS3); 4) Fault Finding (FTS4); 5) Spatial Checking (STS5); and 6) Diagrammatic Thinking (DTS6). The tests can be used either singly or in combination. The total testing time for the series is 1 hour and 40 minutes. With administration and example questions, it takes a little over two hours to complete all six tests.

Materials:

1. Manual and User's Guide

2. Answer Sheets, 1-6

3. VTS1, Following Instructions

4. NTS2, Numerical Estimation

5. MTS3, Mechanical Comprehension

6. FTS4, Fault Finding

7. STS5, Spatial Checking

8. DTS6, Diagrammatic Thinking

Publication Date: 1992

ETS Tracking Number: TC810887

ACER Test of Employment Entry Mathematics

Author: Izard, John; And Others

Abstract: This is a group test of basic mathematical ability. This test contains 32 multiple-choice items and has a 25-minute time limit. It is designed for use in the selection of apprentices, trainees, and any other technical and trades personnel who need to use basic mathematics to perform their work. Technical data are included.

Materials:

1.Manual

Publication Date: 1992

ETS Tracking Number: TC800324

For more detailed information about this measure and its related materials, please contact or consult: Australian Council for Educational Research; Radford House, Frederick Street, Hawthorn, Victoria, 3122, Australia

Industrial Test Battery, 1988

Measures general reasoning ability in low literate adults. Multiple item, paper-pencil, group administration. Test items focus on spatial relations, conception of relationships, data trends.

Contact: Human Sciences Research Council

Other

For a higher technology approach, here is a company that sells a bank of test items which can be "customized" to the situation. The software allows the user to select questions from different item banks and generate printed tests. According to their brochure, the system "Enables quick and versatile construction of printed tests. Provides true word processor text editing with rulers and tabs. Selects questions individually or

randomly by objective or key word category. Scrambles both items and choices. Supports graphics and QuickTime movies."

The cost is not cheap:

Single User: $199. Educational Site: $499. Commercial Site: $999.

Logic eXtension Resources

7168 Archibald Avenue, Suite 240

Alta Loma CA 91701-6421 USA

A 75-minute test battery, designed to evaluate and select applicants for computer-programming courses, consists of Verbal Meaning, Reasoning, Letter Series, Number Ability, and Diagramming subtests. Beginners and experienced programmers and systems analysts were used in developing the items, and percentile norms on total and subtest scores are reported in the manual. Validation studies have shown that the CPAB predicts relevant job success in a variety or production and service organizations.

Computer Operator Aptitude Battery (COAB).

Test consists of three subtests on this 45-minute battery. Subtests are Sequence Recognition (ability to recognize sequences quickly), Format Checking (ability to perceive conformity of numbers and letter to a specified format), and Logical Thinking (ability to analyze problems and visualize solutions logically). Percentile norms obtained on relatively small samples of experienced computer operators and inexperienced applicants or trainees, but subtest and total score.

California Occupational Preference system (COPS)

The COPS results help define interests in terms of fourteen occupational areas.

Career Orientation Placement and Evaluation Survey (COPES)

The COPES test is designed to help measure personal values which have been observed to be related to the type of work one chooses and the satisfaction derived from the work one does.

Myers-Briggs Type Indicator (MBTI)

The MBTI is a widely-used measure of personality dispositions and preferences based on Jung’s theory of types.

Strong Interest Inventory (SII) (1994 edition).

Areas include: Occupations—like (L), indifferent (I), or dislike (D); School Subjects, Types of People, Preference Between Two Activities, Your Characteristics, Preference in the World of Work (Profile has been expanded to include 211 occupational scales).

Kuder Occupational Interest Survey (KOIS).

Designed for grade 11 through adulthood. Takes 30-40 minutes to complete. Consists of 100 triads of statements describing various activities. (Most Preferred to Least Preferred). Responses are compared with those of people who were reportedly satisfied with their occupational choices.

Likert Scales or Other Attitudinal Scales.

*Note: Numerous scaled instruments are available pertinent to attitude (Not all published attitude scales that are referred to as Likert scales were actually constructed by item-analysis procedures. In many cases, a set of declarative statements, each with five

agree—disagree response categories, is simply put together as an instrument without any specific theoretical construct in mind or without following Likert’s procedure. Consequently, one cannot be certain that a questionnaire that looks like a Likert scale was actually constructed by the Likert scaling procedure.) (Aiken, Lewis R.,1997)

The Values Scale (2^nd ed.)

By D.E. Super & D.D. Nevill; from Consulting Psychologist Press; measures extrinsic and intrinsic values related to career development and most personally satisfying career

Temperament and Values Inventory

By C.B. Johannson & P.L. Webber; from NCS Assessments; measures personality factors that may affect contentment in work situations.

Alienation Index Survey

From Psychological Surveys Corporation; assesses work related attitudes of adult job applicants.