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Assessment Resource Manual

TEST NAME: 16 PERSONALITY FACTOR QUESTIONNAIRE (16PF)

GENERAL PURPOSE:
The 16PF is a descriptive, as opposed to diagnostic, personality inventory that is designed to assess 16 "normal" personality traits. It is used in vocational settings to provide vocational and occupational comparisons which can then facilitate identification of occupational or career choices.

TARGET GROUP:
The established norm groups are high school students, college students, and adults. The 16PF, on the surface, appears to have been well criticized by the reviewers in the Burrough's Mental Measurement, but on closer examination suggests that it actually fares quite well for a personality assessment instrument. Its reliability coefficients range from .45 to .93 and has been correlated to numerous other personality instruments.

TEST ADMINISTRATION:
The test can be administered to groups or individuals, and requires anywhere from 35 to 60 minutes to complete, depending upon the form of the test being used.

TESTING CONSIDERATION/ACCOMMODATIONS:
There are 5 forms (A-E), with Forms A/B requiring a 7th-grade reading level, C/D a 5th-grade level, and Form E a 3rd grade reading level. The test can be read to poor readers or persons with sensory impairments but is most appropriate with career-minded individuals looking toward college training or individuals trying to make "tough" educational choices. It may also be useful for individuals who have a history of job-hopping.

SCORING/INTERPRETATION:
The 16PF requires about 30 minutes to score by hand, or 1-2 weeks if mailed off for machine scoring. The computer-generated version yields relative strengths in 8 occupational groups including artistic, community and social service, scientific professional, technical personnel, industrial/clerical, sales, administrative and supervisory personnel, and academic professions.

REVIEW COMMENTS:
The test should be used as a descriptive rather than a diagnostic tool and does have some utility as a vocational guidance instrument. The skill level of the evaluator should be such that an understanding of not only the test but personality constructs are Present. It can be used for an assessment of temperaments, and has some relationship to learning styles. The traits that it measures are: reserved/outgoing, less intelligent/more intelligent, affected by feelings/emotionally stable, humble/assertive, somber/enthusiastic, expedient/conscientious, shy/venturesome, tough-minded/tender-minded, trusting/suspicious, practical/imaginative, forthright/astute, self-assured/apprehensive, conservative/experimenting, group dependent/self-sufficient, undisciplined/self-controlled, relaxed/tense.

WHO CAN ADMINISTER?
There are four levels of assessments and each has different requirements for administering.

GENERAL PURPOSE:
The purpose is to assess the need for a drug/alcohol treatment program.

TARGET GROUP:
The questionnaire should be administered to those clients with suspected chemical dependency.

TEST ADMINISTRATION:
It consists of 40 questions to be answered yes, maybe, or sometimes, or no. All questions must be answered. It is untimed and takes an average of ten minutes. Can be administered to a group or individually.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
If a client is unable to read questions, it may be administered orally.

SCORING/INTERPRETATION:
The "maybe" answers are totaled then halved. This is added to the total of yes answers. This is the raw score to be used with the following scale: 0-8, Abstinence or occasional drinker, 9-15 Maybe problems (possible ANNA meetings recommended), 16+ Definite problems (formal treatment program recommended).

REVIEWER COMMENTS:
This screening questionnaire is primarily used by the Chemical Addictions Program, Inc., P.O. Box 9269, Montgomery, Alabama 36108-0269 to determine the need and urgency for a formal treatment program for the chemically addicted. It is useful in helping those clients with a suspected alcohol/drug problem.

TEST NAME: MOONEY PROBLEM CHECKLISTS (MOONEY)

GENERAL PURPOSE:
The Mooney Problem Checklists were developed to help individuals express their personal problems.

TARGET GROUP:
Four different checklists are available: Adult, college, high school and junior high school.

TEST ADMINISTRATION:
Designed to be self-administered.
Can be used with groups or individually.
No time limit; most will complete checklist in 20-30 minutes, although some may need up to one hour. Individuals underline all items of concern, circle those of the most concern, and then answer summary questions in their own words.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Manual states that the language is simple and readily understood by individuals of varying educational backgrounds; however, students and adults with very low reading levels may have difficulty and may not feel comfortable asking for help due to the nature of the items. Particularly with high school students, be sure each person can fill out checklist without interference or observation of others.

SCORING/INTERPRETATION:
The checklist may be used with students as a screening device to identify those who may need counseling. It may be used with adults as a counseling tool, to help identify specific issues. This is not a test and does not yield scores such as percents or percentiles. Items which have been circled are counted, and items which have been underlined are counted. Items are grouped into categories such as Health, Personal, Occupational Sex, Religions, etc. Areas with a high number of items marked should be examined. Items which have been marked give the counselor/evaluator/teacher a quick review of the individual's concerns, and give a "green light" for discussion of those problems.

REVIEWER COMMENTS:
The checklist is constructed so that the problems are grouped horizontally across the three inside pages to help prevent the tendency of some to skip entire sections. The summary questions on the last page can be thought of as optional, but an individual's willingness to answer them may give an indication of how receptive a person may be to discussing the problems. Regardless of a person's writing skills, the answers they give provide excellent information about the individual's insight and focus.

WHO CAN ADMINISTER?
A revised edition of this checklist can be self-administered and there is indication that individuals may be more likely to respond truthfully to the questions. Counselors may also administer this to a group or to individuals.

GENERAL PURPOSE:
The MBTI is considered to be an assessment of personality based on Jung's Theory of Type. It provides information relative to Jung's four bipolar aspects of personalities: introversion-extroversion, sensing-intuition, thinking-feeling, and judging-perception.

TARGET GROUP:
Numerous studies have been conducted on the MBTI, many of which are contained in the manual. Its' initial norm groups were high school and college students with the current validity studies conducted on various employed occupational groups. Split-half reliability studies indicate a range of .60 to .94 and seem to be higher for persons with higher levels of education. This inventory is appropriate for most of the groups served in rehabilitation settings with the notable exception of persons with mental retardation. The test, being untimed, can easily accommodate persons with sensory impairment.

TEST ADMINISTRATION:
The test can be group- or individually-administered, is untimed and requires about 20 to 30 minutes to complete, depending on reading and processing speed.

TEST CONSIDERATION/ACCOMMODATION:
This test can easily be accommodated for persons with sensory impairments, but should not be used with lower-functioning clients. The reading level is approximately the 5th grade.

SCORING/INTERPRETATION:
The test has several versions, one of which is self-administering and self-scoring. It can also be machine scored, or scored by the evaluator using plastic overlays. There are a number of different reports which can be obtained from the Myers-Briggs, ranging in length from one paragraph to several pages. The interpretation of the Myers-Briggs depends largely on the expertise and familiarity of the evaluator. The test has heavy vocational significance, particularly when relating the personality type to temperaments and learning styles.

REVIEWER COMMENT:
MBTI is a good personality, temperament, and learning styles assessment which has career planning application. Although the inventory has been used in other settings (i.e., relationship counseling, interpersonal communication styles in business and personnel, etc.), its application for evaluators is to facilitate formulation of career objectives. When used properly, the MBTI is an excellent test, although it attempts to measure an obscure construct.

WHO CAN ADMINISTER?
The MBTI offers numerous Forms and Assessments. Depending on the particular test, the requirements vary considerably. When an order is placed, a licensee qualification form will be required.

ACADEMIC TESTS

TEST NAME: ADULT BASIC LEARNING EXAMINATION (ABLE)

GENERAL PURPOSE:
Battery of tests designed to measure the level of educational achievement among adults. The ABLE measures the basic educational skills of vocabulary, reading comprehension, spelling, and arithmetic computation and problem-solving.

TARGET GROUP:
The ABLE has three different levels: A) grades 1-4; B) grades 5-8; C) grades 9-12. A short screening test is used to determine the most appropriate level to use. The ABLE is appropriate for adults of all ages. The initial norming study was a correlational one with the Stanford Achievement Test and, according to the reviewers of the Burroughs Mental Measurements Yearbook, coefficients are "fairly impressive", and the reliability and validity studies were similarly substantial.

TEST ADMINISTRATION:
Levels 1 and 2 are not timed and require about 2 hours. Level 3 requires 3 hours. The screening (SelectABLE) requires about 15 minutes. The scoring time is 30 minutes, and any reading level is sufficient for persons to take this test. It can be administered to individuals or groups.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
With standardized administration the evaluee must be able to see, hear, and be able use a pencil. Untimed tests (Levels 1 and 2) could be modified easily for persons who cannot hold a pencil and for those who are non-hearing. Print is large in test booklets for Levels 1 and 2.

SCORING/INTERPRETATION:
Levels 1 and 2 put grade equivalence for grades 1 through 6 and 3 through 9, respectively. Level 2 also reports stanine scores for 3 adult groups. Level 3 reports percentile ranks, stanines, and standard scores.

REVIEWER COMMENTS:
The ABLE is a good test of functional academic levels of adults, and the Levels 1 and 2, due to their being untimed, are less intimidating to clients taking the tests who are somewhat insecure about testing or who have had negative experiences towards test-taking. The test does seem to be fairly well normed, and provides more than a cursory review of academic functional level.

TEST NAME: ASSESSMENT OF SKILLS FOR SUCCESSFUL ENTRY AND TRANSFER (ASSET)

GENERAL PURPOSE:
The ASSET measures the educational achievement and/or life experiences, which enable clients to perform academic skills, and is primarily used for placing students into postsecondary institutions. There are three basic measures that include Writing Skills, Numerical Skills, and Reading Skills. Advanced Mathematic Skills may be measured in the areas of Elementary Algebra, Intermediate Algebra, College Algebra, and Geometry.

TARGET GROUP:
Students or individuals entering post-secondary education.

TEST ADMINISTRATION:
This is a timed assessment, with the basic test requiring a total of 1 hour and 15 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Special accommodations may be requested.

SCORING/INTERPRETATION:
ASSET has three options for scoring available. Option 1 has self-score answer documents and does not require a scoring machine or computer, option 2 has machine-score answer documents that is used with a stand-alone scanner and option 3 has a microcomputer database software system that scores the answer sheets and immediately prints a report.

Post-secondary students are provided with reports offering immediate student advising, educational planning and/or transfer planning. The Entering Student Descriptive Report provides a comprehensive summary of the background, needs, skills, and plans of assessed students. (No additional charge to ASSET clients). The Returning Student Retention Report provides extensive detail concerning the characteristics of students in six retention categories. (No additional charge to ASSET clients). The Course Placement Service organizes information useful for evaluating cut scores and outcomes at the individual course level. The Underprepared Student Follow-Up Report is designed for use in identifying the success of underprepared students in standard courses after they have participated in preparation or development courses. Each report provides subgroup-reporting options to allow intensive study of target groups of students.

WHO CAN ADMINISTER:
ASSET includes staff training assistance, provided at no additional charge through implementation guides, telephone support, state and regional user conferences, and on-site campus or system training sessions. These services are delivered by professional ACT regional staff.

REVIEWERS COMMENTS:
The ASSET system includes four research services to provide extensive information for use in planning and evaluating your recruitment, course placement, and retention efforts.

TEST NAME: THE COMPUTER-ADAPTIVE PLACEMENT ASSESSMENT AND SUPPORT SYSTEM (COMPASS)

GENERAL PURPOSE:
The COMPASS test measures a student's entry-level skills in math, reading and writing. The results are then used to guide the student to the appropriate classes and campus learning resources that will assist the student in fulfilling his or her goals.

TARGET GROUP:
The COMPASS test is used by the professional-technical colleges and was adapted by the Kentucky Council on Post-secondary Education for entrance into the KCTCS affiliate. By measuring key skills for placement in areas of writing, reading, and mathematics, it increases the likelihood that entering students would achieve education success and retention.

TEST ADMINISTRATION:
COMPASS is an adaptive computerized test (no prior computer knowledge is necessary). It is not a timed test so the length of each assessment and the total exam varies for each individual. Some students complete the exam in 30 minutes and others may take two hours. Since it is a computer adaptive assessment, it randomly assigns questions to student at various levels of difficulty depending on the student’s responses. Correct answers trigger the computer program to generate more difficult questions until the correct course recommendations can be made.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Because the test is computerized, some accommodations are available. Calculators are permitted when the math test is administered.

SCORING/INTERPRETATION:
The three standard COMPASS placement measures, Mathematics, Reading, and Writing Skills, are designed to assist institutions of higher learning in placing students into appropriate college credit courses or developmental or preparation courses. The three measures result in a total of up to seven possible placement scores (one each in Writing Skills, Reading and up to five in Mathematics, including Numerical Skills/Prealgebra, Algebra, College Algebra, Trigonometry, and Geometry).

WHO CAN ADMINISTER?
Trained assessment counselors must administer the COMPASS Test in a proctored environment.

REVIEWER COMMENTS:
This test does not measure grade level equivalency, however, a cross walk has recently been established between the COMPASS and the TABE, allowing both adult education programs and KCTCS institutions to honor both assessments.

TEST NAME: THE DIFFERENTIAL APTITUDE TESTS (DAT)

GENERAL PURPOSE:
The DAT is designed to measure students’ ability to learn or to succeed in a number of different areas, such as mechanical reasoning, verbal reasoning, numerical reasoning, and spatial relations. There are eight subtests that include Verbal Reasoning, Numerical Reasoning, Abstract Reasoning, Perceptual Speed and Accuracy, Mechanical Reasoning, Space Relations, Spelling and Language Usage.

TARGET GROUP:
While the tests are constructed primarily for use in junior and senior high schools, they are also used in the educational and vocational counseling of adults in various adult basic education and vocational technical school programs and in the selections of employees. Level I is designed for Grades 7 through 9; Level 2 is for Grades 10 through 12.

TEST ADMINISTRATION:
Form C is a paper and pencil test that features separate test booklets and answer documents that are machine-scored. A second version of the answer document is available for hand scoring. The Computerized Adaptive Edition is administered and scored entirely by computer. Both versions of the test can be administered individually and in groups. Working time for the standard version of Form C is 2.5 hours; working time for the Computerized Adaptive Edition is 1.5 hours. The DAT Partial Battery is a shorter version of Form C that reduces administration time to 1.5 hours.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Test-takers will require the ability to read standard print and the ability to use paper and pencil or a computer keyboard.

SCORING/INTERPRETATION:
The DAT has been validated extensively against criteria such as school grades, related tests and pervious editions of the DAT. Validity studies have not been made using job or training success as criteria. Both levels 1 and 2 can be used with adults.

WHO CAN ADMINISTER?
Administration of all levels require name, address, and phone number of purchasing organization or agency or, if ordered by an individual, verification of licensure or certification by an agency recognized by The Psychological Corporation to require training and experience in a relevant area of assessment consistent with the expectations outlined in the 1985 Standards For Educational and Psychological Testing. In addition, Level B requires verification of a Master's-level degree in Psychology or Education or the equivalent in a related field with relevant training in assessment or verification of membership in, or certification by, a professional association. For Level C, assessment counselors must have verification of a PhD-level degree in Psychology or Education or the equivalent in a related field with relevant training in assessment or verification of licensure or certification.

REVIEWER COMMENTS:
There is a Career Interest Inventory available to use separately or with the DAT.

TEST NAME: GATES-MACCINITIE READING TESTS (GATES-MACGINITE)

GENERAL PURPOSE:
The Gates-MacGinitie Reading Test were designed to measure the general reading achievement level of individual students. The tests can be used to plan a student's level of instruction, determine effectiveness of instructional programs and/or aid in the grouping of students based on achievement levels.

TARGET GROUP:
A total of 67 school systems were tested in the fall and spring of 1987 and 1988. The standardized sample, comprised of 8 tests, was administered to 42,000 student participants from kindergarten through the twelfth grade. A second standardized sample was administered to 25,000 students from 36 school systems, with alternative forms of the original test. The school systems tested were stratified for geographic region, enrollment and socioeconomic factors of income and education. The norms are based on the results of the above standardized testing.

TEST ADMINISTRATION:
The tests are available in machine-scoreable answer sheets or booklets, or can be scored by hand with a scoring mask. The tests can be administered individually or in a group setting. The time required for administering the test is a total of 55 minutes for levels 7/9 and 10/12. Other levels of the test may have a different time frame. Directions for the test take approximately six minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The test level administered is primarily based on the student's grade level. Other factors such as, over or under achievement may be used as guidelines by counselors and evaluators to determine the appropriate test level for each student. Machine scored tests require proper, completion of a name block, use of a black lead pencil, and darkening in a circle for each response. Complete erasure of errors is necessary for proper scoring.

SCORING/INTERPRETATION:
Scores can be reported as stanines percentiles, grade equivalents and extended scale scores for levels (grades) 1-12. The scores are given for each section of the test, Vocabulary and Comprehension, independently. The chart provided with the hand-scoring mask gives easy access to all norming methods, using the raw score as a guideline.

REVIEWER COMMENTS:
The time frame allows for adequate testing without fatiguing the client. The closeness of the letters on the answer sheet is sometimes distracting while the variance of reading passages in the Comprehension section of the test is less monotonous and fatiguing. The usage of identified words in phrases or sentences in the Vocabulary section of the test helps to clarify word usage and eliminate misinterpretation. The test is well normed and reports scores in useful terms.

TEST NAME: GENERAL EDUCATION DEVELOPMENT (GED)

GENERAL PURPOSE:
GED depicts formal and informal education which develops basic reasoning/direction following skill and language/math skills. Experience or self-study can develop GED. The GED Scale is composed of three divisions: Reasoning Development, Mathematical Development, and Language Development. Each should be considered and rated independently of the others in evaluating the levels required for a job.

TARGET GROUP:
Non-high school graduates must be certified by a local adult education provider to be “test ready” before administering the GED.

TEST ADMINISTRATION:
To be determined ‘test ready’ an individual must pass the Official GED Steck-Vaughn Practice Test which is administered by an official. The test consists of five comprehensive examinations: Language Arts - Writing, Language Arts – Reading, Social Studies, Science, and Mathematics.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The GED format consists of multiple choice and essay. Each section is timed for a total maximum length of time: 7.5 hours. Applicants with disabilities should contact their local testing center for information about accommodations.

SCORING/INTERPRETATION:
A successful applicant must achieve a minimum average standard score of 450 (2250 total points) for the combined five tests with no score on any one test less than 410. High school equivalency diplomas are issued directly to examinees passing the tests.

REVIEWER COMMENTS:
The GED tests measures the educational achievement of adults who are not high school graduates and compares their competency with that of high school graduates.
This battery of tests involves some higher-level thinking skills, including application, analysis, comprehension and evaluation.

TEST NAME: TESTS OF GENERAL EDUCATION DEVELOPMENT OFFICIAL PRACTICE TESTS (GEDOP)

GENERAL PURPOSE:
The purpose of the GED Practice Test is twofold. First, it helps the client become familiar with the types of subjects and questions on the GED Tests and the needed test-taking skills. Second, the scores earned on the Practice Tests will help estimate how well the client will score on the actual GED Tests.

TARGET GROUP:
The Official GED Practice Tests and one of the current full-length GED Tests were administered to a national sample of high school graduating seniors. Using data from this administration, the correlations between Practice Test scores and full-length GED Test scores and reliability coefficients were calculated. The values are acceptable in terms of the accuracy of scores for their intended use.

TEST ADMINISTRATION:
The entire Practice Tests must be completed and can be administered to a group or individually. It includes five subtests and total testing time is approximately four hours.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Client needs to be at a 10th grade reading level. Caution is advised in using results from the Practice Tests to identify specific strengths and weaknesses. Inappropriate to administer to clients who are known to be severely deficient in educational preparation and who might be discouraged by the testing experience from pursuing further preparation. Inappropriate to administer as a graduation or completion requirement at the end of an adult education course or program. Inappropriate to administer to clients not counseled before and after testing regarding test limitations and appropriate test score use. Inappropriate administration to the same individual repeatedly as a way of preparing a client for the full length GED tests. Inappropriate administration to the same individual repeatedly as a way of preparing a client for the full length GED tests. Inappropriate to use the item dusters within the tests as the sole source of information for diagnosing specific areas of weakness or needs for remediation.

SCORING/INTERPRETATION:
The multiple choice sections are scored using scoring templates. The essay section is given an "estimate score". A summary profile section is provided on client's answer sheet to help in comparing the client's scores on the five tests. With this information, the examiner can review a client's performance both by estimating the probably degree of success on full length GED Tests and by identifying subject areas for which further study may be necessary.

REVIEWER COMMENTS:
Being relatively short, the Practice Tests provide a fairly quick screening of client's readiness to take the full length GED tests. Helps reduce anxiety by increasing familiarity. with the actual GED tests. Examiner needs to be familiar with guidelines, interpreting results and all aspects of scoring an essay.

TEST NAME: PEABODY INDIVIDUAL ACHIEVEMENT TEST–REV. 1989 (PIAT-R)

GENERAL PURPOSE:
The PIAT-R is a scholastic achievement test for screening in six content areas: general information; reading recognition; reading comprehension; mathematics; spelling; written expression.

TARGET GROUP:
Norms are based on the responses of 1,563 students in kindergarten through grade 12, corrected for sex, race, parental education, and geographic areas to represent the U.S. population. 91% were from public schools, 9% were from private schools. No students were used from special education classes.

TEST ADMINISTRATION:
Individually administered. Not timed (except for the Level II of Written Expression which is 20 minutes). Typical administration times: general information, 15 minutes; reading recognition, 5 minutes; reading comprehension, 15 minutes; mathematics, 15 minutes; spelling, 10 minutes. Individual subtests may be administered and scored separately.

TESTING CONSIDERATIONSIACCOMMODATIONS:
Clients with disabilities can be accommodated, except in the Reading Recognition and Written Expression subtests (which can be omitted).

SCORING/INTERPRETATION:
The PIAT-R is a screening test, not a diagnostic test. The tester must establish basal and ceiling times in each subtest during administration. Scores can be reported in grade equivalents, age equivalents, standard scores, and percentile ranks. Written expression is reported only in grade-based stanines or developmental scaled scores. Hand scored in 15 minutes or less. Adult scores must be compared with student norms.

REVIEWER COMMENTS:
Manual is detailed and thorough. Items is each subtest become increasingly more difficult, which can be demoralizing for some clients. A client whose responses are slow or inconsistent may add considerable time to the administration. This reviewer particularly likes the Reading Comprehension subtest, but does not like or use the Written Expression. Overall, an excellent and useful test.

TEST NAME: SCIENTIFIC RESEARCH ASSOCIATES PICTORIAL REASONING TEST (SRA)

GENERAL PURPOSE:
This test estimates general learning ability of individuals from diverse backgrounds, independent of language and reading skills. It is used as a placement instrument to measure the learning potential of dropouts or adults in basic educational programs or persons in remedial reading programs.

TARGET GROUP:
This is a screening for entry level positions. Data is reported on 13 job groups representing 7500 subjects in 40 companies. For six of the 13 job groups norms are reported separately for white and minorities. The total sample of normed job groups varied from skilled personnel to packers. Educational norms are available by grade and age group with percentile ranks beginning at ninth through twelfth grade and ages 14 through 18.

TEST ADMINISTRATION:
Designed to be self-scored. Can be group or individually administered.
Fifteen minutes for timed norms; if untimed can usually be completed in less than 30 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Does not require reading.. This is a paper and pencil task that consists of 80 rows of pictures, five pictures in each row. The client chooses the one picture in each row that is different or unlike the other four. Vocational norms are given for ninth through twelfth grades and ages 14 through 18.

SCORING/INTERPRETATION:
Scoring is obtained by counting the responses automatically recorded through carbon as correct on 2 scoring grids. The responses are recorded as the client marks his answers to the problems. The total score is converted to a percentile score by using the percentile tables. Percentiles are then presented in the areas of various skilled and unskilled jobs and by educational and age norms.

REVIEWER COMMENTS:
Has timed and untimed norms by age and grade. Reflects a broad range of jobs from technical to unskilled. Does not require a reading level. Has timed vocational norms for those just entering a trade school program and those entering the workforce upon graduating. Particularly suitable for high school students who are seeking vocational courses.

TEST NAME: SRA READING INDEX AND SRA ARITHMETIC INDEX

GENERAL PURPOSE: The SRA Reading and Arithmetic Indexes are tests of general reading and computational achievement where the basic skills are often too low to be reliably evaluated by typical selection tests.

TARGET GROUP:
The tests are designed for use with adults and young people over fourteen years of age who are applicants for entry-level jobs and special training programs. Normative data is available to compare performance to unskilled (N=322), semi-skilled (N=1426), skilled (N=855), and office and technical worker (N=671) norms obtained from a variety of industries and job classifications. [N equals the number of subjects in the norm sample.]

TEST ADMINISTRATION:
It is recommended that the indexes be given as untimed tests; however,if necessary to control the time for administrative reasons, examinees should be allowed 25 minutes for each index.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The tests may be individually administered with a proctor to record answers for persons unable to make their responses. Scratch paper should be provided for the arithmetic index. Evaluees should be reminded of the correct procedure for changing answers as erasures are not recognized on the self-scoring booklets.

SCORING/INTERPRETATION:
Answer sheets and test booklets are combined into oneself-scoring format for each test. When testing is complete the carbon inserts are removed from the booklet and raw scores can be quickly counted using the now exposed grid. Raw scores can be compared to the appropriate norm group for analysis. In addition, functional academic skills related to job tasks can be identified as Pass/Fail in individual competency areas
such as:
Picture-word association
Word decoding
Comprehension of phrases
Comprehension of sentences
Comprehension of paragraphs
Addition and subtraction of whole numbers
Multiplication and division of whole numbers
Basic operations involving fractions
Basic operations involving decimals and percentages

TEST NAME: TEST OF ADULT BASIC EDUCATION (FORM S/D) (TABE)

GENERAL PURPOSE:
The TABE is a norm-referenced test designed to measure achievement in reading, mathematics, language, and spelling - the subject areas commonly found in adult basic education curricula. It focuses on basic skills that are required to function in society.

TARGET GROUP:
The statistical data collected in the calibration and equating studies represent the various groups of adults who participated in the studies. The sample of participants was identified according to one of the following four reference groups: (1) adult basic education programs that teach basic academic skills to adults beyond normal high school ages, except those programs under the auspices of the remaining three reference groups; (2) vocational-technical schools, centers, and training facilities that teach basic academic skills to adults beyond normal high school age as part of their program in vocational training; (3) juvenile correctional institutes and programs that teach basic academic skills to juvenile offenders. Groups selected for participation in the study were older juveniles who would be appropriately tested with TABE 5 and educated as adults rather than as children; (4) adult correctional institutions and programs that teach basic academic skills to adult offenders who are beyond normal high school age.

TEST ADMINISTRATION:
Can be group or individually administered. Designed to be a timed test.
Instructions in the examiner's manual are to be followed precisely and read verbatim to examinee. All subtests except spelling must be completed to obtain a total battery score.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The approximate grade range of skill for Level D (Difficult) is grades 6.6 to 8.9. The complete battery takes approximately three hours and 20 minutes to complete.

SCORING/INTERPRETATION:
Hand scoring of individual tests involves using overlays to check and count the number of items for which only the correct response has been marked. Grade equivalents (GEs) are intended to indicate achievement levels related to typical educational structures and elementary and secondary schools. The scale of grade equivalent range from .0 through 12.9 representing the 13 years of school (K through 12) and the 10 months in the traditional school year. Caution should be exercised in interpreting grade equivalents. If an examinee obtains a grade equivalent of 4.8 on a mathematics test, it does not mean that examinee has mastered all the mathematics that is taught in the first eight months of grade 4. If means that the examinee's performance on this test is theoretically equivalent to the typical performances of students who had completed eight months of grade 4. GE scores are not comparable across tests (i.e., GE of 6.7 in reading does not necessarily represent a higher skill level than a 6.1 in mathematics).

REVIEWER COMMENTS:
While the Wide Range Achievement Test (WRAT) may save time, its grade levels are merely rough clues. Instructional levels not determinations of specific instructional needs. On the other hand, for each of the forty-eight objectives on the TABE there are at least four items to assure you that weaknesses have been identified and remediation is pursued. Personally, I feel more confident that I have a truer picture of my client’s skills and abilities when I use this test battery.

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TEST NAME: THE TEST OF WRITTEN LANGUAGE – II (TOWL)

GENERAL PURPOSE:
This test used to identify students who are having difficulty in expressing themselves graphically, to determine individual strengths and weaknesses, and to document a student's progress in a program designed to improve writing ability.

TARGET GROUP:
Students with possible written language deficits.

TEST ADMINISTRATION:
With the exception of the fifteen minutes allocated to story writing, this test has no set time limits. The time required to give the entire test battery varies from approximately one and one-half to two hours depending on the age and ability of the student being tested. Also, the test can be administered to an individual, as well as a group.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The TOWL II consists of overall written language, contrived writing, and spontaneous writing. There are ten subtests.

SCORING/INTERPRETATION:
Norm groups consist of students ages seven to seventeen.

REVIEWER COMMENTS:
If a student tires easily, testing can be conducted during several sessions. Encourage the student, but avoid prompting or deviation from test procedures. This test was built to minimize cultural and social bias, but has a decided bias regarding the English language. Tests should not be given to persons known to speak English poorly.

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TEST NAME: WOODCOCK-JOHNSON PSYCHOEDUCATIONAL BATTERY REVISED (WJ R)

GENERAL PURPOSE:
The WJ R is a wide-range batttery of individually administered tests designed to measure cognitive abilities, scholastic aptitude, and achievement.

TARGET GROUP:
The WJ R was nationally standardized on 6,359 subjects, age 24 months to 95 years.

TEST ADMINISTRATION:
The WJ R is individually administered and varies in its length as individual components can be used as well as the complete battery. Some tests are as brief as 5-10 minutes while the average total administration time for data to be useful to the evaluator is about 1 to 1 1/2 hours.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Broad classes of subjects often require accommodation in the assessment processes including preschoolers, English As a Second Language (ESL), and individuals with disabilities. The examiner's manual discusses accommodations to use with individuals who have hearing impairments, visual impairments, and/or a physical impairment.

SCORING INTERPRETATION:
The test requires about 20 minutes to score, and interpretative data can best be given in grade-level equivalents and percentile rankings. This reviewer is biased toward the computer-scored version as it provides a quick and usable printout.

REVIEWER COMMENTS:
The W JR provides an excellent appraisal of academic and cognitive skill. It is, however, time-consuming and should, in fact, be taken in isolation from others, if possible.

TEST NAME: WIDE RANGE ACHIEVEMENT TEST - REVISED (WRAT-R)

GENERAL PURPOSE:
The WRAT R measures the basic educational skills of word recognition, spelling, and arithmetic.

TARGET GROUP:
As with most achievement tests, the WRAT R was normed by age groups. The norm groups were not restricted to any economic, intellectual, or cultural populations. Norm groups range from age 5 to 65. The WRAT R has high reliability (average reliability coefficient, equals .93) and seems to have adequate face validity as a coarse screen in the areas of spelling, word pronunciation/recognition, and arithmetic computation.

TEST ADMINISTRATION:
Spelling and math sections can be group-administered. Reading/word recognition must be administered individually. The overall time of the test is about 30 minutes; the only timed section is math (10 minutes). separate scores from each of the three areas can be utilized.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Some people exposed to the WRAT R who have had negative experiences in school have difficulty with the timed math test. Additionally, persons with upper extremity difficulties and learning disabilities may require more than 10 minutes to get an accurate appraisal of mathematical ability.

SCORING/INTERPRETATION:
Scoring of the WRAT R requires about 10 minutes for all 3 sections. The raw scores are converted into grade level equivalents, percentile rankings, and standard scores which relate to IQ.

REVIEWER COMMENTS:
The WRAT-R has gotten some negative press recently, particularly for its reading section. The reading section, at best, can be considered a "word recognition" and "word pronunciation" screening but little more. The WRAT R is good for a basic screening, but should be used in conjunction with a more well-developed test for a complete appraisal of academic prowess.

COGNITIVE TESTS

TEST NAME: AMMONS (AMMONS QUICK TEST)

GENERAL PURPOSE:
To provide a means of quick screening of verbal intelligence in practical situations.

TARGET GROUP:
Ages 2 and older.

TEST ADMINISTRATION:
The test has three forms, each represented by a card with four drawings (pictures). The subject is required to choose "the best picture" for each of the 50 words associated with a given card.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Tester should attempt to eliminate guessing on the part of the subject. A word list may be given to subjects in the 7th grade or over to look at during the testing.

SCORING/INTERPRETATION:
Correct responses are marked with a plus sign; incorrect responses are marked with a minus sign. The subject is given credit for each item correctly answered. Separate scores are obtained for each form. Mental age forms, adult percentiles, and IQs may be obtained for separate or a combination of forms.

REVIEWER COMMENTS:
Test is easy to learn to administer. Test (depending on if one or all forms are used) can be completed in 10 -20 minutes. Easy to score.

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TEST NAME: THE REVISED BETA EXAMINATION

GENERAL PURPOSE:
The Revised Beta Examination is designed to measure the general intellectual ability of persons who are relatively illiterate, or non-English-speaking. It contains six subtasks which are individually named and intended to measure different aspects of nonverbal ability. The six subtasks are: mazes, coding, paper form board, picture completion, clerical checking, and picture absurdities.

TARGET GROUP:
The Revised Beta is normed on adults (ages 16 through 64) and seems to be useful with functionally illiterate clients or individuals who seem to be academically low functioning. It has a high test-retest reliability coefficient of .90, and is highly correlated with the performance section of the WAIS-R. It does not, however, differentiate as well among exceptionally-able examinees as it does those of lower ability.

TEST ADMINISTRATION:
The test can be either group or individually administered and administration time is 30-45 minutes. The subtasks, although worthy of consideration, should not be interpreted solely; the test is intended to be used as a complete battery.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The test can be taken by literate and illiterate persons but does require visual acuity. It is paper-and-pencil.

SCORING/INTERPRETATION:
The examination, which can be hand-scored in 10 minutes, yields an overall estimation of the ability which can be expressed as either an IQ or as a percentile. Those scores can then be converted to Department of Labor terminology for use in job matching.

REVIEWER COMMENTS:
The Revised Beta is suitable for use with the general adult group, but does not differentiate well among highly functioning individuals. It is well used with illiterate or non English-speaking groups. It tends to score lower than people would typically score on the WAIS, but should never be used as an instrument to classify individuals.

TEST NAME: COMPORT

GENERAL PURPOSE:
Provides a computerized structure for the evaluation process from developing an evaluation plan to writing the final evaluation report.

TARGET GROUP:
The supplements were developed to cover the higher levels of some factors not covered by the work samples or standardized test.

TEST ADMINISTRATION:
Designed to be computer scored.
Can be group or individually administered.
No time limit for administration-usually requires 60 to 90 minutes.
Designed to minimize the evaluators time in carrying out the clerical tasks which are so much a part of each evaluation.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Requires at least a 6th grade reading level. Supplemental assessment exercises extend the range of the Valpar Work Samples to include all levels for each factor in the Dictionary of Occupational Title's Worker Trait Qualifications Profile.

SCORING/INTERPRETATION:
Comport compiles all final assessment and test data into one of several report formats. An evaluator can use these formats or develop a personalized format.

REVIEWER COMMENTS:
Although the readability level is not set, it has been found that one need to be able to read and comprehend at least the 8th grad level. The Comport allows for report writing flexibility and customizing for each individual facility. The evaluator decides which question or questions the evaluation should answer. Offers three levels of operation to accommodate evaluators who have no experience, some experience, or many years of experience. Evaluation plans can be developed by questions the plan needs to answer and by information given, information is then stored, the program searches all the work samples and standardized test that are available in the facility which can best answer the evaluation questions. When the search is complete, the program writes an evaluation plan.

TEST NAME: HENMON-NELSON TESTS OF MENTAL ABILITY (HEN.NEL.)

GENERAL PURPOSE:
The Henmon-Nelson was designed to measure those aspects of mental ability which are important for success in academic work and similar endeavors outside the classroom. High performance on the test requires the efficient utilization of verbal and numerical symbols and the ability to acquire and retain information in common symbol form for use at later times in the solution of verbal, quantitative and abstract reasoning problems.

TARGET GROUP:
The Henmon-Nelson is published in three levels: Grades 3-6, 6-9, and 9-12.

TEST ADMINISTRATION:
Thirty minute time limit.
Can be group or individually administered.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Ninety questions, five possible answer choices. Available with scoring sheets or self-marking booklets. May require a sheet of scratch paper for some problems.

SCORING/INTERPRETATION:
Raw scores can be converted to deviation IQ, percentile rank, and stanine of IQ. When compared to achievement, scores can be used to diagnose learning problems. Can be used as an entrance examination in selecting those who are most likely to succeed to profit from vocational or advanced educational pursuits.

REVIEWER COMMENTS:
Can be easily modified for the visually impaired. Closely correlated with verbal IQ.
The time element can influence scores of methodical test-takers.

TEST NAME: KAUFMAN BRIEF INTELLIGENCE TEST (K-BIT)

GENERAL PURPOSE:
The K-Bit is a brief individually administered measure of the Verbal and non-verbal intelligence. It does not substitute for a comprehensive measure of a child's or adult's intelligence. The K-Bit was developed specifically to be used for screening purposes.

TARGET GROUP:
The K-Bit is intended for children, adolescents, and adults from ages 4 to 90.

TEST ADMINISTRATION:
The K -Bit is individually administered and requires approximately 15 to 30 minutes to administer the two subtests: Vocabulary and Matrices.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The K-Bit may require accommodations for use with individuals with disabilities such as hearing impairments, visual impairments or physical, impairments. However, the test was not normed on individuals with disabilities and use of accommodations such as interpreters may affect the scores obtained.

SCORING/INTERPRETATION:
The test requires about 15 minutes to score and interpreted data is given in two measures of intelligence. Vocabulary is a measure of general intelligence as well as an individual's language development and level of verbal conceptualization. Matrices measures general intelligence as well as the nonverbal reasoning.

TEST NAME: PERCEPTUAL MEMORY TASK (PMT) (1984)

GENERAL PURPOSE:
The PMT is a test of memory functions, auditory, visual, recognition, sequencing, spatial relations, conceptual, and delayed recall.

TARGET GROUP:
Norms are based on 1,500 average individuals, ages 4 years - 35 years; Sex, geographic area, socioeconomic background, ethnic composition, IQ range, and teacher/evaluator observations are specified in the manual. Extensive reliability -validity studies and individual studies are provided.

TEST ADMINISTRATION:
Individually administered. Untimed format; the client is given 10 seconds to memorize the individual items in all subtests except delayed recall. Typical administration time is 35 minutes.
Individual subtests may be administered and scored separately.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
A verbal response by the client is not required.
Visual acuity required is 20/400 or better in either eye.
Alternate subtests are included in the set for the hearing or visually impaired.

SCORING/INTERPRETATION:
Hand scored in 15 minutes.
Scores are reported in age-related standard scores.
Client performance can be correlated with the appropriate vocational program level.
Client performance shows preferred modalities of teaming 9 (visual, auditory); specific memory deficits; and number of units of information correctly processed visually and auditorily. The manual provides suggested remedial/accommodation procedures for deficits in spatial relations, visual, auditory, and delayed recall memory. The manual provides discussion of behavioral observations related to the PMT.

REVIEWER COMMENTS:
The manual is a valuable rehabilitation resource, and provides excellent discussions of disabilities such as brain injury, learning disability, and mental illness. This reviewer believes the PMT is perhaps the most useful single test in vocational evaluation, and always uses it when there are possibilities of brain injury or learning disability in a client.

TEST NAME: THE RAVEN PROGRESSIVE MATRICES

GENERAL PURPOSE:
The Raven is described by the author as a "test of clear thinking and observation" and is used as a cultural "bias-free" IQ test.

TARGET GROUP:
The normative data on the Raven is somewhat limited, including a group of children, ages 8-14 (N equals 1407) and a group of adults (3663 militiamen and 2,000 civilians) ages 20-65. Also, on 375 British children, ages 6-13. This test is especially applicable for persons with sensory impairment, aphasia, persons who are not English-speaking, persons with learning difficulties, or others with difficulties with verbal materials. It is also useful with physically-disabled because it is untimed.

TEST ADMINISTRATION:
The Raven can be group-, individually-, or self-administered. It requires about 45 minutes to complete (untimed).

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The test is paper-pencil and has no reading requirements.

SCORING/INTERPRETATION:
The Raven is intended and lives up to 'the intention of being a test of' intellectual capacity", and seems well-suited for the norm groups referenced above. It requires about 10 minutes to score, although the interpretation, as with all intelligence measures, can cause a great deal of temperance. It has good predictive value regarding academic studies and correlates well with some other IQ tests.

REVIEWER COMMENTS:
There are better culturally-biased-free measures of intellectual capacity available to vocational evaluators. The norms are limited and, therefore, have limited applicability across all groups for consideration of interpreting the scores to the "G" factor in the worker trait profile.

TEST NAME: ROSS INFORMATION PROCESSING ASSESSMENT (RIPA2)

GENERAL PUROSE:
The RIPA2 is designed to assess “cognitive-linguistic deficits following traumatic brain injury.” Abilities assessed include: immediate memory, recent memory, temporal orientation, spatial orientation, environmental orientation, recall of general information, problem solving and abstract reasoning, organization, and auditory processing.

TARGET GROUPS:
Normed for persons ages 15-90.

TEST ADMINISTRATION:
Individually administered. Administration takes from 45-60 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
None noted. Primarily used to identify cognitive and linguistic levels following TBI or with persons identified as having learning disorders or ADD/ADHD.

SCORING/INTERPRETATION:
Information not available.

REVIEWERS COMMENTS:
Widely used in clinical settings.

TEST NAME: SLOSSON INTELLIGENCE TEST - REVISED (SIT-R)

GENERAL PURPOSE:
The Slosson Intelligence Test is designed to provide a measure of verbal I.Q. for children and adults.

TARGET GROUP:
The target group for this testing instrument is both children and adults. It has been used as an instrument to test "giftedness" and is best used in vocational settings as a predictor of academic success.

TEST ADMINISTRATION:
The SIT-R is not timed, with the mean time for completion being 10 to 30 minutes. As the test is a verbal I.Q. test and the items are orally read and responded to, it needs to be given in isolation from other potential evaluees. It is strictly individually administered.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The actual test administration can be quite frustrating to some evaluees due to the nature of the test and the manner in which it is administered. A basal rate must be established in the early stages of testing which require that 10 consecutive responses be correct, while the ceiling is determined when 10 consecutive incorrect responses are given. In addition, as the test becomes progressively more difficult, persons taking the test occasionally experience a drop in confidence level as they are able to answer fewer and fewer items correctly.

SCORING/INTERPRETATION:
The Slosson I.Q. is easily determined; a seasoned examiner can complete the scoring process in less than 5 minutes. Interpretation of this instrument does require a great deal of discretion. The Slosson Intelligence Test is not a test for classification or diagnosis.

REVIEWER COMMENTS:
The Slosson Intelligence Test is a well-utilized and normed test of verbal I.Q., but one which should not be used as a "stand-alone" instrument. The scores of the Slosson must be taken in consideration of other test data and background factors in order to shed light upon an individual's vocational/educational prognosis. The Slosson has been criticized in literature as an instrument with cultural bias as the norming samples and items do not represent an accurate cross-section of people and lifestyles. The test does seem heavily weighted towards knowledge typically acquired in formal education. Accordingly, one of the better predictors of adult performance on the SIT is educational background.

TEST NAME: TEST OF NONVERBAL INTELLIGENCE (TONI)

GENERAL PURPOSE:
This language-free, motor reduced, and culture reduced measure of intellectual functioning requires abstract/figural problem solving.

TARGET GROUP:
This instrument should be used in the intellectual appraisal of subjects whose test performance may be confounded by language and motor impairments arising from such conditions as aphasia, hearing impairments, lack of proficiency with spoken or written English, cerebral palsy, stroke, head trauma, and lack of familiarity with the culture of the United States.

TEST ADMINISTRATION:
There are two equivalent forms, form A and form B. Each form contains items arranged in order of difficulty. This is not a timed test.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Items on the forms contain one or more of the following characteristics: shape, position, direction, rotation, contiguity, shading, size, length, movement, and figured pattern. One or more of the following rules are used in each item: simple matching, analogies, addition, subtraction, alteration progressions, classification intersections and progressions.

SCORING/INTERPRETATION:
Raw scores are converted to percentile ranks and to deviations quotients with a mean of 100 and a standard deviation of 15 points. The test was normed on a large sample of over 3,000 respondents.

REVIEWER COMMENTS:
The third edition is shortened from earlier versions to 45 items. New norms are also provided.

TEST NAME: VOCATIONAL INTELLIGENCE SCALE FOR ADULT BLIND (VISAB)

GENERAL PURPOSE:
The test is designed to measure nonverbal intelligence, and is reported to predict best for industrial workers and be less affected by cultural factors than verbal tests.

TARGET GROUP:
Blind and visually impaired individuals with a high vision loss of 80-90%, midvision loss of 91-99% and low vision of light perception. Total loss.

TEST ADMINISTRATION:
The test was normed on individuals who were ready for employment, between 20 to 50 years old and free from physical disabilities other than blindness and legally blind of 80 to 100% loss in the better eye. A total of 625 legally blind adults were interviewed and evaluated.

The test is administered on an individual basis (i.e., one-on-one). There is no time limit. The time will vary because there are 43 test items and 13 practice problems. These are arranged in order of difficulty. Each is composed of a row of four geometric forms of which three share a common relationship and one does not.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The test should be administered in a one-on-one situation.
Consideration should be given to whether or not the client has problems with the ability to use his/her tactual perception ability (i.e., diabetes can affect an individual's finger sensitivity). The client has to be able to communicate (orally or manually).

SCORING/INTERPRETATION:
The number of correct responses are compared to one of three vision groups (depending on the individual's amount of vision loss). This number will yield and IQ score and a percentile ranking.

REVIEWER COMMENTS:
A beneficial test that can be used to supplement other psychometric test information especially for the blind, severely impaired and the deaf/blind clients. It is performance measure vs. a verbal ability. The total time for administration depends on the client's ability to absorb the directions. Communication is a key factor when administering this. test to a deaf/blind or a visually impaired individual who also has a hearing Impairment. At our facility the test is administered only with select eligible clients. The test is probably no longer available for order.

TEST NAME: WECHSLER ADULT INTELLIGENCE SCALE - REVISED (WAIS-R)

GENERAL PURPOSE:
The Wechsler scales were developed as sets of standardized questions and tasks for assessing an individual's potential for purposeful and useful behavior. Intelligence is conceptualized as one's major mental abilities to comprehend and interact with the world

TARGET GROUP:
IQ equivalents are calculated from scaled scores based on age groups, from 16 to 74 years of age. Scaled scores are based on the reference group of 500 persons between 20-and 34 years of age, considered peak performers. Demographics of the reference group reflect 1970 US Census data, with updating as available for the following variables: age, sex, race, geographic region, and occupational group. Validity studies build from the empirical and rational data compiled from earlier versions of the instrument. Revisions were not sufficient to alter the eleven subtest content areas: Information, Digit Span, Vocabulary, Arithmetic, Comprehension, Similarities, Picture Completion, Picture Arrangement, Block Design, Object Assembly, and Digit Symbol.

TEST ADMINISTRATION:
Individually administered by a trained clinician, with average time 90 minutes. Timed subtests are arithmetic and all five Performance ones.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Individuals must be 16 years of age or older. Does not discriminate well with persons of extremely high or low ability. To complete full battery, responses are oral, written, and manipulative. Prorated Verbal and Performance scaled scores are based on one less than full battery only.

SCORING/INTERPRETATION:
Verbal and Performance factor scores are generated, as well as a Full Scale IQ.
Scaled scores are based on peak performers between 20-34 years old based on a mean of 10 and a standard deviation of 3. IQs are derived from sums of scaled scores based on a mean of 100 and a standard deviation of 15 points; the range is 45 to 150.

REVIEWER COMMENTS:
Valid and reliable measures of capacity to learn, which is important in training/retraining. Invalid as an absolute measure of a single construct, intelligence. Examiner can be questioned as to most effective instructional methodology, given variety of testing formats used (oral, written, manipulated) and other non-intellective observations. Criticized for ignoring non-cognitive measures of intelligence. Culture and language loaded instrument. Lack of information in manual to guide administration with special populations. Lack of presentation of special populations in reference sample or other normative age groups.

TEST NAME: WATSON GLASER CRITICAL THINKING APPRAISAL

GENERAL PURPOSE:
The Critical Thinking Appraisal seeks to provide an estimate of an individual's standing in the following composite of abilities (1) ability to define a problem, (2) ability to select pertinent information for the solution of a problem, (3) ability to recognize stated and unstated assumptions, (4) ability to formulate and select relevant and promising hypotheses, and (5) ability to draw valid conclusions and judge the validity of inferences. The exercises include problems, statements, arguments, and interpretation of data similar to those encountered on a daily basis at work, in the classroom, and in newspapers or magazine articles.

TARGET GROUP:
The test may be used to predict success in certain types of occupations or instructional programs where critical thinking is known to play an important role. Many executive and technical positions fall into this category. Evaluees should have education and achievement at approximately the ninth grade level in order to comprehend test items.

TEST ADMINISTRATION:
The test is intended as a measure of power rather than speech but a 40 minute time limit can be imposed for the sake of convenience in administration. It may be administered individually or in a group setting.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Examinees should be provided with a test booklet, answer sheet and pencils. Due to the level of concentration needed, a quiet and distraction-free environment is important.

SCORING/INTERPRETATION:
The test can be scored by machine or by hand. A scoring key is available for hand scoring. Raw scores are then compared to an appropriate norm group for interpretation.

Norms for high school students are based on a sample -of school districts systematically selected with respect to geographic location and community socio-economic status: 9th grade (N=1676), 10th grade (N=1950), 11th grade (N=1 844), and 12th grade (N=1 636). College norms are available based on students at a small college on the Northeast geared toward early entry (N=175), students in junior and community colleges (N=388), freshman in four-year colleges (N=824), and upper division students in four-year colleges (N=417). Professional student norms are also available for teaching, nursing, medical, and MNA students. Employee and applicant norms are based on state troopers, police officers, and sale representatives from a large business machine company.

REVIEWER COMMENTS:
This test is very useful for assessing individuals with college and professional school aspirations. It is one of the few reliable instruments available for measuring higher cognitive skills.

INTERST TESTS

TEST NAME: CAREER ASSESSMENT INVENTORY

GENERAL PURPOSE:
The CAI is an interest inventory which is oriented for people considering direct placement, technical, business or community college

TARGET GROUP:
The general adult population is considered the target group for the Career Assessment Inventory. The preponderance of research and norming, however, has been performed on graduating high school students, and persons entering technical or community college. It is viewed in the literature as a good test for career exploration. It has very high reliability (test-retest .90 or above, up to 30 days and .80 up to 7 years). Its content and construct validity are also high (.70 to .80).

TEST ADMINISTRATION:
The CAI can be self-, individually-, or group-administered. It is untimed. It usually requires 20 to 25 minutes to complete.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The CAI requires a sixth-grade reading level. It is paper-pencil and is taken on a computerized scan sheet which may be difficult for persons with visual impairments.

SCORING/INTERPRETATION:
The CAI is computer-scored and usually takes about 1 week to process. The computer scoring process provides an interesting, albeit complex, printout indicative of the theoretical foundation upon which it was developed. The Holland six occupational themes, along with 22 basic interest scales, 91 occupations 4 nonoccupational scales and 2 administrative indices are all recorded on the interpretative report.

REVIEWER COMMENTS:
The Career Assessment Inventory is a well-developed interest inventory which has great application for persons in the process of career planning. It is geared more toward those persons who are considering the semi-skilled and skilled types of work while others who want to consider a 4-year degree or beyond might want to consider to alternative interest inventories (i.e., the Strong Campbell, the Self-Directed Search).

WHO CAN ADMINISTER?
Level B is required to adminsiter this assessment.

TEST NAME: GEIST PICTURE INTEREST INVENTORY (GEIST PICT)

GENERAL PURPOSE:
Assess vocational interests in the following areas by male and female norms: Persuasive, Clerical, Mechanical, Musical, Scientific, Outdoor, Literary, Artistic, Social Service, Dramatic, Personal Service (Female Only)

TARGET GROUP:
Individuals with limited verbal ability.

TEST ADMINISTRATION:
In most cases is self-administering.
Can be used with individuals or groups.
Is not time limited but clients are encouraged to work rapidly.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Examiner makes sure directions are understood and discusses the example. The GPI I Consists of a Manual, Picture Triad Booklet for males, Picture Triad Booklet for females, Motivation Questionnaire for males and females. Client uses a pencil to circle their choice.

SCORING/INTERPRETATION:
Raw scores are added up and changed to a T-score and these scores identify degree of interest in vocational areas. There are brief descriptions of each interest, followed by suggested jobs or occupations. Norm groups include school, university, state vocational, rehabilitation service clients and others.

REVIEWER COMMENTS:
Easy to administer because most can follow directions. Client must have enough vision to see pictures. Opens counseling and guidance discussions in career opportunities. Good to use with deaf clients. Identifies motivating forces behind occupational choice. Provides a useful interest inventory in working with those having limited verbal abilities and thus facilitates counseling and guidance with verbal handicapped individuals. Projective uses of the GPII provide a means of obtaining additional information. Opens new avenues of research relative to dynamics pertaining to occupational or career choices and motivation behind such choices.

TEST NAME: GORDON OCCUPATIONAL CHECKLIST II (GORDON)

GENERAL PURPOSE:
GOCL II is a career guidance tool designed for use with nonprofessionally oriented individuals that helps the counselor and client gain insight to careers matching the client's interest.

TARGET GROUP:
Persons whose career expectations are nonprofessional in nature.

TEST ADMINISTRATION:
Individual or group administration. Untimed; approximately 20 to 25 minutes. Two hundred forty (240) activities each related to a different occupation; client underlines activities interested in performing as part of full time job then circles the activities most interested in doing.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Sixth grade reading level.
Designed for use with nonprofessionally oriented individuals.

SCORING/INTERPRETATION:
Areas of interest are identified by inspection. No machine scoring is necessary.

REVIEWER COMMENTS:
Quick way to obtain overview of client's general areas of expressed interest and specific occupational preferences. Includes a broad and representative sampling of occupations that do not require advanced academic training.

TEST NAME: JOB-0 (JOB 0)

GENERAL PURPOSE:
JOB-O is a general career interest inventory that allows the client to match educational aspirations and job interests with 120 major career titles.

TARGET GROUP:
Recommended for students in the 7th to 10th grade.
Field testing was conducted at the upper high school level and with adults.

TEST ADMINISTRATION:
Designed to be self-administered and self-scored.
Untimed; approximately 50 minutes to complete.
Multiple choice questions and answers format; reusable booklet/consumable answer sheet.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
4th and 6th grade reading level.

SCORING/INTERPRETATION:
Designed to be self-scored.

REVIEWER COMMENTS:
Presents current occupational trends and projections based on the Occupational Outlook Handbook. Update every two years.

WHO CAN ADMINISTER?
This is designed to be self-administered and self-scored.

TEST NAME: JOB-OA (Advanced)

GENERAL PURPOSE:
The general goal of JOB-OA is to match the client's interests and skills with the work activities and requirements that will be found on the job. Emphasis is placed on up-to-date and fast growing occupations. JOB-OA is an advanced decision making version of the JOB-O.

TARGET GROUP:
Recommended for use with students in the 10th to 12th grade and adults. Field testing was concluded at the upper high school level and with adults.

TEST ADMINISTRATION:
Designed to be self-administered and self-scored.
Untimed; approximately 50 minutes to complete.
Multiple choice question and answer format; reusable booklet/consumable answer sheet.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Fifth grade reading level.

SCORING/INTERPRETATION:
Designed to be self-scored.

REVIEWER COMMENTS:
Emphasis is placed on up-to-date and fast growing occupations (same as in General Purpose). Fast growing and emerging occupations are highlighted for quick reference.

WHO CAN ADMINISTER?
This is designed to be self-administered and self-scored.

TEST NAME: KUDER VOCATIONAL PREFERENCE RECROD (Form C) (KUDER)

GENERAL PURPOSE:
The Kuder was developed as a systematic approach to measuring preference in ten broad areas (i.e., outdoor, mechanical, computational, scientific, persuasive, artistic, literacy, musical, social services, and clerical). Indicates preference, not ability.

TARGET GROUP:
Profile for high school students is based on responses of a representative group of 3,418 boys and 4,466 girls, grade 9 through 12 from high schools well distributed over the country. Norms for men are based on responses of almost 1,400 men in the general population; for women, over 1,500 persons were surveyed.

TEST ADMINISTRATION:
Designed to be self-scored.
Can be group or individually administered.
No time limit for administration; adults usually require 30-40 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Requires a 9th grade reading level. Inventory consists of 168 triads each containing three short statements of different activities. The client chooses the one activity in each triad most preferred and least preferred. A pin punch must be punched through several thickness of paper and into a corrugated blackboard to mark the responses.

SCORING/INTERPRETATION:
The verification (V score) gives an indication of whether responses were made sincerely and carefully. The useful information provided by the Kuder is one's order or preference and using this knowledge with other information, particularly abilities.

REVIEWER COMMENTS:
Although readability level is at the 9th grade level, some persons may find certain of the words and phrases in the Kuder Form C difficult to understand. Although it is designed to be self-scored, few clients are capable of scoring it themselves. Frequently clients with broad range of jobs from professional to unskilled. It contains a glossary of words that may be unfamiliar to the client. It does not list actual job tasks from which to choose but focuses more on an individual's general likes and dislikes which in turn can be compared to occupational fields.

TEST NAME: MAJOR-MINOR-FINDER (MAJOR-MINOR FINDER)

GENERAL PURPOSE:
MMF was designed to acquaint client with the facts and information concerning most of the major fields of study offered in two-year and four-year college programs.

TARGET GROUP:
Recommended for use with students 10th grade to adult who wish to go to two or four year colleges.

TEST ADMINISTRATION:
Reusable assessment booklet with a self-scoring answer folder; self-administered/self-scored. Can be used in classrooms or by individuals at home; suitable for group use. Untimed; time to take test varies.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Approximately 10th grade reading level.

SCORING/INTERPRETATION:
Designed to be self-scored. Client lists those college majors most compatible with educational goals and career interests.

REVIEWER COMMENTS:
Unique assessment survey that ties college planning with career planning. Client learns about jobs related to college majors and the projected 10-year growth for those majors. Client lists those college majors most compatible with educational goals and career interests.

WHO CAN ADMINISTER?
This is designed to be self-administered and self-scored.

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TEST NAME: PERSONAL CAPACITIES QUESTIONNAIRE (PERSONAL CAPACITIES QUE)

GENERAL PURPOSE:
This questionnaire was developed through a Training Grant and has been available through The Material Development Center. It was designed to be used primarily by rehabilitation counselors in determining specific client needs relative to work.

TARGET GROUP:
Standard norms are limited due to the nature of the questionnaire and were compiled to the extent necessary to develop the questionnaire.

TEST ADMINISTRATION:
Consists of 42 questions relating to such areas as: work record, personal skills, social skills, communication skills, physical capacities, memory, judgment, and desire to work. Self administered/nontimed.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Requires 8th grade reading level.

SCORING/INTERPRETATION:
Manually scored. Interpretation is done on a subjective analysis basis.

REVIEWER COMMENTS:
Subject to extreme Motivational Distortion, i.e., questions are presented in such a way that invites self serving responses. Do not recommend using this questionnaire as a standard evaluation instrument.

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TEST NAME: PRELIMINARY DIAGNOSTIC QUESTIONNAIRE (PDQ)

GENERAL PURPOSE:
The PDQ is a structured diagnostic interview which provides an integrated assessment of functional capacities taking into account cognitive functioning, physical limitations, emotional functioning, and motivation or attitudes toward work. It assists in case planning through quantitative and qualitative assessment of the individual, yields indications for question formulation regarding specialist evaluations, and offers support in documenting eligibility in decisions in rehabilitation planning. Provides a probability of employment score based on demographic information (gender, marital status, work status, disability classification, education, and age).

TARGET GROUP:
Designed for use with persons with disabilities and who may make application for vocational rehabilitation services. Norms based upon a national sample of 292 clients who were administered the PDQ by trained vocational rehabilitation professionals. The sample was predominately white (235) and the only minority represented was black (35). The composition by gender was 165 males and 126 females. The average age was 29 with a standard deviation of 10.88 years. The disabilities represented by the sample are as follows: (4) visual impairment; (7) hearing impairment; (82) orthopedic; (5) absence of amputation of major and minor members; (111) mental, psychoneurotic, personality disorders and chemical dependency (37)other conditions, etiology unknown. The average educational level of the group was 11.78 with a standard deviation of 2.2 years.

TEST ADMINISTRATION:
Must be individually administered. No time limit but generally takes 60-90 minutes. Evaluator needs to be specifically trained on this.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Except for reading section, all subtest are orally administered. Provides gross assessment of cognitive functioning, physical limitations, emotional functioning, and motivation as well as social, economic and personal considerations. Self-reported demographic and disability information may conflict with family or referral source reports. Consult other sources for comparison. Client should be capable of providing an oral or written response to most test items.

SCORING/INTERPRETATION:
Scores are reported in stanines rather than percentiles or standard scores. Norm sample predominately white with mental illness. Manuals difficult to comprehend.

REVIEWER COMMENTS:
Probability of employment score does not take into account severity of disability, multiple disabling conditions, geographic employment opportunities, availability of transportation, or disincentives to work As a result, this score may under estimate barriers to employment. Work importance subtest may penalize persons with realistic perceptions regarding their work potential. For example, an illiterate, mentally retarded, quadriplegic who felt his chances for employment were excellent would receive a higher score than the gifted quadriplegic who felt his employment opportunities were okay. Average score on personal independence indicates only the absence of severe limitations in personal ADL's and mobility. It does not measure a person's capacity for independent living. For non-readers, the reading passage may be read aloud to provide a gross measure of auditory comprehension and memory. Work information section relies heavily on questions regarding unions which may lower scores for persons having otherwise good knowledge of the world of work. Presents an unfair bias to workers in the South where unions are not so prevalent. Measures internal vs. external locus of control, but again, score may be lowered by what are realistic perceptions of barriers to employment. Emotional functioning responses can be item analyzed to identify problems associated with anxiety, depression, aggression, and withdrawal. Can provide some measure of emotional adjustment to disability and need for further psychological assessment or counseling. Does not provide a comprehensive assessment of functional abilities/limitations but provides framework for planning further evaluation and services. Need to compare results with family and other reports, especially for clients with head injury, as their self-awareness may be highly compromised. Helpful to interview significant others as an adjunct to PDQ assessment.

WHO CAN ADMINISTER?

Administrator must be trained to give this assessment and to evaluate the results.

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TEST NAME: REVISED READING FREE VOCATIONAL INTEREST INVENTORY

GENERAL PURPOSE:
The inventory was designed to provide systematic information on the range of interest patterns.

TARGET GROUP:
Designed for use with persons of the exceptional male and female who is diagnosed as mentally retarded or learning disabled form age 13 to adult. Has proven useful with persons who are deaf and others who may not have command of English.

TEST ADMINISTRATION:
Self-administering and has no time limit. Can be administered with individuals as well as a group. Males and females are provided same form of inventory.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Test consists of 55 triads in a single inventory booklet presented in pictorial form. In each triad the individual is instructed to choose one of the three occupational activities pictured as the one he/she would like most to do.

SCORING/INTERPRETATION:
The occupational activities pictured represent eleven interest groups. Scores are converted to percentile rankings and scores are-graphed for ease off' explanation to the individual.

REVIEWER COMMENTS:
The eleven interest groups do not correspond to any other system of interest groupings. They largely represent unskilled and semi-skilled occupations. The pictures are well drawn without extraneous detail to distract form the actual occupational activity. In some triads none of the occupational activities will appeal to the individual and they must be encouraged to choose the one they would not mind doing "for the pay" as an example.

WHO CAN ADMINISTER?
This is designed to be self-administered and self-scored.

TEST NAME: HOLLAND SELF-DIRECTED SEARCH (SDS)

GENERAL PURPOSE:
The general purpose of the SDS is to provide in-depth description of vocationally-relevant interests, which includes indicators both from vocational and leisure time activities.

TARGET GROUP:
The typical target group for the SDS are persons of vocational age. The inventory requires a reading level of between 4th and 8th grade level, depending upon the form being used. The test does require some level of independent judgment and initiation on the part of the evaluee and must be selected accordingly.

TEST ADMINISTRATION:
The median range for completion is between 30 and 60 minutes, dependingg on the reading/comprehension ability of the evaluee as well as the processing speed. It can be group or individually administered and there is no time limit. It is suggested that the evaluator be available to respond to any types of questions that might arise.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Reading ability must be consistent with the requirements of SDS (between 6th and 8th grade for the standard version, or 4th grade for Form E) and "motivated" individual's profiles are usually considered to be more valid and useful in the vocational planning process. The SDS, as compared to other vocational interest inventories, has been shown in the literature to be reliable and consistent with self-appraisal.

SCORING/INTERPRETATION:
The SDS can be self-scored using the Occupation's Finder and other resource documents, or can be computer-generated. The computer-generated report is more comprehensive, particularly as the totality of Dictionary of Occupational Titles has now been given Holland codes so that an individual's profile can .then be matched to specific DOT titles. Access time on the computer, once the Holland codes have been identified, is usually less than 5 minutes. The abbreviated form of the Holland computer search generates a list of 50 or 60 jobs to be used for purposes of vocational exploration, while the most recent version which links the entirety of the DOT provides for an expanded listing.

REVIEWER COMMENTS:
The Holland Self-Directed Search is a useful instrument for identifying vocational interests and further linking those interests to specific jobs. The SDS has been well-researched and is founded on well-defined constructs. As compared to other vocational interests inventories, however, it is lengthy and does require some effort on the part of the evaluee. Although both the written and computerized forms of the instrument are adequate, the computer-scored version is endorsed by this reviewer as it is more comprehensive and to develop an interest profile. The computerized printout also gives the evaluee instructions on how to further identiftheir vocational interests.

GENERAL PURPOSE:
The USES Interest Inventory was designed to help client learn more about their occupational interests anhow those interests related to work. The 12 scales are (01) Artistic, (02) Scientific, (03) Plants anAnimals, (04) Protective Services, (05) Mechanical, (06) Industrial, (07) Business Detail, (08) Selling, (09) Accommodating, (10) Humanitarian, (11) Leading, Influencing, (12) Physical Performing.

TARGET GROUP: Adult males and females.

TEST ADMINISTRATION:
Untimed. Can be completed within 15 to 20 minutes. Can be group or individually administered

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The inventory consists of 162 job activities, occupational titles and life experiences. The client is asked to respond either "Like"; "?"; or "Dislike" to each item. Requires at least a 6th grade reading level.

SCORING INTERPRETATION:
A score is obtained for each of the 12 interest scales. Raw scores are converted to Standard scores and percentiles. The USES Interest Inventory is used to identify client interests in relation to the Guide to Occupational Exploration (GOE) interest areas. Standard scores on the 12 interest scales are the initial basis for interpretation of the client's responses to the interest inventory.

REVIEWER COMMENTS:
Frequently individuals with Mental Illness, and Head Injuries illicit invalid results. The inventory lists a broad range of activities from professional to unskilled. The items are stated in a fashion in which the client can relate to them. Results can be taken and be used in conjunction with the Guide to Occupational Exploration as well as the General Aptitude Test Battery. Test Record Cards for the GATE allow for the results of the Interest Inventory Profile to be placed on it which can be used as a means of Career Guidance and Exploration. The inventory is easy to administer and is not time consuming.

TEST NAME: VOCATIONAL PREFERENCE INVENTORY (VPI)

GENERAL PURPOSE:
The VPI is a personal-interest inventory based on the well established Holland RIASEC theory that occupations can be described in terms of personality characteristics.

TARGET GROUP:
The internal consistency of the VPI scales for a sample of females and males indicates that the content of most scales is relatively homogeneous. In general, the concurrent or predictive validity of the VPI interest scales are equal to or exceed the concurrent or predictive validities of other interest scales.

TEST ADMINISTRATION:
Individuals complete the inventory by indicating the occupations they like or dislike on a separate answer sheet. The test is untimed, taking approximately 15-30 minutes. The VPI is self-administering.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
As a rule, persons to be tested should be over 14 years of age and have at least average intelligence. Without exception, the VPI should be used and interpreted only in combination with other psychosocial information such as age, sex, educational level, field of training, and current occupational status.

SCORING/INTERPRETATION:
Over responsiveness implies a lack of adequate discrimination which may be reflected in dependence, aggression, euphoria, conservatism, impulsivity, sociabiliity, or frankness. In contrast, unresponsiveness appears indicative of greater independence, passivity, depression, rejection of the culture, over control, withdrawal, or defensiveness. The inability to make discriminations among occupations is indicative of conflict and disorganized self-understanding which is reflected in the total number of unanswered items. In inventory terms, a differentiated profile will have both high and low scores; and undifferentiated profile will be relatively flat. Mature people should possess well-defined or differentiated profiles. Individuals taking longer than 15-30 minutes are typically indicative of defensiveness and related emotional problems.All scales except the Acquiescence Scale are scored by counting the indicated responses using a single scoring stencil for all scales. The Acquiescence score is obtained by counting the number of "Like" responses among items 1-30. Hand scoring a single test takes about 5 minutes.

REVIEWER COMMENTS:
Used as a brief personality inventory for one-on-one counseling sessions with high school and college students, as well as adults. Also used as an interest inventory. The VPI represents the six personality types -In,the RIASEC theory of personality and five other dimensions. The theory states that people search for work environments that are similar to their personalities. Raw scores from the six RIASEC scales can be used the Occupations Finder, Leisure Activities Finder, Dictionary of Holland Occupational Codes, and DHOC Computer Search Program to help users explore career options and aid in career guidance. The complex clusters of personal characteristics yield information about interests, interpersonal relationships, values, self conceptions, coping behaviors and identification.

WHO CAN ADMINISTER?
This is designed to be self-administered.

GENERAL PURPOSE:
The WRIOT is a pictorial interest test which is intended to be culturally and sexually-unbiased. It idesigned to measure interest levels in 18 clusters (art, literature, music, drama, sales, management, officwork, personal service, protective service, social service, social science, biological science, physical science, number, mechanics, machine operation, outdoor, and athletics) and 8.general attitude clusters (sedentariness, risk, ambition, chosen skill level, sex stereotype, agreement, negative and positive spread).

TARGET GROUP:
The norm group for this test were males and females, ages range from 5 to "35 and up". There are a number of different problems with the validity studies on this test and it appears to be geared more for lower-functioning individuals than higher ones. Reliability coefficients were .82 and above while the only validity study reported was with the GEIST and was very low. The test seems to be oriented towards educationally- and culturally-disadvantaged, learning-disabled, mentally-retarded, and persons with hearing impairments.

TEST ADMINISTRATION:
The test can be either group- or individually-administered. It usually requires about 40 minutes to 1 hour to complete.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The WRIOT requires no reading but does require that the person taking the test know A, B, C, and the words "most", "least" and the ability to match numbers. Because of the format of the test being taken on answer sheets, there is occasionally some difficulty in marking the answers in the right box which can indicate that the directions were not followed correctly or the presence of a visual impairment.

SCORING/INTERPRETATION:
The test is hand-scored and requires about 15 minutes. The profile of interest and clusters of work can be related to GOE codes as well as other codes, (i.e., Holland, etc.).

REVIEWER COMMENTS:
The validity studies are weak, but it does provide some in-sight, particularly into lower-functioning individual's interests. Because it requires 30-60 minutes to take, guessing and random marking can occur, thus invalidating the results. The answer sheets are frequently marked improperly and aligning the scoring stencils can be difficult.

APITUTDE TESTS

TEST NAME: THE ARMED SERVICES VOCATIONAL APTITUDE BATTERY (ASVAB)

GENERAL PURPOSE:
The ASVAB was developed to screen individuals'for eligibility for enlistment into the Armed Forces. The ASVAB consists of 10 short individual tests covering word knowledge, paragraph comprehension, arithmetic reasoning, mathematics knowledge, general science, auto and shop information, mechanical comprehension, electronics information, numerical operations, and coding speed. The test is a good indicator of how well you have developed your academic and occupational abilities at school, at home, and in the community.

TARGET GROUP:
The testis administered to 10th, 11th, and 12th graders in 14,000 schools each year, approximately 900,000 students take the ASVAB each year.

TEST ADMINISTRATION
The ASVAB is administered by qualified test administrators from the Dept. 'of Defense or the U.S. Office of Personnel, total testing time is 180 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS
The test requires at least a 6th grade reading level.

SCORING INTERPRETATION
The ASVAB can be used for both civilian and military career counseling. Scores from the test are valid predictors of success in training programs and on-the-job performance. ASVAB results are expressed as percentile scores referenced to appropriate subsamples at a nationally representative group of nearly 12,000 young women and men, ages 16-23, who took the ASVAB reference between July and October of 1980.

REVIEWER COMMENTS
Scores from the ASVAB do not systematically underestimate the performance of minority group members or women.

TEST NAME: THE BENNETT HAND-TOOL DEXTERITY TEST

GENERAL PURPOSE:
The purpose of the Bennett test is to measure manipulative skills in using ordinary mechanic's tools.

TARGET GROUP:
Normative data are available for 8 groups including: male job applicants in a southern plant; male adults at a vocational guidance center; airline engine mechanics; apprentice welders in a steel company; electrical maintenance workers; employees and applicants at a manufacturing company; boys at a vocational high school; high school dropouts in a metropolitan center.

TEST ADMINISTRATION:
The test is individually administered and the time required to complete the test is related to the evaluee's ability to complete the tasks involved. The test is verbally administered and does allow for some demonstration, and requires the ability to use various hand-tools (wrenches, screwdrivers, etc.).

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The BHTDT does not require any reading and can be administered at any height required by the evaluee for reasons due to orthopedic impairment. It does require the ability to reach, handle, finger, and feel, and the familiarity of hand-tools seems to raise the test scores. Although visual acuity is typically necessary, the test can be performed by visually-impaired persons when given adequate demonstration and learning time.

SCORING/INTERPRETATION:
Results of the Bennett Hand-tool Dexterity Test yield percentile rankings in the eight respective norm groups, which can then be transferred to aptitude classifications (1-5). It is easily scored.

REVIEWER COMMENTS:
The Bennett Hand-tool Dexterity Test is being used regularly in rehabilitation settings and is an acceptable way to measure manual dexterity, eye-hand coordination, and some levels of finger-dexterity. However, the use of the hand-tools seems to bias results favorably toward person's with familiarity with hand-tools, so the actual measurement may be more of a "skill" than a "trait" or "aptitude".

TEST NAME: BENNETT MECHANICAL COMPREHENSION TEST (BMCT) FORMS S AND T

GENERAL PURPOSE:
The BMCT is a pencil-and-paper test which measures the ability to "perceive and understand the relationship of physical forces and mechanical elements in practical situations".

TARGET GROUP:
Percentile rankings are reported for five groups of industrial applicants, industrial employees, and four student groups (academic and technical). Reliability coefficients are relatively high (median equal .60) while the concurrent validity coefficients range from .12 to .52 when employed and applicant groups were correlated with "job" ratings and grades.

TEST ADMINISTRATION:
The completion time for this timed test is 30 minutes, and can be individually or group administered.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
This test is adaptable for non-readers (on audio tape). It requires a 4th to 6th grade reading level for the reading version. Visual acuity the ability to hold and use a pencil and to work steadily for the 30-minute time period, are required.

SCORING/INTERPRETATION:
The BMCT is easily scored (5 minutes) when scored by hand, or is machine-scorable. The scores are then converted to percentile ranking and compared to the norm groups.

REVIEWER COMMENTS:
The BMCT is a good test for measuring an individual's understanding of mechanical principles and concepts, three-dimensional depth perception, and tool knowledge. Persons who score well on the BMCT tend to learn readily the principles, operation, and repair of complex devices. This test might best be used for screening/selection of persons who have as an occupational goal work in areas which require mechanical skills and aptitudes.

TEST NAME: CAREER ABILITY PLACEMENT SURVEY (CAPS)

GENERAL PURPOSE:
The CAPS is a comprehensive, multidimensional battery designed to measure various abilities which ar.related to family clusters of jobs.

TARGET GROUP:
Norms for the CAPS are based on a national sampling of intermediate, high school, and communitcollege students in five geographical regions. Two. norms for various occupational samplings are also available for selected forms of the CAPS. Test-retest, and split-half the liability studies was between .70 and .90, while the validity data consists of correlational studies with other ability surveys.

TEST ADMINISTRATION:
The CAPS is a series of 8 subtests, each of which require a 5-minute completion time. The entire test should require no more than 51 minutes, which includes directions, and completion time. The test can be administered to individuals or groups.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The CAPS requires about a 6th grade reading level or higher. The test can be accommodated for sensory- impaired (visual or hearing) but not without compromising the relationship of the test to normative standards.

SCORING/INTERPRETATION:
The CAPS can be scored by the examiner, self-scored, or machine-scored. Average scoring time is usually around 15 minutes for the hand and self-scored versions, depending on the functional alevel ohe individual scoring the test. Results of the CAPS yield ability measures in the areas of: mechanical reasoning; special relations; variable reasoning; spatial relation; verbal reasoning; numerical ability; language usage; word knowledge; perceptual speed and accuracy; manual speed and accuracy. These abilities are then keyed for prediction of success and the occupational clusters of: Science (professional and skilled), Technology (professional and skilled), Consumer Economics, Outdoor, Business (professional and skilled), Clerical, Communication, Arts (professional and skilled), Service (professional and skilled).

REVIEW COMMENTS:
By relative standards, the CAPS is a new psychometric test, having been developed in the late '70s and released in the early '80s. It does seem to be a statistically sound measure and for assessing some abilities and aptitudes, and has its usefulness as one tool in the overall professional process. This should not be considered a comprehensive battery, but rather an abilities test that should be used in concer with numerous other tests, including its sister test, the Career Occupational Preference Systems Interest Inventory (COPS).

TEST NAME: COMPUTER OPERATOR APTITUDE BATTERY (COMP.OPER.APT.)

GENERAL PURPOSE:
The (COAB) is a test designed to predict job performance of computer operators.

TARGET GROUP:
General population, although the test probably requires high school equivalency reading level.

TEST ADMINISTRATION:
Test are published in reusable test booklets with separate answer sheets. Can be administered to a group or self-administered. Each section is timed and the entire test can be administered in less than an hour including directions.

TESTING CONSIDERATION/ACCOMMODATIONS:
Test consists of three separately timed units: sequence recognition, format checking, and logical thinking. Self scoring.

REVIEWER COMMENTS:
A fairly sophisticated test especially the logical thinking section. There is a companion test: The Computer Programmer Aptitude Battery.

TEST NAME: COMPUTER PROGRAMMER APTITUDE BATTERY (COMP.PROG.APT.)

GENERAL PURPOSE:
The CPAB was developed to aid managers of data-processing centers and personnel directors in selecting persons with the aptitudes for these positions. The CPAB comprises five separately timed tests, measuring the following skills and aptitudes; verbal meaning, reasoning, letter series, number ability and diagramming.

TARGET GROUP:
Norms are based on data submitted to the publisher by companies administering the CPAB to a total of 1739 applicants who fall into the categories of trainees and experience applicants. Educational ranges are less than 12th grade to 17 years of education. Among trainees, mean scores are quite comparable; experience applicants, persons with college training at the graduate level have significantly higher mean scores on the CPAB. Age range for trainees is 26.3; for experiences applicants is 27.8.

TEST ADMINISTRATION:
Designed to be self-scoring. Can be group or individually administered. Each of the five separate tests are individually timed; verbal meaning - 8 minutes; reasoning - 20 minutes; letter series - 10 minutes; numbeability - 6 minutes; diagramming -35 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
This test is not normed for persons with visual or hearing impairments, therefore, caution should be used when interpreting results. The examiner should be aware of the client's reading ability before administering this test.

SCORING/INTERPRETATION:
Raw scores for each of the five test are converted to percentile equivalents. Scores for all five tests are added to obtain a total score which is converted to a percentile equivalent.

REVIEWER COMMENTS:
The validity data available to date seem to suggest that the absolute score on the CPAB is more related to success than is education background. Age and sex classification appear to have little or no effect on CPAB scores. It should be remembered that the CPAB includes only tests of ability and that factors such as education, experience, motivation and interest are also determiners of success in the job. The first four tests can be converted to braille. Grade II for blind and/or visually impaired individuals.

GENERAL PURPOSE:
The Crawford is designed for an assessment of fine-finger dexterity and fine eye-hand coordination.

TARGET GROUP:
The Crawford was normed on males (unselected applicants), appliance factory applicants, war veterans University of Puerto Rico, war veterans - Cornell University, trade and technical students, academic high school students. Female norm groups include assembly job applicants, factory applicants, hourly employees, employed assemblers. The test was initially developed to measure fine-finger dexterity and fine eye-hand coordination for jobs such as instrument mechanics, engravers, precision electronics assemblers, telephone installers, and watch repairers. Some of the initial norming studies appear to be good, though the Burroughs Mental Measurements Yearbook reviewers suggest that the normative data are poor

TEST ADMINISTRATION:
The test requires 10 to 15 minutes to complete; it can be administered either in groups or to individuals.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The Crawford requires no reading, and the exertional requirements are extremely light. Although the normative data on the Crawford is not overwhelmingly, great information can be obtained by observation. Persons with quadriplegia have been observed for accuracy as well as speed. Some usefulness for prediction of employment success.

SCORING/INTERPRETATION:
Scoring by hand is accomplished in 5 minutes or less, while the challenge in the interpretation is in choosing the proper norm group.

The Crawford Small Parts Dexterity Test is a test of fine-finger dexterity and fine eye-hand coordination which has found its way into many rehabilitation settings. It is a good instrument if properly interpreted. Although the statistical data, according to Burroughs, are somewhat lacking, great utility in this test can be obtained by behavioral observations as well as through statistical interpretation.

TEST NAME: DAT MECHANICAL REASONING (DAT-MECH-RE)

GENERAL PURPOSE:
This test provides a measure of a person's ability to understand the application of mechanical principles to ordinary situations.

TARGET GROUP:
Norms are based on 3835 males, females in the general population, college students, high school seniors, skilled, semi-skilled and professional workers.

TEST ADMINISTRATION:
Directions are presented orally or by manual communication. Can be group or individually administered. No time limit; adults usually require 20-40 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
At least 6th grade reading level to comprehend. No norms for sensory impaired populations. Individuals with a severe visual impairment may have difficulty seeing pictures and print.

SCORING/INTERPRETATION:
There are 34 problems to solve. Three situations are presented from which to choose the correct response to the question. Percentile score can be converted to IQ.

REVIEWER COMMENTS:
Above data/comments are based on limited information available at the facility. Do not have complete manual. Caution should be used when interpreting results with sensory impaired population. If administering to deaf individuals, sign language will be necessary to give directions. Incorrect responses severely reduce the client's chance to achieve an adeuate percentile ranking.

TEST NAME: DETROIT TESTS OF LEARNING APTITUDE – ADULT (DTLA-A)

GENERAL PURPOSE:
DTLA-A measures both general intelligence and discrete ability areas.

TARGET GROUP:
Recommended for individuals ages 16 to 79 years.

TEST ADMINISTRATION:
The DTLA-A time varies from 1 ½ hours to 2 ½ hours. It is administered individually and not for group settings.

TEST CONSIDERATIONS/ACCOMMODATIONS:
Twelve subtests and sixteen composites measure both general intelligence and discrete ability. Subtests are: Word Opposites, Form Assembly, Sentence Imitation, Reversed Letters, Mathematical Problems, Design Sequences, Basic Information, Quantitative Relations, Word Sequences, Design Reproduction, Symbolic Relations, and Story Sequences.

SCORING/INTERPRETATION:

REVIEWERS COMMENTS:

TEST NAME: GENERAL APTITUDE TEST BATTERY (GATB)

GENERAL PURPOSE:
The GATB was designed to measure (9) critical vocational aptitudes (i.e., General Learning Ability, Verbal, Numerical, Spatial, Form Perception, Clerical Perception, Motor Coordination, Finger Dexterity, and Manual Dexterity).

TARGET GROUP:
The GATB was standardized on a general working population sample of 4,000 individuals ranging in age from 18 to 54. The GATB has 9th grade, 10th grade; and adult norms.

TEST ADMINISTRATION:
It is a timed test battery and the complete test battery must be administered. Can be group administered or individually administered. Total administration time is approximately 2 1/2 hours. A five (5) minute rest period is given after 45 minutes of testing.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Persons with fewer-than six (6) years of education were excluded from the general working population sample. This level was set on the basis of an analysis of the reading difficulty of the directions. However, all directions are read aloud to the examinee. Of the twelve tests included in the GATB, eight require no reading or arithmetic ability. The directions for the test must be followed exactly.

SCORING/INTERPRETATION:
Hand scoring stencils are used to obtain the raw score. Raw scores ar then entered into a computer for complete aptitude equivalent scores. Research done on the relationship between performance on the GATB and academic success in college has resulted in a GATB minimum Aptitude G score for Technical School of 100, four-year college of 110, and Professional College of 120. An aptitude score of 100 is average for the general working population, and the standard deviation of the distribution of scores for each aptitude is 20. The standard error of measurement (SEM) score recognizes probable margin of error in any test. A +1 SEM score is reported to "favorably" compensate for the variation that could likely occur in an individual's score as a result of irrelevant, chance factors. Occupational norms are shown in terms of a structure consisting of a series of occupational aptitude patters (OAP's). There are 66 OAP's. Each OAP consists of the most significant aptitudes and the critical scores on theses aptitudes established as minimum scores for a group of occupations having similar aptitude requirements (i.e., OAP 40 Clerical Machine Operator - typist, computer operator - has 3 key aptitudes and minimum score felt necessary to perform work with that OAP: General Learning Ability 95, Clerical Perception 100, and Motor Coordination 95).

REVIEWER COMMENTS:
There are two obvious shortcomings of the GATB: (1) the fact that the General Learning Ability (G) score may not always be listed as a critical aptitude and thus an individual could qualify for some skilled trades and yet not have the actual academic skills (reflected in a G score) for technical school and related training, and (2) the fact that an individual disability is not taken into consideration (i.e., client may have a back injury which prevents them from lifting but they may qualify for jobs requiring lifting). The evaluator is then forced to weed out any such jobs. The GATB has recently been criticized for its tendency to be culturally biased. However, this evaluator still feels that his is the best multiple test battery in existence for use in vocational guidance and counseling.

TEST NAME: JEWISH EMPLOYMENT AND VOCATIONAL SERVICES WORKSAMPLES (JEVS)

GENERAL PURPOSE:
The JEVS consists of 28 worksamples directly related to 13 work groups as identified within the D.O.T. These worksamples are designed to measure specific aptitudes or worker traits required in various fields of work. From, careful observations and one's performance on these worksamples, vocational assets and liabilities can be determined.

TARGET GROUP:
The population used to arrive at the scale presented in the handbook consisted largely (i.e., over 200) of enrollees from the Philadelphia Concentrated Employment Program. The majority of the work samples are applicable to sighted clients; with few modifications several of the performance/assembly work samples can be used with the visually impaired and blind individuals. There are no norms developed for the sensory impaired population.

TEST ADMINISTRATION:
The instructions are read by the evaluator. The client fills in a work sample slip with his/her name and date. When the client is ready to begin work, the evaluator stamps the work slip with the time and hands it to the client or a stop watch can be used. The test can be administered individually or as a group.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The time should not be stamped in until after the instructions are read. The evaluator should not stand by the client and watch him or her perform the worksample because this will only encourage the client to ask questions.

SCORING/INTERPRETATION:
Worksamples are scored on a three point scale, developed from a norming study on the performance of over two hundred clients. The individual's performance (i.e., time and quality) is compared with the performance of others in this norm group. A rating of three indicates that the client's performance falls in the upper 1/3 of that group. A score of two indicates the middle 1/3 and a score of one would indicate performance in the lower 1/3 group.

REVIEWER COMMENTS:
The instructions can be manually signed to the deaf. The instructions can be repeated. On some of the worksamples that require something to be assembled, the evaluator can provide a sample for the client to use as a model. Depending on the worksamples used, the reading level varies from that of none to 7th grade level. There are varying degrees of assistance that the evaluator is allowed to give the client; depending on the type of help given (as outlined in the manual) it can affect (decrease) the client's quality rating.

TEST NAME: MULTI-DIMENSIONAL APTITUDE TEST (MULTI-DIMENSIONAL)

GENERAL PURPOSE:
The Multidimensional Aptitude Test Battery (MAB) is designed for wide range assessment of intellectual abilities of adolescents and adults. It is designed to provide a convenient objectively scoreable measure of general aptitude or intelligence in the form of a profile containing five verbal and five performance subtest scores. As with other measures of intellectual ability, it may be used for variety of purposes in a variety of contexts.

TARGET GROUP:
Designed for wide range assessment of intellectual abilities of adolescents and adults. The method of norming includes relating verbal, performance, and full scale IQ`s to a well known anchor test, the WAIS-R.

TEST ADMINISTRATION:
Can be group administered or individually administered. Designed to be hand or machine scored. All time limits for the ten subscales were set to be equal and are set at seven minutes for each subscale. The verbal or performance sections can be administered separately or the two together to obtain a comprehensive assessment of intellectual abilities.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The MAB consists of two groups of scales, verbal and nonverbal. Five verbal subtests are contained in one booklet and five nonverbal "performance" subtests are presented in a second booklet.

SCORING/INTERPRETATION:
Scored either by hand or by computer. In addition to ten subscale score, MAB yields a verbal IQ, a performance IQ and a full scale IQ. Raw scores are converted to scaled (t) scores (with a mean of 50 and standard deviation of 10 in the standardization analsis.

REVIEWER COMMENTS:
The test has been found to produce IQ equivalents that correlate with previous IQ's obtained on the WAIS-R. Unlike the WAIS-R, this test can be group administered which allows more effective use of professional timeIt is noted that administration of this test to high school special education students as a group, lends mortowards the individuals guessing and rushing through on the various subtest, losing interest, and not applyinthemselves. The test has been found to be beneficial in identifying underlying problems that may interferwith the client's selected vocational goals. Of particular importance is the inclusion in the MAB of item content of sufficient difficulty as to challenge individuals in the upper levels of ability. There is also item content that is veeas.

TEST NAME: NON-READING APTITUDE TEST BATTERY (NATB)

GENERAL PURPOSE:
Since the GATB was the model in the development of the NATB, many of the mechanics and principles of test use and interpretation are the same for the two test batteries. Both measure the nine aptitude areas.

TARGET GROUP:
The NATB was developed specifically for individuals with limited literacy skills.

TEST ADMINISTRATION:
Same as the GATB using the same Occupational Aptitude Patterns (OAPs).

TESTING CONSIDERATIONS/ACCOMMODATIONS:
There is difficulty in determining which individuals should be assessed with the NATB or the GATB. It is recommended to use the GATB-NATB screening device to determine which tool to use.

SCORING/INTERPRETATION:
The counselor must be extremely cautious and conservative in interpreting scores on the NATB because of the indirect basis for its validity, its imperfect relationship with the GATB, and the questionable reliability of scores of disadvantaged individuals who may lack adequate motivation in the testing situation.

REVIEWER COMMENTS:
It is vital for the counselor to integrate and explain test results along with other information so that a suitable vocational goal and employability plan can be developed with the counselee.

TEST NAME: PENNSYLVANIA BIMANUAL DEXTERITY TEST (PENNSY.BIMAN)

GENERAL PURPOSE:
This test assesses finger dexterity of both hands, gross movements of both arms, eye-hand coordination, bimanual coordination, and some indication of the individual's ability to use both hands in cooperation.

TARGET GROUP:
Norms are based on the performance of 3979 unselected subjects, 1793 males and 2186 females, 16 years and 0 months to 39 years and 11 months of age. Norms include individuals with various degrees of vision (totally blind, useful light perception, useless light perception, 10/200 vision but not more than 20/200 vision).

TEST ADMINISTRATION:
Can be individually or group administered. Timed by examiner.
Separate time for assembly and disassembly.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Determine if client is left or right handed before administering this test and follow given directions.

SCORING/INTERPRETATION:
Performance time is expressed in minutes and seconds.
There are 80 bolts for assembly and 100 bolts for disassembly.

REVIEWER COMMENTS:
This task is sufficiently long enough so that quantitative observations can be made on other aspects of the performance beside native speed and dexterity. This work sample should not be used to predict performance in activities which go beyond the scope of the test.

TEST NAME: PERSONNAL TEST FOR INDUSTRY (ORAL DIRECTIONS TEST - Form SOT)

GENERAL PURPOSE:
This test is a recorded wide range test of general mental ability designed to be simple, valid, and practical for use in assessing an individual's ability to follow directions presented orally ranging from simple to increasingly complex.

TARGET GROUP:
Adolescents and adults who are able to hear and individuals with limited education. The norms were obtained from a study using ninth grade students, inmates and applicants for production jobs - minority and white applicants, males and females.

TEST ADMINISTRATION:
Can be administered to an individual or to a group. The client must follow the directions given on an audiotape and record responses on the answer sheet. Administration time is approximately 15 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The test should not be administered to an individual who has a significant hearing loss. The client should know the alphabets and numbers. Adjustments in the volume can be made. When group testing, be sure to adjust the volume control to an appropriate level for the most distant chair in the room. The examiner should be familiar with the operation of the player that will be used with the test.

SCORING/INTERPRETATION:
The test is scored by hand and the score for each form of the test is the number of correct answers. No points are deducted for incorrect answers. The maximum possible score on Form S is 39 points. The norm group that we use when interpreting results is "client at a Southern Vocational Rehabilitation Center".

REVIEWER COMMENTS:
The test is designed for onetime listening only. The skills required complete the items range from basic literacy (ability to print the alphabet and knowledge of simple numbers) to somewhat above the junior high school level. Although the test is primarily a test of general mental ability, it also provides a direct measure of an individual's ability to understand oral directions which is necessary for competency in many occupations. The test is not appropriate for testing individuals with extensive educational backgrounds. The test can be 'given to a person with visual impairment if the examiner is able to provide a readable large print answer sheet or usable low visual aids.

TEST NAME: PURDUE PEGBOARD

GENERAL PURPOSE:
The Purdue Pegboard is a dexterity test which measures two types of activity: gross movements of the hands-fingers-arms, and fingertip dexterity. It was developed to aid in the selection of employees for industrial jobs.

TARGET GROUP:
The test was normed on male and female applicants for assembly jobs, male and female applicants for general factory work, male and female applicants for production work, female applicants for electronics production work, female hourly production workers, male hourly production workers, male utility and service workers, female sewing machine operator applicants. Test-retest reliability correlations range from .67 to .79 with one trial score. Numerous validity studies are included in the manual with a wide range of correlational coefficients ranging between .09 and .61.

TEST ADMINISTRATION:
The test can be either group or individually administered and requires about 10 minutes per trial. Five separate scores can be obtained including: right-hand; left-hand; both hands; right plus left plus both; and assembly. The first three sections are timed at 30 seconds each, and the last is timed at 60 seconds. The fourth is a derived score calculated from the earlier 3 tests administration.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
There is no reading level required and the extertiorial requirements are extremely light. The heaviest item that an individual has to lift is a small pin or washer. It does require good visual acuity as pins are placed into small holes on a pegboard.

SCORING/INTERPRETATION:
Scoring of the test requires less than 5 minutes and yields percentile rankings in the respective norm groups.

REVIEWER COMMENTS:
The Purdue Pegboard is a good test for isolating the trait of fine-finger dexterity. It has been thoroughly researched. As its validity correlations are widespread and some are low, great care must be given in order to provide observational data along with statistical interpretation.

GENERAL PURPOSE:
This test seems to measure those aspects of the mechanical ability requiring the capacity to visualize and manipulate objects in space. Test performance appears to be related to general intelligence. This test has long history of effective production in many academic and industrial fields, particularly those with a mechanical orientation.

TARGET GROUP:
For persons high school age or older.

TEST ADMINISTRATION:
It can be individual or group administered. Has a twenty minute time limit.
Four difference tests (Form AA and BB which are hand scored, and Form MA and MB which are machine scored).

TESTING CONSIDERATIONS/ACCOMMODATIONS:
This test consists of 65 two-dimensional diagrams cut into separate parts. For each diagram there are five figures with lines indicating the different shapes out of which they are made. From these, the client chooses the one figure which is composed of the exact parts shown in the original diagram.

SCORING/INTERPRETATION:
Norms are based on educational and industrial groups. Omissions are not counted as wrong answers.

REVIEWER COMMENTS:
Two cautions should be mentioned.

(1) Although the evidence indicates a positive relationship between education level and success on the Revised Minnesota Paper Form Test, this relationship is a moderate one,and some people with little formal schooling may surpass some who are highly educated.

(2) One cannot conclude that people with more schooling out score those with less schooling because of the extra years of formal education. It should be kept in mind that people with more schooling tend to have more general ability than those with less schooling.

TEST NAME: SYSTEM FOR ASSESSMENT AND GROUP EVALUATION (SAGE)

GENERAL PURPOSE:
The SAGE is a comprehensive battery that is designed to measure all of the worker traits (General Educational Development, Aptitudes, Interests, Temperaments, Work Attitudes).

TARGET GROUP:
The SAGE norm groups consist of 4 separate populations including school composite groups of 15- to 21-year-olds, competitive employment group of auto workers, vocational training group, and a lowfunctioning group comprised of school age individuals with IQs ranging from 40 to 112. Test-retest reliability studies range from .63 to .91 depending on the subtask examined, while concurrent validity studies are reported to be above .60. The system has been used with traditional rehabilitation clients and with Worker's Compensation and head injury cases. Subsequent to its initial norming, numerous validity studies have been conducted and it seems to fare well.

TEST ADMINISTRATION:
The test can be administered as a complete battery or individual components. As many as 8 evaluees can be evaluated during the course of 1 day, although this is not recommended due to the lack of observational data that can be obtained. It usually requires between 4 and 8 hours to complete. The achievement tests (reasoning, math, and language) are timed at 15 minutes each while the aptitude tests vary in length, but all are timed. The other inventories (interests, temperaments, and learning styles, and work attitudes) are untimed.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Most of the written material is geared towards the 4th grade level or less. Most of the tests are also available on tape or in alternative forms for persons of lower reading ability. The SAGE is considered to be a comprehensive battery.

SCORING/INTERPRETATION:
All of the scores obtained from the SAGE are scored and translated into Department of Labor nomenclature. The scores can then be readily entered into the Jobs Program (the software component to the SAGE) or other job-matching systems.

REVIEWER COMMENTS:
The SAGE system is a good comprehensive battery for use in rehabilitation setting and in employment selection situations. As with all of the comprehensive systems, however, it does have some limitations. The reasoning, math, and language results are reported in DOL terminology and are, therefore, very broad in range, and some of the aptitude tests seem to be influenced by age, particularly motor coordination and eye-hand-foot input coordination.

TEST NAME: SHORT TESTS OF CLERICAL ABILITY (STCA)

GENERAL PURPOSE:
The STCA are a battery of seven short instruments designed to measure aptitudes and abilities important to the successful performance of tasks that are common to various office jobs. The tests in the battery can be used in different combinations to reflect the job requirements in various job classifications. The battery consists of the following tests: Arithmetic, Business Vocabulary, Checking, Coding, Directions (Oral & Written), Filing and Language.

TARGET GROUP:
Several norm groupings are available based on employment status (employed or applicant) and race. Occupational norms are also available but are not for minority workers. The norm group most often used for our evaluation purposes in the General Clerk, Typist and Office Manager Operator (employed white personnel). This group is composed of 1,025 clerical workers from across the U.S. in a wide variety of employment settings including manufacturing, insurance, advertising, commercial credit, accounting, government, education and others.

TEST ADMINISTRATION:
Each subtest is designed to be administered in either a group or individual settings. Written instructions are included on each answer sheet to be read silently by the evaluee. Since the majority of test are five minutes in length, different tests can be administered at the same time. Exceptions are the Arithmetic and Directions tests.

The arithmetic test has two sections at three minutes and six minutes. The Directions test requires the administrator to read aloud a set of information which might typically be presented to new employees. Individuals may take notes to use as memory aids and may refer to these during the test. It takes approximately ten minutes to read all this information aloud.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Written instructions on each subtest are lengthy and many clients do not read them carefully. It is, therefore, beneficial for the evaluator to read those instructions aloud and monitor completion of sample items in order to ensure comprehension of the task.

SCORING/INTERPRETATION:
Tests are very much oriented toward speedy performance. Many clients, especially those with learning disabilities or motor problems, are notable to process or respond quickly enough to score well. In those circumstances it is helpful to look at the number of items correct of those attempted. This provides a basic assessment of ability to perform these tasks accurately. Also, since auditory comprehension and attention are major factors in the Directions test, evaluees can be provided with a written copy of the orientation in order to read along with the evaluator. Under certain circumstances the evaluator may wish to administer the Directions test "open book” with the written orientation materials since some individuals are very poor note takers or have memory problems but could realistically benefit from written cues. Of course, in the case of test modification, normative data must be interpreted cautiously.

REVIEWER COMMENTS:
Manual is detailed and thorough. Norm groups have large and diverse occupational representation. No norms include both minority and majority individuals. Occupational norms may be unfairly biased toward minority evaluees due to lack of minority representation in the norm groups. Tests are very much speed oriented so individuals working at a slower pace are unlikely to perform well compared to the norm groups but the evaluator can analyze for accuracy to determine individual competencies.

GENERAL PURPOSE:
Purports to be suitable for selecting such positions as laundry worker, punch press operators, machine molders, assemblers and welders, linotype operators, general factory workers, check sorters in banks, hand packagers, produce inspectors and sorters, and similar positions.

TARGET GROUP:
The test is suitable for persons high school age or older. Norms are available for a variety of industrial workers and students, but the number of cases in each group is small.

TEST ADMINISTRATION:
Is individually administered. The average overall time to complete is five to ten minutes. Consists of four trials with the first two for practice and untimed. Client stands while taking the test. Client uses only one hand, his/her dominant or preferred hand.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Client instructed to use preferred hand. Directions are the same for right or left handed persons. The box containing the SDT materials is used for the administration of the test, as well as for carrying and storage. The opened box covers approximately two by four feet. The client is required to follow a specific pattern of arm and hand movement.
Client must pick up a certain block, note its color, move it to the form board, place it in a specific hole, pick up another block, observe its color and place it, continuing for fifty-four blocks.

SCORING/INTERPRETATION:
Administration and scoring are quick and simple.
The score is simple the number of seconds required to complete the last two trails.

REVIEWER COMMENTS:
This testis seldom used. Test is dated. The original model was constructed in 1945 with present model revised in 1947. Limited normative data. Results are based on the scores of right handed subjects only.

TEST NAME: TITMUS VISION TESTER (TITMUS VISION)

GENERAL PURPOSE:
Screens visual skills and helps identify individuals with visual deficiencies.

TARGET GROUP:
Any individual suspected of a visual difficulty for whom a recent complete eye exam has not been provided. The typical G.B.M. sometimes misses or more often times fails to detect the extent of a visual weakness.

TEST ADMINISTRATION:
The test is given individually and takes about 5 minutes. While it can be used to screen other visual functions such as depth perception, etc., it is primarily used to test far and near acuity for both eyes, right eye and left eye. A series of test slides are utilized and responses marked. Visual equivalents are then noted. For example, for far acuity the scale would go from 20/13 to 20/200 (20/20 being normal). Anything more than 20/40 would be felt to suggest a recommendation for an eye exam.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
No reading skill is necessary. Instructions are very simple and can be repeated as needed. Rarely has a client been unable to understand instructions.

SCORING/INTERPRETATION:
Correct and wrong responses are noted and then compared to the Snellen Equivalent Charts.

REVIEWER COMMENTS:
This is an excellent screening instrument to particularly detect near or distant acuity problems. It shows how well eyes perform but does not, however, show the causes of low or unsatisfactory scores.

TEST NAME: WORK KEYS

GENERAL PURPOSE:
Work Keys is a nationally-recognized system for the assessment and improvement of work-related skills. It provides a common language and common metric for employers, employees, and educators. The Work Keys measures communication skills, problem-solving skills, and interpersonal skills. This tool was developed by ACT.

TARGET GROUP:
Secondary education individuals are the target group, however, it can be used with any adult population seeking employment and/or training components.

TEST ADMINISTRATION:
Testing is administered through Kentucky Adult Education, Council on Post-secondary Education, as well as the Kentucky Community Technical College Systems. The testing takes 45 – 1 hour to administer each assessment. This test is available in both paper/pencil format and by computer.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Accommodations can be made to assist persons with disabilities. Must be administered in a secure testing environment and be proctored.

SCORING/INTERPRETATION:

REVIEWER COMMENTS:
The Work Keys system can provide profiling or job analysis, skill assessment, and instructional support.

TEST NAME: WORD PROCESSOR APTITUDE TEST (WPAT)

GENERAL PURPOSE:
The SRA Word Processor Assessment Battery (WPAB) consists of three parts designed to measure specific skills and abilities necessary for success in word processing. Part 1 of the WPAB is sold separately as the Word Processor Aptitude Test (WPAT) and is predictive of training success and job performance for word processors. Test questions were written based on job analysis data obtained from three large corporations, two insurance companies and governmental agencies. The test, therefore, also appears to measure the mental abilities necessary to understand the quasi-computer functions of word processing equipment, i.e., data storage, file creation, and manipulation, etc.

TARGET GROUP:
The WPAT/WPAB may be used to evaluate experiences and inexperienced persons for promotion, transfer, or hire, regardless of the type of equipment available for use in the valuation. Normative data allows the comparison of evaluees to word processing students (N=293) as well as experienced word processing operators (N=1 65). Cross-validation studies were performed using grade point averages for the word processing students and supervisory ratings for the experienced word processing operators.

TEST ADMINISTRATION:
The WPAT consists of two separately timed sections with fifteen problems in each. Evaluees are allowed fifteen minutes for each section. They are instructed not to reply on any word preceding knowledge or experience they may have but rather to use only the information and reference charts provided in the test. Test booklets are self-scoring and, therefore, consumable. The answer sheet and test booklet are combined into one document.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Evaluators should thoroughly familiarize themselves with the administration instructions and test format which is described as "unconventional in comparison with other tests" by the developers. In order for the test to have any meaning it is essential that evaluees have an adequate opportunity to understand test instructions so some people will require extra help to do so. Evaluators may need to have some coaching in word processing concepts if they do not have this skill.

SCORING/INTERPRETATION:
Test booklets are self-scoring and,therefore, consumable. Carbon inserts are removed and raw scores are easily obtained from the new exposed answer grid. The greater the score on the test then the greater the likelihood of developing marketable word processing skills.

REVIEWER COMMENTS:
Test, results appear related more to ability to develop skills with DOS-based software packages such as Word Perfect and MS Word rather than icon-driven programs such as Windows application software.

MISCELLANEOUS

TEST NAME: BECK ANXIETY INVENTORY (BAI)

GENERAL PURPOSE:
The Beck Anxiety Inventory is an instrument that discriminates anxiety from depression while displaying convergent validity. It is a screening tool not a diagnostic tool.

TARGET GROUP:
BAI was developed for use with adolescents and adults.

TEST ADMINISTRATION:
The BAI is a 21-item test presented in multiple choice format. Each of the 21-items of the BAI describes a common symptom of anxiety. The individual rates how much he/she has been bothered by each symptom over the past week on a 4-point scale ranging from 0 to 3.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Time varies from 5 – 10 minutes.

SCORING/INTERPRETATION:
The items are summed to obtain a total score that can range from 0 to 63.

REVIEWER COMMENTS:

TEST NAME: BECK DEPRESSION INVENTORY (BDI)

GENERAL PURPOSE:
The Beck Depression Inventory measures a presence and the degree of depression in an individual. The BDI does not diagnosis depression but is an indicator.

TARGET GROUP:
BDI was developed for use with adolescents and adults.

TEST ADMINISTRATION:
The BDI is a 21-item test presented in multiple choice format. Each of the 21-items of the BDI attempts to assess a specific symptom or attitude “which appear(s) to be specific to depressed patients, and which are consistent with descriptions of the depression contained in the psychiatric literature. The individual rates how much he/she has been bothered by each symptom over the past week on a 4-point scale ranging from 0 to 3.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Time varies from 5 – 10 minutes.

SCORING/INTERPRETATION:
The items are summed to obtain a total score that can range from 0 to 63.

REVIEWER COMMENTS:
The BDI looks as though it is assessing depression. While this may be quite advantageous, it may make it easy for a subject to distort the results of the test. The BDI does appear to evaluate well a wide variety of symptoms and attitudes associated with depression.

TEST NAME: COMPUTER APTITUDE, LITERACY, & INTEREST PROFILE (CALIP)

GENERAL PURPOSE:
According to its manual, "the CALIP is designed to accomplish four purposes: (1) to identify talented minority persons, women, individuals with reading disabilities, and other people who might otherwise lack opportunity to demonstrate aptitude for computer related occupations; (2) to broaden the range of realistic career options for people in the process of making career decisions; (3) to provide an empirical basis for administrators, business managers, and teachers to allocated organizational resources, and (4) to document a person's progress as a result of training."

TARGET GROUP:
The CALIP is targeted to identify talented minority persons, women, individuals with reading disabilities, and other people who might otherwise lack opportunity to demonstrate aptitude for computer related occupations. The test was standardized on a sample of 1236 children, adolescents and adults residing in twenty-two states. The sample included students in junior/senior high school, community college, four-year college, and graduate school as well as adults employed in either computer fields or other lines of work.

TEST ADMINISTRATION:
The CALIP consists of six subtests: Estimation, Graphic Patterns, Logical Structures, Series, Interest, and Literacy. All are untimed except Estimation which has a limit of two minutes. Individuals can be allowed to work at their own pace and move directly from one subtest to another without receiving special instructions from the evaluator. However, the evaluator should carefully monitor performance to ensure that directions are followed (example: marking two possible responses on the other half of the Literacy subtest).

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Many evaluees, especially those with reading problems, do not carefully read instructions for each subtest. Since the test is untimed evaluees are not penalized for slow work rate.

SCORING/INTERPRETATION:
Raw scores are converted to standard scores (mean=10; standard deviation=3) based on age norms. Age ranges for each normative table are 15-19 years, 20-29 years, and 30-60 years; In addition, standard scores can be interpreted to obtain a computer aptitude quotient analogous to a computer IQ.

REVIEWER COMMENTS:
The CALIP is useful only as a screening instrument. Many persons with very poor academic skills are able to score in the average range but would not otherwise be considered to have potential for computer-related occupations. This reviewer, therefore, suggests that persons scoring in the above average or high range may be considered to have potential to develop marketable computer skills. These persons should receive further assessment of their potential. The CALIP can be a useful instrument for career exploration; since many obviously unqualified AVRS client state they want "to work with computers", the CALIP can be used to help them consider other alternatives.

TEST NAME: CAREER ORIENTATION PLACEMENT & EVALUATION SURVEY (COPES)

GENERAL PURPOSE:
Measures work environment preferences by promoting career exploration, and by providing career and occupational counseling. The values measured are: Investigative vs. Accepting, Practical vs. Carefree, Independence vs. Conformity, Leadership vs. Supportive, Orderliness vs. Flexible, Recognition vs. Privacy, Aesthetic vs. Realistic, and Social vs. Reserved.

COPES is part of the COPS-system of career counseling tests. If all three COPS-system tests are used (COPS, CAPS & COPES), a comprehensive guide should be used in place of the three separate Profile and guide booklets. These guides allow easier integration of the inventory results.

TARGET GROUP
Grade 7-adults.

TEST ADMINISTRATION:
Individual or Group
30-40 minutes.

TEST NAME: CAREER OCCUPATIONAL PREFERENCE SYSTEM (COPS)

GENERAL PURPOSE:
The COPS was developed to assist individuals in the career decision making process. The COPS is a carefully and systematically developed instrument yielding job activity interest scores based on 14 occupational clusters (i.e., Science, Professional; Science, Skilled; Technology, Professional; Technology, Skilled; Consumer, Economics; Outdoor; Business, Professional; Business, Skilled; Clerical; Communication; Arts, Professional; Arts, Skilled; Service, Professional; Service, Skilled). This inventory indicates interest in these areas, not abilities or values.

TARGET GROUP:
To obtain intercorrelations among the 14 COPS Interest Inventory scales, a sample of 1,000 high school students (500 males and 500 females) was composed from regions throughout the country. Norms for high school students are based on a sample of 7,054 females and 7,565 males in grades 7 through 12. Norms for college students are based on a sample of 1,858 females and 1,379 males enrolled in two and four year colleges and universities.

TEST ADMINISTRATION:
Inventory is designed to be scored by the person taking the test. Inventory can be group administered or administered on an individual basis. There is no time limit for completing the inventory, although examines should be able to finish in 20 to 30 minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
This inventory requires at least a 6th grade reading level. The inventory consists of 168 job activity descriptions reflecting work performed in a wide variety of occupations. Response alternatives allow the examinee to indicate "like very much", "like moderately", "dislike moderately", or "dislike very much". This is accomplished by darkening the proper response boxes on an answer sheet.

SCORING/INTERPRETATION:
Scores on the COPS reflect the examinees' degree of interest in the 14 occupational clusters. Along with tests of aptitudes and achievement, this information can be used to aid the client in determination of vocational potential and goals.

REVIEWER COMMENTS:
Most clients seem to find the COPS readable although some learning disabled students may have difficulty with the response format. This inventory covers a wide range of vocations, from professional to skilled, from science to art and is relatively easy to score and administer.

TEST NAME: EXPLORATORY CAREERS KIT (ECK)

GENERAL PURPOSE:
The kit is designed for the individual exploration of many occupational fields as well as specific jobs.

TARGET GROUP:
The kit may be used with all ages (preferably high school and above) both male and female.

TEST ADMINISTRATION:
The kit can be explored by the individual in several ways. It is organized alphabetically, but also comes with a cross reference booklet to refer user to exact titles as well as related occupations. Should be used individually. No time limit; adults may need 20 minutes to two hours depending on the intensity of the individuals' career exploration.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
No specific reading grade level is required, but individuals reading below the sixth grade may have difficulty comprehending some of the material. The kit contains three types of job/career descriptions: Briefs - eight page booklets giving comprehensive information on general occupational fields and on careers requiring extensive descriptions; Summaries - two page descriptions providing concise information on specific careers; and Job Guides - two page descriptions of careers requiring a short period of on-the-job training.

SCORING/INTERPRETATION:
No information is given as to how the kit should be used. Hopefully, given an appropriate interest in occupational exploration, the individual gains information about careers and his or her likes and dislikes. The evaluator/counselor can ask that the individual write down those choices that found to be of interest. They can be discussed at that time or reported back to the referring counselor (by an evaluator) to be used in the selection of a job goal.

REVIEWER COMMENTS:
The kit can often be used as a gauge for an individual's commitment to exploring their options. For example, a client who returns a list of jobs all starting with "A" probably never got beyond the "A" section of the kit. College-bound teens with unfocused goals may find helpful the specific information on job requirements, job market, and salaries, as will older adults who must find new careers due to injury, etc. Ample time should be allotted for those persons truly interested in career exploration. Scanning the titles may be sufficient for some purposes, and that can be done rather quickly (15 to 20 minutes). However, individuals who may wish to read the job briefs or summaries may need much more time. Time spent on the kit should be monitored and extra time should be given only to those demonstrating true interest.

TEST NAME: FARNSWORTH DICHOTOMOUS TEST FOR COLOR VISION (FARNSWORTH DICH)

GENERAL PURPOSE:
The Farnsworth Dichotomous Test is a screening devise for use in industry, military service, and educational vocational guidance. The test can eliminate with certainty individuals who cannot distinguish between such pairs of colors as red and green, green and blue, blue and pink, yellow and blue, or green and brown.

TARGET GROUP:
Interpretation based on population.

TEST ADMINISTRATION:
Immediately scored.
Individually administered.
No time limit but usually five minutes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Require well lighted room.

SCORING/INTERPRETATION:
Results are interpreted according to standard patterns of normal, color-weak, and color-blind subjects. Most persons with normal vision have a perfect score. Patterns of errors can be used to diagnose red, green, and blue color blindness.

REVIEWER COMMENTS:
Can be used for majority of clients including non-readers. Particularly suited for screening persons who may have impaired color vision but can make necessary discrimination. Distinguishes the functional color blind from the moderately color defective and those with normal color vision. Can restate directions as needed for young children or persons with low intellectual ability. Very simple instructions.

TEST NAME: GENERAL CLERICAL TEST (GEN.CLERIC)

GENERAL PURPOSE:
According to the General Clerical Test manual, the purpose of this test is to measure aptitudes which are of importance in clerical work of all kinds.

TARGET GROUP:
Persons interested in clerical training and/or clerical jobs.

TEST ADMINISTRATION:
The test materials needed are the General Clerical Test manual, the test booklet (in which the client writes his/her responses), pencils, scratch paper (if using Booklet A), and a timer. The test instructions are read verbatim. The entire test takes approximately one hour. There are two editions of the booklet. One is a singular twelve page booklet with all nine parts. The other edition is divided into Booklet A (Parts 1-5) and Booklet B (Parts 6-9).

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The test is relatively difficult and to obtain an acceptable score, one must be functioning at the high average academic level.

SCORING/INTERPRETATION:
There is a scoring key for this test. The number of correct responses comprise the raw score. There are nine subtests which are divided into three areas: Clerical Subscore, Numerical Subscore, and Verbal Subscore. These subscores are totaled to obtain a Total Score.

After the raw scores have been obtained and added, "a percentile score can be derived based either on an appropriate group presented in the norms section of the General Clerical Test manual or on locally developed norms." The General Clerical Test manual states that the "subscores may be used, singularly, or in combination, to evaluate the feasibility of an applicant for a given job or to assign an inexperienced person to appropriate work.

REVIEWER COMMENTS:
The General Clerical Test is relatively easy to administer. The test results, however, are generally low. For example, the evaluation staff has frequently had an individual who performed well in the Business Education Department, but scored poorly on this test. Thus, it is recommended that discretion be utilized when interpreting one's test results in relation to their clerical potential.

TEST NAME: MINNESOTA CLERICAL TEST (MINN.CLERIC.)

GENERAL PURPOSE:
Measures the elements of speed and accuracy needed to perform various clerical activities. It also evaluates those areas which require an individual to process numerical or linguistic material quickly and accurately.

TARGET GROUP:
Clients interested in training and placement in the clerical field.

TEST ADMINISTRATION:
Administered in fifteen minutes (Number Comparison - eight minutes; Name Comparison - seven minutes). May be given individually or in groups. Instructions for administering and scoring are clear.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The test is divided into two subtests, Number Comparison and Name Comparison. Each subtest has 100 identical pairs and 100 dissimilar pairs which are composed of digits or letters. Identical and dissimilar pairs are distributed randomly and the client is required to check on the identical pairs.

SCORING/INTERPRETATION:
Directions for scoring are simple and clear. Uses a cardboard "strip" key for scoring.
Since it is a timed test, accuracy in timing is very important. Maximum raw score on each part is 200. Detailed percentage charts are provided with means and standard deviations for each group.

REVIEWER COMMENTS:
No special training or qualifications needed for administering or interpreting. Manual includes ethnic minority representation in norm tables. Easily administered and scored. Development of local norms strongly encouraged. Clients sometime become confused and check dissimilar pairs instead of identical pairs.

TEST NAME: SOCIAL AND PRE-VOCATIONAL INFORMATION BATTERY, Revised Edition (SPIB)

GENERAL PURPOSE:
The SPIB-R consists of a series of nine tests designed to assess knowledge of life skills and competencies widely regarded as important for the ultimate community adjustment.

TARGET GROUP:
For students in junior and senior high schools who are EMR. Additionally, the SPIB-R has been developed to be more suitable for clients who are moderately retarded (TMR).

TEST ADMINISTRATION:
Orally administered to groups with a student/proctor ratio of 7:1. The Response format is true/false or picture selection so that students are not penalized for reading deficiencies. Test is self-scored. Requires 45-60 minutes to administer.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Very little reading required. Client must be able to mark T -F on answer sheet.

SCORING/INTERPRETATION:
The test is scored by hand and requires approximately 15 minute. Provides insight into areas which will require remediation for independent living and community adjustment.

REVIEWER COMMENTS:
Good test for social abilities with low or non-readers. Test is somewhat monotonous and may need to be "broken up" to keep attention span fresh. Numerous rehabilitation counselors have spoken positively about this test in assisting them in determining eligibility.

TEST NAME: STREET SURVIVAL SKILLS QUESTIONNAIRE (SSSQ)

GENERAL PURPOSE:
The SSSQ is designed to assess an individual's functional knowledge and skills important for independent living. The areas measured include basic concepts, functional signs, tool identification use, domestic management, health, first aid and safety, public services, time, money, and measurement.

TARGET GROUP:
The targeted norm group for the SSSQ were 400 individuals classified as developmentally disabled, 200 secondary school adolescents, with an equal number of males and females. The test is most applicable to low-functioning individuals.

TEST ADMINISTRATION:
The SSSQ is individually-administered and usually requires between 11/2 to 2 hours. The test is given orally to the evaluee.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
This is a non-reading test except for when reading is the skill being measured. There are no real physical demands of the test except the stamina to complete the full 11/2 to 2 hours.

SCORING/INTERPRETATION:
It requires approximately ½ hour to score the test, and interpretation of the test relates to basic knowledge of adaptive skills/behavior that can predict level of adjustment in a number of different settings.

REVIEWER COMMENTS:
The SSSQ is designed to identify weaknesses or levels of knowledge in several major areas of independent living which can then assist in developing training or teaching goals. It is intended for low-functioning individuals and may be good for determining the baseline for training and/or placement. The evaluator might find this test to be most helpful when examining the results of individual tests to determine relative strengths and weaknesses rather than total or overall results.

TEST NAME: TESTS FOR EVERYDAY LIVING (TEL)

GENERAL PURPOSE:
TEL is an instrument for measuring achievement in the life skills area. The life skills measured by TEL are components of both regular and special education curriculums in the areas of career education, consumer economics, and health education.

TARGET GROUP:
TEL has been designed to be appropriate at both the junior high and senior high school level. This is extremely important in terms of implications for remediation. It is not recommended to use with the mentally retarded population.

TEST ADMINISTRATION:
Seven areas of knowledge, or domains, were selected and are included in TEL as discrete tests. The following domains of knowledge are assessed in TEL: Purchasing Habits, Banking, Budgeting, Health Care, Home Management, Job Search Skills, Job Related Behavior. TEL is orally administered allowing poor readers to show their knowledge of the life skills areas.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
The administration time for each test is twenty to thirty minutes. Administration requires no special training and can be performed by classroom teachers or counselors. TEL may be administered individually or to groups of up to twenty students.

SCORING/INTERPRETATION:
Answer sheet is provided to score the TEL. The percentage correct should be used to interpret student performance on any test or on the total battery.

REVIEWER COMMENTS:
This competency-based instruction and assessment tool focuses on two groups of skills: “basic” skills and “life” skills. This tool can assist in remediation and preparation for the “real” world.

TEST NAME: VALPAR PRO 3000

GENERAL PUROSE:
The Valpar Pro 3000 is a multi-modal computer system designed to quickly establish work-related and academic skills and matches examinee skills with potential occupations. The academic areas measured include: reasoning, math and language. Work skills aptitudes measured include: general learning ability, verbal aptitude, numerical aptitude, spatial aptitude, form perception, clerical perception, and color discrimination. The Valpar Pro 3000 also explores interests, physical demands, environmental conditions, and temperaments.

TARGET GROUPS:
Students from middle school through adults are the targeted group.

TEST ADMINISTRATION:
The computerized assessment is self-administered and takes from 60-90 minutes. The test is scored automatically and produces an immediate report including results in 3 GED areas, 11 Aptitudes, and 12 GOE interest areas as well as DOT profiles and time on task. A shorter version COMPASS Lite can be administered in 30 minutes and measures all 3 GEDs and 6 Aptitudes.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Familiarity with computers and manual dexterity should be taken into consideration when administering this assessment. A pictorial and/or audio interest inventory is available for none or low functioning readers.

SCORING/INTERPRETATION:
Assessments are scored automatically and product an extensive report.

REVIEWERS COMMENTS:
The Valpar 3000 is a very comprehensive assessment tool that is easy to administer. No data is available regarding norms related to disabilities.

TEST NAME: VOC-TECH QUICK SCREENER (VOC.TECH.QCK.SCRN.)

GENERAL PURPOSE:
VTQS was designed to help clients learn about the large number of vocational and technical jobs that are available which do not require college education.

TARGET GROUP:
Recommended use from high school to adult.

TEST ADMINISTRATION:
Inventory of 14 vocational-technical occupational groups, surveying over 400 jobs. Client rates occupational interests to find out what job activities are preferred, matches occupational interests with 14 vocational-technical occupational groups; and selects three (3) preferred vocational-technical occupational groups; client then reviews the nature of specific jobs, training required, and the job outlook. Untimed; time to take test varies. Self-administered/Self-scored. Suitable for group use.

TESTING CONSIDERATIONSIACCOMMODATIONS:
Approximately 9th grade reading level. One time use six page booklet.

SCORING/INTERPRETATION:
The VYQS is self-scoring and provides information related to interest strengths in the 14 vocational-technical occupational groups.

REVIEWER COMMENTS:
Helps to match interests and goals with jobs, learn about training programs, and make career decisions.

TEST NAME: WONDERLICK PERSONNEL TEST (WONDERLICK)

GENERAL PURPOSE:
The Wonderlick Personnel Test was designed primarily to be used as a screening instrument by business and industry to aid in the selection of new employees. Because this test predicts success in learning situations, it is also used as a counseling tool by Vocational Counselors and Evaluators.

TARGET GROUP:
Many studies have been conducted over the years involving nearly half a million teenagers and adults resulting in establishment of norms by: Position Applied For; by Educational Level; by Sex; and by Age. Correlations have been established at .56 to .80 with the Aptitude G of the GATB and at .91 to .93 with the WAIS FSIQ.

TEST ADMINISTRATION:
Can be group or individually administered.
Twelve minute time limit for maximum validity.Provides untimed administration and scoring instructions where circumstances warrant while maintains useful predictive value.
Available in large print.

TESTING CONSIDERATIONS/ACCOMMODATIONS:
Requires a 7th grade reading level.
Consists of 50 questions of increasing difficulty.
Questions contained represent a wide range of problem types which measure the client's skill in managing specific abilities in problem solving.

SCORING/INTERPRETATION:
Hand scored quickly with a scoring stencil.
Test reference scores correlate to common job titles and educational levels of 7th grade to post college.graduate. Easy to interpret tables provided to match test scores to: Job Potential; Educational Potential; and Training Potential.

REVIEWER COMMENTS:
Readability at the 7th grade level seems accurate. Test results correlate with a broad range of jobs from Professional to Unskilled. Most useful in substantiating functional learning ability involving vocational objectives requiring college or higher level technical training including clerical areas. Valuable when need to-augment intellectual and aptitude measurements provided by other evaluation instruments.