DOCOOMIT RESUME,

k ED 161 913

AUTHOR- Seeley, Leonard C.; .And OthersTITLE :Development of the Armed Services Vocational Aptitude

Battery (ASVAB) Forms 2 and 3. Technical Paper289.

INSTITUTION Army Research Ins t..4or the Behavioral and SocialSciences, Arlingtot, Va.

BUREAU NO 2763731A768'DOH DATE Feb 78

28p.AV ILABLE

-FROM National Technical Information rvice, Springfield,

Virginia 22161 (ADA 053 457)

EDRS PRICE NF -$0.83 HC-$2.06 Plus Postage.DESCRIPTORS *Aptitude Tests; Classification; *Item Analysis;

*Military Personnel; *Norms; Personnel-Selection;Senior High ,Schools; Statistical Data; *TestConstruction; *Vo6ational Aptitude

IDENTIFIERS *Armed Services Vocational Aptitude Battery

ABSTRACT,

The Armed Services Vocational Aptitude Battery(ASVAB), composed of the common elements of 'operationalclassification batteries used by the different services, has beengiven to'high school students since 1968._Regults are used by theschools for counseling and'by the Armed Services for selecting andclassifyiRg potential recruits. The present report documents thedevelopment and validation of ASVAB Fokms 2 and 3, parallel improvedforms which were operational from-January 1973 to January 1976, Stepsin the development and Validation were: (1) preparation of 200 newitems for each of the eight cognitive tests of ASVAB-1; (2) fieldadministration to\approximately,4,000 Selective Service registrants,stratified'-to represent the population of young men of military agein order to obtain, basic data on the items; (3) preparation of eight25-item tests' base4"on item analysis of the field data, andgeneration of two new forms of the noncognitive Coding Speed test;and (4) a second field administration to approximately 3,500registrants to'derive norms and 'other statistical characteristics of

-" the two new foras. (Author/CTM)

TM 007 583

***********************************************************************lc Reproductions supplied by EDRS are'the best' that can be made *4 ../ from the original document. ****ig****************************************************i*************

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Tech. Paper :2(39-1

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AD AO 53457

DEVE PMENT OF THE ARMED SERVICES

VOC TIONAL APTITUDE BATTERY (ASVAB). .

FORMS 2 AND 3

.,

Leonard C. Seeley, M._A. Pisani, and Jack M. Hickq

PERSONNEL ACCESSION AND UTILIZATION TECHNICAL AREA

<

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[El..U. S. 'Army

Researc.hinstitute for the Behavioral and Social Sciences°

;February 1978a

t.

Approved for public release; distribution unlimited.

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U4. DEPARTMENT OP HEALTH.EDUCATION & WELEARE

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TmrS DOCUMENT HAS OMEN REPRO-DUCED EXACTLY AS. RECEINED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VI VII OR OPINIONSSTALED DO NOT NECES ARILY REPRE-SENT OFFICIAL NAT eONALaiNSTi TUTE OFEDUCATION POSITION OR POLICY.

U. S. ARMY RESEARCH INSTITUTE

FOR.THE 'BEHAVIORAL AND SOCIAL SCIENCES

A Field-Operating Agency under the Jurisdiction of the

Deputy Chief of Staff for Personnel

J. E. UHLANERTechnical Director

4

ar

W. C. MAUSCOL, GSCommander

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Technical -Paper -28-9-

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. . _ _ ....._-. TITLE (4.1rid Subtitle) Ir.

DEVELOPMENT OF THE ARMED SpIVICES VOCATIONAL4PTITUDE BATTERY (ASVAB) FORMS 2 AND 3

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5. TYPE OF REPORT t. PERIOD COVEN En

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7. AUTHORISI.

LeonardT. Seeley, M. A. Fisahl, am Jack M.Hicks '

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Army Research Institute for the Behavioral and

Social Sciences .

5001 Eisenhower Ave., Alexandria VA 22333

10. PROGRAM ELEMENT PROJECT T4sKAREA & WORK UNIT NUMBERS

2Q763731A762Q782717A766

I1. CONTROLLING OFFICE N AME AND ADDRESS ,Deputy Chief of Staff for Personnel, U.S. Army

Washington DC 20310.

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4Febtuary 197813. NUMBER OF PAGES

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I g . leEY WORDS (Continue on reverse side (in eces sury and identify by block number) . -

Armed Services Vocatkonal dipti)tude- Battery (ASVAB). 2 and 3-.

Test development . i. .

Test item standardization :. Selection5tests,.

.

Clasgiiicationtest6 ' .. Vocational aptitude tests

20. ABSTR ACT ( Continue on reverse side if necessary and identify by block number)The-Armed Servrcea, Vocational Aptitude IcatterY, (ASVABL, '

a

composed of the common ekementsf:of. operational classification'

batteries used by the laffsient servilices,.has been given to highschool students since 1968- Results, are used. by the schools fowsince

.. .

counseling and by the Armed Services for-selecting and classifying

,po4ential recruits. The ptesent report documents the development ,

and validation. of ASVAB.Forma:gg, and711, parallel improved farms

which were operational ff-t-Tpirtuary 14tn JInitailr 1c176_ ,....DD .F.9.",t, 1473 EDITIC3N OF 1 bIONI:56i4S OBSOLETE - TT--j_, _ .4 2 - _ ...1

SECURITY dL ASSIFICATION OF THIS PAGE (When Data I trt.val

Unclassified'SECURITY CLASSIFICATION OF THIS pAGE(Whan Dam Entered) a

Steps in the` development and validation were: (1) preparation of 200 \new items for each of the eight cognitive tests of'ASyAB-1;.(2) fieldadministration to approximately 4000 Selective Service registrants,stratified to represent the population,pf young men of military age inorder to obtairi basic data on the items; and (3) preparation of eight25 item tests based on item analysis of the field-tiata, and generationof two new forms of the nohcognitive Coding Speed test; and (4) asecond field administration to approximately. 3500 registrants to derivenorms and other statistical characteristics of the two new forms.

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Unclassified

SECURITY CLASSIFICATION OF THIS PAGE(When Data Entered)

Technical Paper 289\

DEVELOPMENT OF THE ARMED SERVICES

VOCATIONAL APTITUDE BATTERY (ASVAB)

FORMS 2 AND 3

Leonard C. Seeley, M. A. Fischl, and Jack M. Hicks

PERSONNEL ACCESSION AND UTILIZATION TECHNICAL. AREA

Ralph R. Canter, Chief

A

Submitted by:E. Ralph Dusek, DirectorINDIVIDUAL TRAINING & PERFORMANCERESEARCH LABORATORY, /

Apprpved By:J. E. Uhlaner

'TECHNICAL DIRECTOR

5

U.S. ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND-SOCIAL SCIENCES5001 Eisenhower Avenue, Alexandria, Virginia 22333

Office, Deputy Chief of Staff for PersonnelDepartment of the Army

'February 1978

Army Project Number2763731A768

Approved for public release; distribution unlimited.

Enlisted Requirements

0.

AI Research Reports and Technical Papers are intended for sponsors ofR &D tasks and other research and military agencies. Any findings ready forimplementation at the time of publication are presented in the latter part ofthe Brief. Upon complcuon of a major phaeof the task, formal recommen-dations for official action normally are conveyed to appropriate military.agencies by briefing or Disposition Form.

FOREWORD',

The Army Research Institute for the Behavioral ''ariA Social

Sciences (ARI) has been a.pioneer since World. War II in devel-

oping and validating instruments for effective selection and

classification. of potential militarS enlisted personnel.

Research in thle'field is currently conducted by the PersonnelAccession and Utilization 7echnical Area of ARI.

In 1966 the Assistant Secretary. of Defense (Manpower &Reserve Affairs) requested the develoment of a single_aptitude

test battery to be used by all Armed Srldices. All four services

--Army, Navy, Air Force, and Marine Corps--participated in

developing the requested Armed Services VocatiOnal AptitudeBattery (ASVAB), the Army as lead service with major responsi-

bilidY.

ARI Research Report 1,;161 described the-development andvalidation of the first ASVAB, composed of common elements ofoperational classification-batteries used by the different

services. ASVAB-1 was used for pre-service testing in highschoOls from 1968 to 1973. It was replaced in January 1973 by

the improved parallel forms ASVAB 2 add 3, which the Army was

.also the lead service developing. The present report doqu-

ments the steps in development and validation of Forms 2 and 3,

which were replaced in JanUary 1976 by Forms 5, 6, and 7 devel-

oped with the Air Force as lead service.

The original research was performed under RDTE Project20062106A722;,current research during FY 1977 on enlisted selec-tion and classification is done under Army Projects 2Q763717A766.

and 2Q763731A768.

f

J. E. UHLANER,Technical Director

,

DEVELOPMENT OF itlE.ARMED SERVICES VOCATIONAL APTITUDEBATTERY (ASVAB) FORMS 2 AND 3

, BRIEF

Requirement:

To devel new and improved forms of the Armed Servic4s

Vocational Aptitude Battery (ASVAB)-as replacements for the

ASVAB introduced in 1968 for screening, classification,

and counseling in the Department of Defense high school testing

program for potential service recruits.

Procedure:.-;

The reseaich steps^ in the development program were (1) prep-

aration of 200 new-items for the, experimental test forms of each

of the eight cognitive tests of the ASVAB; (2) field-administra-

tion to approximately 4000 Selective pervice'regis)Frants, strati-

Tied to le representative of the population .of young men of

military age, in order to obtain basic data on thi. items; (3)

preT7ation of final tOrms of eight 25-items tests based on item

anal is 'of the lield.Wa, And generation of two new forms of

the non-cognitive Coding Speed -test; -and (4) a second field

administration of the,tests to approximately 3500 registrants to

derive norms and other statistical characteristics of 'the two new

forms of the batteeY.

Find.ings:

The resulting, ASVAB 2 and 3 were-foundto be equivalent, and

a single conversion table was prepared. The tests had satisfac-

tory reliability, an appropriate range of difficulty levels, and

were superior to ASVAB-1 as a tool for high school counseling and

'the screening;and classification.purposes of the Armed Services.

Utilization of Fi ings:

In January 1973 ASVAB Form 2 was implemented in the high

school testing program as a replacement for Form 1. Subsequently

Form 3 was adopted by the'Air Force ani the Marine Corps as their

operational classification battery..

' DEVELOPMENT OF THE ARMED SERVICES VOCATIONAL APTITUDE BATTERY(ASVAB) FORMS 2 AND 3

.

CO NTENTS'

: ,.RESEARCH SUMMARY

BACKGROUND

PROCEDURE

Page

1

2

3

Experimental Test, Forms .3

First Field Administration -Item Statistics 4

Development of the Final Test Forms 4

Second Field AdministrationStandarAizaton 7.

RELIABILITY OF FORMS 2 AND 3 9

RELATIONSHIPS WITH'RACE AND EDUCATION

CONCLUSION

DISTRIBUTION LIST

TABLES ,

9

13

Table 1. AFEES sites for data collection for item statistics 4

2.' Test frequency distributions of ForM 2 and Form 3 items 6

3. Mean item 'difficulty (pc) and homogeneity (rit) in

three forms of ASVABN-

4. Administration order and time allowed for ASVABForms 2 and

5. Standardization , data collection AFEES sites, September

1971 48

106. ASVAB reliability: coefficients of equivalence and

internal consistency for each test

7. ASVAB-2 means, standard deviations, and intercorre-lations

8. ASVAB-3 means, standard deviations, and intercorre-tions- 12

11

10

DEVELOPMENT OF4THE ARMED SERVICES VOCATIONAL APTITUDE BATTERY(ASVAB) FORMS 2 AND 3

RESEARCH SUMMARY

The pufiiiinof this report is to describe the steps in the development of/Farms 2 and 3 of the Armed.Services.Vocatiotal Aptitude Battery

(ASVAB). Forms 1, 2, and 3 of the ASVAB each consisted'of nine- multiplechoice tests.developed for admininstration in the high school test

program of the Department of Defense. That program, operated as an

adjunct to service and recruiting efforts, offers to test high school

students with servicerelevant tests and also provides the test results

to the schools.

The battery comprises the common portions of the operational classification batteries used by the Services through 1973, and consistsof the following tests:

1. Coding Speech Matching of words and numbers.

2. Word Knowledge. Finding correct synonyms.

3. Arithmetic Reasoning. Logical application of arithmetic

operations.

4. Tool Knowledge. Pittorial test of knowledge of hand' tools'.

5. Space Perception,. Pictoril test involving folded and

unfolded figures. :

6. Mechanical Comprehension. Mechanical principles' shown

in.drawings.

7. Shop Information. Determining correct .usage of tools and

shop equipment.

8. Automotive Information. Grasp of 'automotive principles and

knowledge.

9. Electronics, Information. Principles of electricity and elec

tronics.

In addition, an AFQT score is obtainable from this battery.

The original ASVAB was introduced for use in the high schools inSeptember 1968. Work rs then begun on the development of two additionalforms of the test as eventual replacements. The research steps in thisprogram consisted of (1) preparation of item pools for experimentaltest forms, 42)'ffeld administratiqii to obtain basic empirical dataconcerning the items, '(3) selection of items to comprise the final testfoims, and (4) a see-and field administration to derive norms and otherstatistical properties of the two new forms of the battery.

J

4..1.Two hundred new test items of each of eight types of content were

administered in gEESto several national samples of Selective Serviceregistrants stratified to .represent,the'popillation of yoilng men ofmilitary age. The total sample consisted of some 4000 cases, 18% ofwhom were blacks, andrequisite statistics of item difficulty and homo-geneity were obtained. Using these statistics, items were_assembledinto two parallel 25-item forms of each of these eight content types.New forms of the Coding Speed test were generated, and when these wereadded to the.item-analysis based'tests, there were two entirely newnine-test-batteries:

These batterieekere administered to several additional stratifiednational. samples of Selective Service registrants, one fdrm to a sample.A total of 3500 cases, at.13 AFEES, was utilized for-this administra-'tion. This sample, nationally representative, again intentionallyoverrsampled black registrants, and consisted primarily of 18- and19-year-olds, 80% of whom had completed between 10 and 13 years of edu-cation. 'From this administration, percentile and Army Standard Scorenorms were developed; and test reliability coefficients, intercorrela-tions, and other characteristics of.the hew batteries were derived.

BACKGROUNDt

The original form of the Armed Se'rvices Vocational Aptitude Batterywas introduced for use in the DOD High School Testing Program at the be-ginning of they 1968 -69 school year: This battery, which comprised thecommon elements of the operational .classificatiOn batteries in use bythe military services through 1973, consists of nine tests described asfollows:

1. Coding'Speed. Pilesentsa key showing a series of words eachwith a 4-digit code number to represent it. Each item presents one ofthe words and five alternative sets of numbers. The examinee's task isto select the correct code number according to the key.

2. 'Word Knowledge. For each. item,, the examinee is required toselect from aset of four alternatives, the correct synohym for a speci-fied word.

3. Arithmetic Reasoning. For each item the examinee Wrequitcdto choose, from among four alternatives, the correct answer to anarithmetic problem."'

s.

4. Tool Knowledge. Each item presents 'five .drawings of varioustools and articles of shop equipment. The examinee indicat'es whichof four. alternatives "is used with" or "goes best with" the leaddrawing.

5. 'Space Perceptidn. Each iem consists of one three-dimensiodalfigure unfolded and laid out flat, and four folded-figures. The

N,examinee is asked to dvicle which one of the folded figures correspondsto the unfoldeil_ligdrc.

2

6. Mechanical Comprehension. Each item contains one. or more draw-

ings illustrating some mechanical principle. In response to a question

about the principle, the examinee decides'on the correct'answer from a

set of'four alternatives.

7. Shop Information. These items consist of questiona, many of

them with drawings, concerning shop toolS'and practices. The. examinee

chooses his response from four alternatives.

8. Automotive Information.. Thi test comprises four-choice items

measuring. knowledge <If the automobile, comOonent'parts, and.their

functioning.V:

9.. Electronics Information. -This test consists:oP four-choice

items about principles.ef electricity and. electricallefeetronic devices.

Immediately upon introduttion of the ASVAB into theAh schools,

work commenced on the develipment of two successor forMit.' The objective

was to develop.a pair of parallel forms.which would be comparable but

superior psychometrically to the form then in use in the schools. That

early form of the battery, development of which was described by Bayrof.

and Fuch8,1.contained some tests in which the mean item. difficulties

were other than the most desirable. In addition, parallel forms were

required, for retest purposes. The research steps to deVelop the two

new forms requited (1) preparation of test items, (2):field administra-

tion to obtain empirical data cohcerving the items, (3) selection%of the

items'to comprisefinal test forms; and (4) a second field administra-

tion to derive norms, intercorrelations, and test reliability'

coefficients.

PROCEDURE.

SL

EXPERIMENTAL TEST FORMS

As an initial step, two hundred 'new four - alternative items were

prepared in each of the eight cognitive content areas of the ASVAR.,,,,This

resulted in 1600 items designed'to cover a wide range of difficuity;-.

from extremely easy to extremely difficult. The two hundred items of

each of the eight types were aged into four experimental pools, '50

items to a pool, items in each pool arranged in ascending order of esti-

mated difficulty.. These pools were assembled into two series of test

booklets, each series containi4g half of the eight different con nt

areas. They were designated Series W and Series A. The four W S ries

b klets (W1, W2; W3, and W4) contained Word Knowledge, Space P rce

hanical CoMprehension and Automotive'InfOrMation item pools; the A

Series (Al, A2, A3, and A4) consisted of Arithmetic Reasoning, Tool

Knowledge, Shop Information, and Electronics Information item pools,

1-Bayroff, A. G., and Fmkhs, E. F. The Armed Services Vocational

Aptitude Battery. Army Research Institute Research Report 1161,

Ftyruary 1970: (AD 701 907)

3

1 3

FIRST FIELD ADMINISTRATION--ITEM STATISTICS

Field adminitstration took place in two time-blocks, February and

, August of 1970. At least two AFEES in each of the five recruitingregions were serectedi(Tatle 1). Experimental test booklets wereadministered at these AFEES to samples of Selective Service registrantsreporting for pre-induction processing. This step waijaccouTlished,.through the joint effort of research representatives of the Army, Navy,Air Force, and Marine Corps, the Army acting awlead service. The total.number of cases was approximately 4,000, stratified on AFQT to representthe mobilization population of young men of military age. Eighteen

percent of this total sample. was black.

Each exfminee was administered a booklet containing four tests.Testing time for this administration,was limited to approximately anhbur.and three-quarters, minimizing the research intrusion. on opera-tional AFEES testing-. The experimental booklet was always administered

.prior to any operational test's.

DEVELOPMENT OF'FINAL TEST FORMS ,

,.

Final foAles.of the Coding Speed test were constructed by choosingsome common nouns'to serve as key words, and assigning'a diffe rent.

randomly stlected.four-digit number to each key word. Time.limits for

this speed test were established through prplim/nary administration intwo of the 4FEES shown in,Table 1. .

. . ,

t

°

Table

AFEES SITES-FOR DATA COLLECTION FOR ITEM STATISTICS

Booklets WI, $12, AI, A2February 1970

I

Booklets W3,sW4, A3, A4August 1

Chicago; Ill.Cleveland, OhioColumbia, S....C.

Dallas, Tex.; Dttroit, Mich.

Fresno, Calif.Houston, Tex.Los Angeles, Calif.Montgomery, Ala.New Haven, Conn.NeWark, N. J.Philadelphia, Penna.Salk Lake City, Utah

Atlanta, Ga.Baltimore, Md.

4 Boston, Mass.Columbia, S. C.

Los Angeles, Calif.Milwaukee, Wis.Minneapolis, Minn.New Orleans, La.Philadelphia, Penna.Portland, Ore.'St. Louis, Mo.San Antonio, Tex.

-4-

fes

44,

Selection of ems for the 'final formsof the eight.cognit,ive testswas'perforiced"th ough statistical analysis,of the data gathered in the ,

first field administration. For each of the.160.0 items, its difficultyand its Correlation with total score over all items of the sante contenttype.were calculated.' The Difficulty,Index (pc) was defined as thC.--proportion of examinees chooSingthe correct response to'each item,corrected for chance sUccess. 'The proportion of examinees chooqwg

'each - incorrect afterns:

tive was also calculated.' The item-t,est correla-tion (rit) was ted as the point-biserial correlation (Epb)/betweenelfeaCk item and tptal score oh the test t6 slhich the item belOn ied, uncor-rected for common'elements. For.thip-purpbse the dichotomous 'variablewas the correct alternative; analogous ?it's were al'so comp ed for each

..

incorrect alternative. .

.0

To implement item selection, all items in a content area weredistributed according to difficult' value; then the rit values Wereexamined. In general', an item was seActed if it satisfied a place in 'the target difficulty pattein, head a high rit, had no .2c for a wrongchoice higher than that of the correct choice, and the rit for thecorrect choice'was substantially highter'than that of any wrong choice. .

Table 2 shows the distribution 4 item difficulties for each of thecognitiveognitive tests, along with the target difficulty pattern toward

0 which the batte ?y was designed. .

Table 3 compares the mean item diffidulty levels and mean rit's'.4 for three forms of the ASVAB: Examination of the pc's shows Forms

and 3 to have Overcome:the primary problems experienced with Form 1;namely (1) the extreme test -to ;test' variability,in difficulty and (2)the observation that Word Knowledge 1 wesjust too easy" By compari-son, tic) two tests of Foims 2 and 3 are more than three percentagepoints different in mean item difficulty, and that difficuLry.value isat a more appropriate :level. than foun4 in Form /1.

!... -

The rit's present a somewhat less decisive picture. Though these'values are -satisfactorily high for ASVAB and 3, they appear in somecases to be not as high as for ASVAB 1. This difference should not beanstrued as indicating a deficiency of orms 2 and 3, however, becauseASVAB 2 and 1 coefficients were computed on 'the basis of the 50-itempools of the item analySis samples.. Ha the items in these pools werelater rejected, partly on the basis unacceptably low rit.l.au. config-

uring the finer forms for ASVAB 2.and 5: TherefOre, the mean rit's forthe final versions of ASVAB 2 and 3 would necessarily be higher thanapse reported in Table,3, and they probably exceed the values shown forASVAB 1 in the table.

2Using the formula 11s = n -1 where p is the uncorrected proportiOn.ofn7

correct answerlopand n is the number of alternatives® per item

Table 2

TEST FREQUENCY DISTRIBUTIONS OF FORM 2 AND FORM 3 ITEMS

Adex Difficultyiculty WK AR TK SP MC SI Al AI EI Target '

Index (ic)a 2 3 2 3 2 3 2 3 2 3 2 '3 3 ,2 , .Distribution

\\,

95-99 00 01 , 2 2, 00 0 0 01 22 0 0 ''''.2, ' , 0 . ,'1

90-9+ 44 4 3 2'2 'I.' 4, 33 3 3 1 1, 4'4 2"

84.89 13., k3 3 *3.3 '.2, 2 4 4 2 1 3 4 11

1

73.83 33 3,3. 3 3 4 4 33 4 5 4 ,3' 4 4

6o-72,. ., '3 3 3.3 33 ,."3 3 I, 33 3 3

1

3 3, I 3

40.59 3 '3 3 3 3' 3 '3 3, '3 3 '3 3

')

3 3

.

3 4

o1

20.39 343 43 3 3 3 3 ce, 3 3 '3 3 3' 3 '4 4 3

or-19 5 4 3 4 5 4 . 4 4 44 43 4 4 3,.3.

3

,

,

00,06 120° 2 2 . 12 22 2 2 2 :3 22 . 2 3

Note. WK Word Knowledge

'AR Arithmetic Reasoning'

TK Tool Knowledge

SP Space Perception

MC Mechanical Corniprehension"

SI Shop Information'

Al Automotive Information

El Electronics Information

aThese inters

shown.

16

s re the same as those adopted in development of ASVAB1. For a discussion see Bayroff and Fuchs1970, where the standard score equivalents are also

t,,.

Table 3

MEAN ITEM DIFFICULTY AND HOMOGENEITY (rit) IN. THREE FORMS OF ASVAB

TestForm 1 ForM 2' Form 3

pc rit fcc rit pc rit

,

*Word,Knowledge : .68.1 .: .632 54:8 .581 54..5 .582Arithmetic Reasoning 55.6' -.:' .558 55.2 .26 55.2 .526.Tool- Knowledie. 49:0 . .434 55.2 .438 ' 55.2 .446Space Perception 48.3 , .450 55.6 .445 54.9 .410Medhanical Comprehen.'. 46.7 .421 54.1._ .4,60. 53.9 .447

.

Shop.Information.46.2\.447 'x 53-.e2 .338- 53.4 _y402r---'Automotive Info. 42.4 .517 55.2 # .438 55.4 .447

ElectrOnice Info,? . °49.0 .473 52.6 .' .423 52.9 .417

SECOND FIELD ADMINISTRATION--STANDARDIZATION

Upon construction of the final forms of ASVAB 2.and 3 (Table 4 shOwt_test order and time .allowed far each'test) a second field administraiionwas performed to standardiZe ttie nstrUments, i.e., to defermine standardsnores and percentile equiValentsto raw scores. This effort w s carriedout by administering each form of the battlry to approximately 120 youngmen in September 1971. r These individuals ere tested at thirteen A:FEESlocations (TabLe 5), representing allNive recruitJng region's. The ma-jority of the tOtai sample consisted of Selective Service .registrantsreporting-for pre-induCtion processing; the remainder xgerltapplicants forenlistment. COdidates for. all military services wereirePkeeented'in thesample; all th6,0* included werenon-Ftior service personnel. Virtually

wall examinees were either 18 or-I9 years ofage, 80% had completed 10 to13-years of education, and 15.5% were black:

Table 4ADMINISTRATION ORDER AND TIME ALLOWED FOR ASVAB FORMS' 2 AND'3

Testa Time Allowed in Minutest'

r.:18 Coding Speed.. (CS1 7

2; Word Knowledge (WrK) 10

3. .ArithmeticReasoning (AR) 25

4.' Tool Knowildge (TK.). 'A., 105. Space Perception (SP) .156. Mechanical Comprehention MC, 13

7. Shop Information (SI) cl 10

8. AutoMotive Information (AI) 10

9. Electronics'InformationEI) 10

-

Total 9 rests 1- h 52 min.111

A

°Coding $peed has 100 items.'All others, 25 itemsbCoding Speed is a true speed test. All others are, power tests with administrative time limits

- 7 41 8.

Table 5

STANDARDIZA4ION 'DATA COLLECTION AFEES SITES, SEPTEMBER_ 1971

Baltimore,.. MarylandCleveland,'OhioDetroit, MIchiganFt.'Hamiltan, New YorkJaciponville, FloridaKa0aSICity,IlissouriLos Angels, California"

Montgomery., ,AlabamaOakland, California AOklahoma City, Oklandma

PenhsylvaniaPittsburgh PennSyl aniaSt. Louis, issou

The standardization data collection procedure was arranged accordingto a counterbalanced design. The AFQT was necessary in order to strati-fy the standardization sample to conform to the moSilization population.Since there were two forms of theASVAB, four subgroups were defined asfollows:

oe'

n (approx.) Test sequence

600 ASVAB.2--AFRT -77or 7-8

Subgroup

A

B

C

D

owl600 . AFQT-7 or - 8- -ASVAB 2I'Ll'I'.

600 ASVAB. 3-7AFQT -7 or -8

600 AFQT -7 or -p --ASVAB 3

Any other operational tests were administered after both the ASVABand AFQT had been administered.

w

At this time, a second group, of approximately(500.examinpes, wasutilized to determine the equivalence of the counterP-art te is of tihe.,%.two ASVAB-forms. For thistroup, ASVAB 2 and 3 were each di ided intloapproximately half-length sections. Section 1 of each form c nqgisted ofthe first four tests of the battery (CS, WIC, Ar, and TK), Section 2 ofthe last five tests (SP, MC, SI, AI, and El). Each exauiinee received

one section of each ASVAB,--that is, two half-batteries--in counter-balanced sequence in the following breakaown.:

)

Test Sequence,

Sec. 1--ASVAB' 3, Sec.

Sec.

Sec.

Sec. 2 - VAB 2, Sec. 2

Subgrlia n (apkox.)

E 125 ° ASVAB 2,

F 125 ASVAB 3,

G 125 ASVAB 2,

H 125 ASVAB 3 ,

1--ASVAB 2,, Sec.

2-- -ASVAB 3y SeC. 2

This ASVAB testing was done after the operational T had beenadministered%but before any other testing'. No:examinee participatedin MorethanShe of the above subgroups A throleH.

r

18

Norms for ASVAB 2 and 3 were calibr'ated on the basWar II mobilization population, according to the equipSubgroups A through D were stratified in terms .of scor7C and 8C,.then.operational. Subsamples 1 and 2 weresubsamples 3 a yielding two stratified samples frOpopulatiod,each o 1250 cases, 125 per decile, one foranother for Form

e of e Worldrcentile tho .

3

s.on'AFQT Formsmaned, as were .

.

the mobilizationASVAB Form 2 and

The next steps were to derive percentile and standard score equiva-°e.lents to each test raw score, as well as AFQT percentile equivalents ofthe sum of'raw scores on the WK, AR, TK, and SP tests. Frequency dis-tributions of raw scores 4 were prepared for each ASVAB 2 and 3 testseparately, and for each test when ASVAB 2 and 3 were combined. For each,iesti- the conversions for Form 2 were compared With those for Form 3,revealing negligible differences. It wastherefore decided that a

tsingle conversion table, based on a combination of Forms 2 and.3, couldbe utilized.

a

RELIABILITY OP-FORMS 2 AND 3

The final step in the development of ASVAB 2 and 3 was estimation ofthe reliability of the respective tests. For this purpose, the data ofsubgroups E through H were utilized. Table 6: presents .coefficients of \Lequivalence and internal consistency for each test of the battery. :These

coefficients seem reasonably high for.tests.of only 25 items. As maybe noted, six of the_ nine tests exhibit equivalence coefficients ofthe order of ,.80 or higher, with-only the Shop Information test fallingbelow .70. Why the Shop Information test yielded -the lowest equivalencecoefficients is not apparent, especially since its internal consistencycoefficients are of comparable' magnitude to the rest of the set.

RELATIONSHIPS WITH RACE AND EDUCATION

Slightly mere than'15% of the standardizatiranging between 13.5% and 17.2% in the four sub8 present the interearrelations of all testsas their correlation6 with educ'ational levelintercorrelatiOns are of intermediate, magnitud.test jCoding Speed).being-most independent of

1

n sample.wereamples.. .Tables 7 andthe battery, as we4

nd race.. erally, the, thewallitualmotor.'

the restof(the bat

.

3A good discussion of the equipercentile method can be found inCrcinbach, L. G. Essentials of Psychological4eeting, 3rd editionHarper and Row, 1970, pp. 111-112. , .

.

..

. .. . .

4Alipower test raw scores were computed utilizing the standardI correction for chance sucCe'es with four response alternatives.

The range of.cort-elation coefficient; with race is .from 0.32, SpacePerceftion in Form 2, to 0.53, Electronics Information in' For3.general, correlation is sower for those 'tests Whidh are noldbal, suchas Spage.Perception:or Tool Knowledge. Also noticeable is intercor-.relation of race with educatiOn, which is 'in the low 0.2.0's range. Wheneducation level partialled out:, these cbrrelations with race reducefrom 3.to.7,cOrrelation.Points to es of .27 (SP in Form 2). to .48(ET, in Forte

Table. 6

ASVAB RELIABILITY:COEFFICIENTS OF EQUIVALENCE AND INTERNAL CONSISTENCY FOR EACH TEST

Test Equivalence'

.Internal COnsistencyb

Form 2 Form

Coding Speed .83 .86 Not APplicabre-Wora Knowledge .0' '.80 : .85, ..87 :86Arithmetic Reasoning .81 .86 .87 .86.

Tool Knowledge -' ..79 .76= .78 .80.Space Perception .82 ..84 .84 ,.83'Mechanical 'Comprehension .77 .73 .83 .83--Shoi). Infortation '.67, .65 81 .82 ...81

4.-..

Automotive Information, .75 .74 .85 .88"

EleCtronics Infortation .80 " .79 -.$3 . ..82

a Corielation +pc Form 2 and Form 3, in two subsamples, Form 2 administered frist in one (N = 250), Form 3 administeredfirst in the other (n = 250 }.

Utilizing Kuder-Richardson Formula 20, n = 600, each form.

\\ Table 7

ASVAB-2 MEANS, STANDARD DEVIATIONS, AND INTERCORRELATIONS

"(Stratified N = 610)

I

Test Mean SD

CS raw

WK raw'

AR raw

TK raw

SP raw

MC raw

1 SI raw

" AI raw

EI raw

AFf 4T

AV 3T

AFQT 7-

VE of

AR of

SR of

PA of'

RACE (B

ED YEAR

41.58

13;92

13.97

14.34,

14.15

13.85

14.31

14.89

13.89

rawa 56.58

rawb

42.04

PCTI! 49.35

QT 7-8 raw'16.67

QT 7.8 raw 14.80

QT 7.8 raw 14.09

QT 7.8 raw 13.95

ack-White)

12.17

ASVAB 2

CS' WK AR TK SP 'MC S AI EI

APQT

15.33

6.19 58

6.49 56 72

5.33

6.52

5.64

5038

5.61

5.73

19.66

16..57

25.4, 2 ,74

7.22 6 85

7.42 57 75

5.83. 24 37

7.38 4o 53

44 49

1.85 45 52

27 38

39 58

45 67

3? 50

35 47

44 64

56 84

58' 88'

36

62 50 1111

68. 58 69

5o 69 56 71

49 62 46 67 '76

61 58 61 73 69 69

85 67 84 82 69 63 76

go 47 84 78.. 6o 55 71 97

77 57 77 78 64 59 74 89 88

71 , 36 56 66 5o 48 64 78 81, 8o

85 36 61' 67 51 49 63 81' 84 85 78

37 72 48 6o 7o 7o 61 59 47 64 37 40

58 47 79, 65 51 4e, 56 74 .73 83 64 59 49

46 38 32 49 41 46 48 51 49 49 59 48 41 32

48 18 33 38 19 18. 36 48 51 47 48 '48 15 33 22.

A

Tb 'itTc'VE AR SM. PA RACE .

, I

Note. Decimal points omitted from r's

8AFOT besed on 4 ASVADTests MK, AR, TK, SP)

bAFQT basedion 3 ASVAB Test (WK, AR, SP)

Me operational AFOT

4

23

Table 8

ASVAB-3 MEANS,.,STANDARD,DEVIATIONS, AND INTERCORRELATIONS

(Stratified N = 610)

Test

ASVAB 3 AFQT

Mean SD CS WK AR --TK SP ME' SI AI EIb

PCT

c

VE AR SM PA RACE

rt

CS raw , 400 14.33

A raw '' ,,,,

13.83 5,86 56

AR. raw ., 13.76 6,25 59 74

TR raw 15.20 5.35 28 29 36 i

SP raw 13.92: 5.81 1 48 57 51

MC raw,

",14.26 \\ 5.52, 46 64. 69 50 704

SI\Taw\ 5.37 40 51 56 66 56 69

Al raw.' *34 \\ 6.26 39 46 '52' 63 50 6377EI raw .13* \5.37 42 57 58 53 53 68 69, 67

AFQT, 4T ;awl, 56.1, 184 59 80 86 67 81 80 72' 66 70

AFQT 3T raw 4,;,.5n 15.152 61 .86 91 47. 79 9 64 58 65' 97

AFQT 7.8 PCTLc . 49.40 ':27'.81 53 70 75 58 70 7 69 64 66 87 841

VE of ANT 7-8 raw 16.52 56 82 73 36 51 66 56 52., '63 78 81 79

AR of AFQT.7-8 raw 15.02 7..32 60 12 81 40 57 70 62 ,55 60 80 82 86 78

Sig of ANT /-8 raw ' 14.51 5.83 21 29 34 69 46 52 63 :65 74'9 55 42 67 37 41

PA of AFQT 7.8 raw 13.59 7.13, 41 44 54 49 69 62 50 44 47 69 65 83 51 63 50. .

RACE (Black-White) 7 -- -- 39 49 46 40 33 45.45 50 53' 53 50 48 50 47., 43 30

ED-YEARS 12;61 1.74 50 55 58 18 36 45 38 34 , 43 .54 55' 52 , 56 55 .,21 57 25

Note, Decimal points omitted from r%

aARIT based on 4 ASVAB Tests IWK, AR, TK, SP)

bARIT based on 3 ASVAB Tests IWK, AR, SP)

e

cThe operational AFQT

25

. CONCLUSION '\\

e c bjective in developing ASVAB 2 arid 3 was,. s atated at the be-gintUnhg of this paper, to produce tWo par411e1 fo s which would be.

comparable but psychometriCaily superiOr'to the ormjhenjn use in ihe,high achoo,1§. From the standpo.int of covdrage of the required mange ofdifficulty, internal consistency, equivalency of both forms, and rela-'fionship among the component tests, fol-ms 2 and 3 of the ASVAB met thisobjective. They can-be regarded as high-quality instruments fully.suitable far use in counseling'high schopl students as well.as inscreening and clssifying-them, Where appropriate, for entry:into the'.Armed Servisi.

a.

O

a

a

r.

'DISTRIBUTION

IS

OASO (M &RA)2 HQDA (DAMICSI)1 HODA (CAPE-PIM1. HQDA IDAMA-AR)1 HODA IDAPE-HRE-P0)1 HODA ISGRDID)1 HODA (DAMIDOT-C)

' 1 HQDA (DAPCPMZA)1 HODA1 HODA IDAPHRE)1 HODA (DAPEMPO-C)1 HCIDA4DAPk-OW)1 HQDA IDAPE-HRL)1 HODA ;CAPE-CPS/1 HODA IDAFDMFAI1 HODA (DARD-ARS-P) . ,

-1 HQDA (DAPC-PAS-A).1.1413DAIDUSA-OR)1 HODA (DAMOR0R)1.1106A (DASG)

- 1 HODA (DA10-101)1 Chief; Consult Div (DA-CITSG), Adelphi, MD

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ARI Distribution List

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Vic41:DopCdf

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/..Of

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Psychologische Zaken, The Hague, Netherlands

a

:

4