document resume ce 005 699 weinberger, elizabeth · 2014. 1. 27. · document resume ed 115 861 ce...
TRANSCRIPT
DOCUMENT RESUME
ED 115 861 CE 005 699
AUTHOR Weinberger, ElizabethTITLE The Input and Process Batteries for MISOE [Management
Information System for Occupational Education] SampleData Systems.
INSTITUTION Management and Information System for OccupationalEducation, Winchester, Hass.
SPOTS AGENCY Massachusetts State Dept. of Education, Boston. Div.of Occupational Education.
NOTE 127p.; Table 1 in Appendix 6 deleted because it willnot reproduce; Survey of Personal Values deletedbecause it is copyrighted; The document includes someof the questionnaires referred to in CE 005 698; Forrelated documents, see ED 062 553; ED 068 646-647; ED072 225; ED 072 228; ED 072 303-304; CE 005 687-727;Attachment 7 referred to in this document isavailable as CE 005 700
EDRS PRICE NF -$0.76 HC-$6.97 Plus PostageDESCRIPTORS *Data Collection; *Data Sheets; Demonstration
Projects; Electronic Data Processing; *ManagementInformation Systems; Measurement Techniques;Questionnaires; State Programs; Testing; *Vocational'Education
IDENTIriERS Management Information System Occupational Educa;MISOE
ABSTRACTThe document contains optical scannable fortis for
some of the instruments in the Input and Process Batteries, andguidelines for adainistration of the instruments in the InputBatteries of the Management Information System for OccupationalEducation (MISOE) Sample Data Systems. Input information describesthe characteristics of the students at entry point into the program.Process information describes components of the planned educationalprocess. The forms include: the cover sheet, student masteridentification fora, Planning Activities Sheet (P.A.S.T.A.),Massachusetts Pupil Inventory (M.P.I.), Massachusetts Adult LevelPupil Inventory (M.A.L.P.I.), Prograa Questionnaire, School SentiaentIndex (S.S.I.), Survey of Study Habits and Attitudes, Teacher andAdminstrator Master Identification Form, Survey of InterpersonalValues, Massachusetts Occupational Education Teacher Survey and Imageof Vocational Education Survey (M.O.E.T.S.), Attitudes TowardVocational Education in High School, Teacher Opinionaire,Massachusetts Administrator Inventory, and Student MasterIdentification fins update. Detailed guidelines for theadministration of the two Input Batteries describe the type ofstudents each is to be administered to, room requirements, proctors,students, distribution and collection of test materials, necessarysupplies, and scheduling. A final section outlines the cost ofadministering the Input and Process Batteries. (Author/MS)
Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes everyeffort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects thequality of the microfiche and herdcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS).EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made fromthe original.
THE INPUT AND PROCESS BATTERIES
FOR
MISOE SAMPLE DATA SYSTEMS
U,S. DEPARTMENT OPHEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OF
EDUCATIONTHIS DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSONpR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY
Elizabeth WeinbergerResearch AssociateManagement Information System for Occupational Education
2
Introduction
Appendix 1
Appendix 11
able of Contents
Opscan Forms
Guidelines for Administration of
Input Batteries 1 and 2
Appendix 111 Guidelines for Assemblage of the
Input Battery
Appendix 1V Input Battery 1 -
Appendix V Input Battery 11 -
Appendix VI
Guidelines forAdministration
Guidelines forAdministration
Cost of Administering Batteries
APPENDIX 1
OPSCAN FORMS
FOR
INPUT AND PROCESS BATTERIES
NOTE: Attachment VII describes process for establishing data entry systemto format Basic MISOE Data Fil3 from these Optical Scannable Forms.
4
COVER SHEET
Print one -dingle -sided formwith shading as indicated
Press Run=65,000ColortScarlet
Corner Cut #3
I
Dark Mark Coding and Serial Numbering InstructionsThere are several different groups of numbering and marking requiredwithin the total press run of 65,000; as indicates below:
Grou Total # Sheets Starting # Final #
1 10,825 00001 10825
2 * 4,175 10826 15000
3 850 20001 20850
4 1,700 20001. 21700
5 750, 20001 20750
6 100 20751 20850
7 6,540 00001 06450
8 6,540 00001 06540
, 9 15,000 00001 15000
10 ** 15,000 00001 1500061,480
*These groups haVe to be collated and corner tacked with identicallyDMC's and serial numbered "STUDENT MASTER IDENIFICATION FORMS".
**Separate this group of cover sheets and hold for collation with formto arrive in second half of order.
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OCCOPATICNAL auciviao STUDENTS - DO NOT MAP: ABOVE1HIS LIDE
1. What is your sex?
Male
Female
2. Mow old were you on September 1 of this school year?
14 oryounger 15 16 17 18 19 20-25 26-30 31-40
. What school grade are you in now?
9 10 11 12 13 14 Adult EducationProgram
4. Which of the following best describes you?
White
Black, Negro, Afro-American
American Indian
Oriental
Other
10111111tell ON 1.1.10A.
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PAGES c" OF THIS DOCUMENT WERE mu:opPRIOR TO ITS BEING SUBMITTaD TO THE ERIC DOCUMENTREPRODUCTION SERVICE BECAUSE THE MATERIAL ISCOPYRIGHTED.
8
PLANNING ACTIVITIES SHEET (PA.S
Fill in the appropriate number of planning hours inprovided for each category - one number to a columnexample given). Then blacken completely the box coto the number just entered in each column. Use a #2
To begin:* ENTER NUMBER_OF DAYS ABSENT THIS WEEK 0 1 2 3 4 5
and then rotate this sheet.
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MASSACHUaTTS PUilL l'*-4V1:11T6RY
Blacken the box next to the most appropriate answer.
PART A
The following questions involve factsabout you and your background.
1. Where did you live for most of the timewhile you were growing up?
On a farm.
In a small town.
In a medium-sized town orcity".
In a suburb of a large city.
In a large city.
2. What is your current marital status?
Single
Married
Separated
Widowed
Divorced
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0 r-I 04 C') ul ts:i W C +
r--1 C-1 Cr) it, tb t--t7 r1 (.4 Uii, N W
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5. How many persons rely on you to providemost of their support? (1h not includeyourself.)
None 1
3-5 6-9
2
10 or more
6. How often do you speak a language otherthan English outside of school?
3. Where were each of your natural parents PART Bborn? (MARK ONE ANSWER IN EACH COLUMN)
Father Mother
In the continental UnitedStates of America.In a United States territorysuch as Puerto Picoor the Virgin Islands.
Outside of the USA or any ofits territorial possessions
A lot of the time
Sometimes
Hardly ever
Never
This group of questions concerns youreducational background.
7. Are you currently enrolled in anoccupational education program? (Thatis, a vocational or technical educationprogram.)
Yes.-4(If yes, skip to Question 10)
No.
4. Which statement is most true of you atthis time?
8. Are you planning on enrolling in anoccupational education program?
Completely self-,supporting
Somewhat self-supporting
Contribute very little ornothing to my support
10CONTINUE TO NEXT COLUMN
VP/4110RP IN 11,111.A.
Yes. --)(If yes, skip to Question 100
No.
TURN SHEET OVER AND CONTINUE
8 Os 2166 k AVOW tr-211LATIfloo
9. What is the one major reason thatyou did not or will not enroll in anoccupational education program?
My parents advised against it.
My teacher(s)/guidance counselorsadvised against it.I didn't think much of thestudents enrolled in it.I.didn't think much of itseducational quality.Most people don't thinkmuch of it.It doesn't prepare you forcollege.It's too specialized.
The program I wanted to enroll-in was not offered.There was not enough room.
Answer Question 10 only if you are now inan occupational education program.Otherwise, skip to Question, 11.
10. Why did you enter the occupationaleducation program that you are nowenrolled in?
My choice.
Assigned to it.
11. In which extracurricular schoolactivities did you participate lastyear? (Check as many as apply;leave blank if none).
School Athletic Team
Student Government
School Newspaper or Magazine
School Club (such as the DramaClub, Film Club, etc.)
School Orchestra, Band or Chorus
Other
11CONTINUE IN NEXT COLUMN
2 vrinwrawmrporpompormine,r4 o t u 0,
C) r4 04 VI zt- Ul c$
tD r4 Cl c .4- tty o t--o CV el 4, in VD pi0 r4 C.4 C9 ttl to V- Cu C4
111.sird......112. How many days were you absent from
school last year for each of. thereasons listed below? (MARK ORE INEACH ROW.)
None 1-3 4-14 15 or moreIllness
Bored withschoolOut-of-SchoolInterests
Other
13. Last year, about how many hours aweek did you work for pay during theschool year? (Do not include choresaround your own home.)
None 1-5 6-10 11-15 16-20 21 or more
14. Did you want to talk to a guidancecounselor last year?
Yes No
15. About how many times did you actuallytalk to a guidance counselor last year?
Never Once 2-3 4-5 6 or more
16. How many different schools have youattended since first grade?
Less than 3 3-5 6-7 8 or more
17. How much school or training do youwant to have?
Do not want to finish high school.
Finish high school only.
-Complete a post-secondary technical,nursing or business program.Some college training, but less than4 years.Graduate from a four year college.
Professional (e.g. medical school) orgraduate school after college.
GO ON TO SIDE 3 - QUESTION #18.
M.P.I.-ide 3
18. Which occupation(s) listed below Lest describe th type 1:orl
54ace
e. of"0 CA V9
VA C4
r-4
C.) 4.4 el tf,)
ci C.11 Cf)
it) CAD (-77,
(1)
t--,> CO 0)
Lk) i tz-, CO 05
that you would like to do afters you finii our schcolitg:
You may only choose up to 3 types of werk. Pilrlee thk 1
ntrt:,sp_ss22,xisas-i--hi,,, :the ;r2 ci lee to 17/Ice sec chice,if any, Ith-11-(,acL2,._,L11111,.../ at1r.-.-t-1:t1ri.Ts if any. Youshould not blacken more than three spaces on this page.
1 2 3 Accountant 1 2 3 Insurance Agent/Broker
1 2 3 Advertising Worker 1 2 3 Interior Decorator
1 2 3 Agricultural Worker 1 2 3 Janitor/Custodial Worker
1 2 3 Airplane Pilot 1 2 3 Jeweler
1 2 3 Airline Stewardess 1 2 3 Journalist
1 2 3 Architect 1 2 3 Laboratory Assistant/Technician
1 2 3 Artist 1 2 3 Lawyer
1 2 3 Auto Body Repairman 1 2 3 Librarian
1 2 3 Automotive Mechanic 1 2 3 Locksmith
1 2 3 Baker 1 2 3 Machinist
1 2 3 Banker 1 2 3 Maid1 2 3 Bank Teller 1 2 3 Mailman/Postal Worker1 2 3 Barber/Peautician/Cosmetologist 1 2 3 Mathematician1 2 3 Bookkeeper 1 2 3 Mechanic1 2 3 Bricklayer/Mason 1 2 3 Metal Worker1 2 3 Building Contractor 1 2 3 Metallurgist1 2 3 Building Inspector 12 3 Musician1 2 3 Building Painter 1 2 3 Nurse1 2 3 Butcher 1 2 3 Nurse's Assistant1 2 3 Buyer for Department Store 1 2 3 Office Machine Operator1 2 3 Carpenter/Woodworker 1 2 3 Pharmacist1 2 3 Cashier 1 2 3 Plastics Worker
1 2 3 Chauffeur 1 2 3 Plumber/Pipefitter
1 2 3 Child Care Worker 1 2 3 Police Officer1 2 3 Clothes Designer or Maker 1 2 3 Printer/Typesetter
1-2 3 Commercial Artist 1 2 3 Professor
1 2 3 Computer Programmer 1 2 3 Pbychologist
1 2 3 Construction/Maintenance 1 2 3 Radio/T.7. Repairman
1 2 3 Cook/Chef/Caterer 1 2 3 Realtor
1 2 3 Dentist 1 2 3 Receptionist
1 2 3 Dentist's or Doctor's Assistant 1 2 3 Religious Worker
1 2 3 Dental qgienist/Technician 1 2 3 Restaurant cwner/Manager
1 2 3 Dietician 1 2 3 Retail Store Owner/Manager
1 2 3 Doctor 1 2 3 Salesman
1 2 3 Draftsman 1 2 3 Scientist
1 2 3 Driver of taxis/buses/trucks 1 2 3 Secretary/Stenographer/Typist
1 2 3 Drycleaning Worker 1 2 3 Shoemaker/Leather Worker
1 2 3 Economist 1 2 3 Soldier/Sailor, etc.
1 2 3 Electrician 1 2 3 Surveyor
1 2 3 Electronic Technician 1 2 3 Taxidermist
1 2 3 Engineer 1 2 3 Teacher
1 2 3 Factory Worker 1 2 3 Telephone Lineman
1 2 3 rarmer 1 2 3 Telephone Operator
1 2 3 Firefighter 1 2 3 Textile Worker
1 2 3 Florist 1 2 3 Therapist
1 2 3 Food Services Worker 1 2 3 Tool and Die Maker
1 23 Game Warden 1 2 3 Undertaker
1 2 3 Gardener 1 2 3 Upholsterer
1 23 General Office Worker 1 2 3 Veterinarian
1 2 3 Guard/Watchman, etc. 1 2 3 Waiter/Waitress
1 23 Historian 1 2 3 Watchmaker
1 2 3
1 2 3
Home EconomistHorticulturist
11
2
2
3
3
WelderX-ray Technician 12
1 2 3 Hotel Manager or Owner 1 2 3 Other
1 2 3 Housewife TUFT SHEET OVER AND CONTINUE
I0L'
H.P.1.-Side 4
These questions concern the houSeholdin which you live now.
,
:18. Are yo4 currently living in theYhousehold:ofyOur_parents or guardians?
Ye S:, No
20. Including yourself, how many people usuallylive in the hOusehold in which you livenow?
1-2 3-4 5-8. 9-15 -16 or Pore
21. What is your hest estimate of the usualtotal yearly income of the household inwhich-you live now?
Less than $3,000
$3,000-$4,999
$5,00047,999
$8,000-$12,999
813,000419,999
$20,000-$29,999
$30,000-$39,999
$40,000 or more
22. Which of the following besip describes theusual money situation in the household inwhich you live now?
Barely able to make a living
Have the minimum necessities
Comfortable
Wealthy
23. Estimate the number of magazines regularlygotten in the household in which you live
now.
r0 r.:1 N4 CA LA LO N.,, CO cr,
0 I-I 0.4 CO to LO N. CO 01
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01-INICA LAUD NO301
24. Estimate the number of books presentin the household in which you live.
None
1 or 2,
3 or 4
or 6
(7 or more
None or very few (0-9)
A few (10-24)
One bookcase full (25-99)
Two bookcases full (100-249)
Three bookcases full (250-500)
A room full-a library(501 or more)
25. Which of the following best describesthe building in which you live now?
A one-family house
A two-family house
A small_apartment house(3-4 families)
A large apartment house(5 families or more)
A rooming house, hotel, ortrailer
Other
26. Indicate the number of individual rooms(including bedrooms, bathrooms, kitchenliving room, dining room, recreationroom, enclosed porch, etc.) in thehousehold in which you live now.
13
2
4
.6
7-15
16-20
21 or more
GO ON TO NEXT PAGE
M.P.I.-Side 5
27. The following list of items are ',thingsthat might be present in a household.Place a check next to each item present inthe household in which you live now.(MARK AS MANY AS APPLY)
Black & white television set
Color television set
Telephone
Record player, HiFi, or Stereo
Dishwasher
Dictionary
Encyclopedia
Vacuum cleaner
Daily newspaper
Automobile
These questions are about the householdin which you were raised and the peoplein that household.
28. During most of your school years, with'how many persons did you usually sharea bedroom at one time?
Number of personsNone 1 2 3 4 or more
29. During most of your school years, how oftendid you have a room at home where youCould read or study quietly?
Always Almost Some-
Always timesRarely Never
30. Did (does) anyone in your home speaka language other than English a lot of
''1.7 the time?
Yes No
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31. How many brothers and sisters, livingnow or not, clo you have altogether?Include stepbrothers and stepsistersand half brothers and half sisters,if any.
None-+Skip to Question' 36.1 2 3 4 5-8 9 or more
32. How many older brothers do you have?
None-Skip to Question 34.1 2 3 4 or more
33. How many of your older brothers...(MARK ONE IN EACH ROW; LEAVE ROWBLANK IF NONE APPLY).
Left high schoolbefore graduating?Graduated fromhigh school butdidn't go tocollege?Attended college?
34. How many older
1or more
sisters do you have?
None -*Skip to Question 36.
1 2 3 4 or more
35. How many of your older sisters...(MARK ONE IN EACH ROW; LEAVE ROWBLANK IF NONE APPLY).
12
1 2 3 4
or more
Left high schoolbefore graduating?Graduated fromhigh school butdidn't go tocollage?Attended college?
TURN SHEET OVER AND CONTINUE
pt,itt.2.2
M.P.I.-Side 6
PART Dr
The questions in this section concernyour life outside of school.
These questions mostly concern your goodfriends both.in and out of school.(That is, friends you are very close to ors end a lot of time with.)
OMIMMILMI.
36. About how many good friends do you have?
None-,,Skip to Question 38
1-2
3-5
6 or more
37. On the whole are most of your friends...
More than one year younger thanyou?Your age?
More than ore year older thanyou?
38. Compared to families of most other studentsin your high school, how wealthy...
Less The MoreThan Same as ThanMost Most Most
Is yourfamily?Are yourfriends'(if any)families?
39. How important is getting good grades toyou and most of your friends (if any)?(MARK ONLY ONE IN EACH COLUMN THAT APPLIES)
YourFriends
You (if any)
Very
Somewhat
-_Not at all
40. How smart are you in comparison withother students in your grade?
Among the smartest
Above average
Average
Below average
Among the least smart
41. How far in school do most of yourgood friends want to go?' (Or, if theyare out of school, how far have theygone?)
Do not want to finish high school.
13i200-MATRIX LAYOUT aa4 ^ Cot:. 1
Graduate from high school only.
Complete a post-secondarytechnical nursing or businessprogram.
Some college training but lessthan 4 years.Graduate from a 4-yr. college
Go to professional (e.g., medicalschool) or graduate schoolafter college.
My good friends all differso in how far they wantto go in school that Icannot answer this question.
The next group of questions concern yoursocial life and out-of-school activities.
42. How old were you when you first wentout on a date?
I have never had a date.12 or 17 or
younger 13 14 15 16 older
GO ON TO NEXT PAGE
2
M.P.I.-Side 7
43. on the average how often do you go outon dates?
NeverOnce a month or less.
Two or three times a month.Once a week.
Two or three times a week.More than three times a week.
44. On the average how many evenings a weekduring the school year do you usuallygo out for fun and recreation.
Less than oneOne
TwoThreeFour or fiveSix or seven
The next group of questions concernsyour relationships with members of yourfamily while you were growing up.
45. On the whole, how much did you have tosay about family decisions that involvedyou?
A great deal
Somewhat
Little or none
46. Most of the time while you were, growingu2, who acted as your father?
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My real father, who is livingat home
My real father, who is notliving at home
My adoptive father
My foster father
My stepfather
My grandfather
Another relative (uncle, etc.)
Another adult
No one
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22., who acted as your mother?
My real mother, who is livingat home
My real mother, who is notliving, at home
My adoptive mother
My foster mother
My stepmother
My grandmother
Another relative (aunt, etc.)
Another adult
No one
In your answers to the following questionsabout your parents, refer to the persons whoacted as your father and mother most ofthe time while you were growing up.
48. Which of your parents usually had thefinal say about things that involvedyou?- -disipline, staying out late,getting special privileges, etc.?
My father only
Mostly my father
My father and mother equally
Mostly my mother
My mother only
49. When you were growing up, did yourmother usually have have a job outsideyour home?
Yes, full time
Yes, part time
No
1(TURN PAGE OVER AND CONTINUE
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50. While you were growing up, what wasthe main occupation of each your fatherand mother? You will probably not findthe exact job listed, but check the onethat comes closest. If either parent wasretired or unemployed, nark the one thathe or she usually did. Mark only the mainjob if he or she worked in more than one.(MARK ONE IN EACH COLUMN.)
-; I )quI), vs,
50. (continued)
Father Mother
Skilled worker or foreman-such as baker, carpenter,electrician, enlisted manin the armed forces, mechanicplumber, plasterer, tailor,foreman in factory or mine,etc...
Technical-such as draftsman,surveyor, medical or dentaltechnician, etc...
Father Mother
Official-such as manufacturerofficer in'a large company,banker, government officialor inspector, etc...Manager-such as sales managerstore manager, office managerfactory supervisor, etc...
Proprietor_or owner-such asowner of a small business,wholesaler, retailer, contrac-tor, restaurant owner, etc...Semiskilled worker-such asfactory machine operator, busor cab driver, meat cutter,etc...Clerical Worker-such asbankteller, bookkeeper, salesclerk, office clerk, mailcarrier, messenger, etc...Service worker-such as barber,waiter, waitress, etc...Protective worker-such aspoliceman, detective, sherifffireman, etc...
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Workman or laborer-such asfactory or mine worker,fisherman, filling stationattendant, longshoreman, etc...Professional-such as account-ant, artist; clergyman, dentist,doctor, engineer, lawyer,librarian, scientist, teachecollege professor, socialworker, etc...Houiewife
Don't'know.
51. How far in school did each of yourparents go ?- (MARK ONE IN EACH COLUMN)
Father Mother
Salesman-such as real estateor insurance salestan, factoryrepresentative, etc...
Farm Or ranch manager orowner.farm worker
THIS QUESTION CONTINUES AT TOP OF NEXT COLUMN
None, or some grade school
Completed grade school'
Some high school, but didn't.graduateGraduated from high school
Technical or business schoolafter high schoolSome college, but less than4 years and not a junior collegegraduate
Graduated from a junior(2 yr.) college
Graduated from a 4 yr. college`
Attended graduate or professionalschool
52. What is your parents' marital status?
Married and living together
Married and not living together
Divorced
Does not apply
17GO ON TO NEXT PAGE
NONTRO IN U.I.A. 1 5 0$ -. (,,CIP011.41101i 4.40..4 .Mai
M.P.I.- Side 9
53. While you were growing up, wheredid\most of the money come fromthat\paid for your food, house, clothing?
ily father's work mainly
My_ other's work' mainly
My father and mother's workabout equally
) A social agency (e.g. welfare)
Sortie other source
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572 How close did you feel to each of--*1-your parents while growing up?Father Mother
54. While you were growing up, who wouldyou say was in charge of money mattersin your family?
Mostly my ,father
Mostly my mother
My mother and father equally
The following questions concern your re-lationship with each of your parents whileyou were growing up. SHARK ONE IN EACHCOLUMNTOR FATHER AND MOTHER).
55. How often did you and either your fatheror mother do things together that youboth enjoyed-like going to sporting eventsworking on things together,, going tomovies?
Father Mother
Extremely close
Quite close
Fairly close
Not at all close
58. How much do you want to be like'thekind of person each, of your parents is(or was)?
Father Mother
Very much like this parent.
Somewhat like this parent.
A little like this parent.
Not very much like thisparent.Not at all like this parent.
59. All in all, how strict were each ofyour parents with:you while youwere growing up?
Several times a week
About once a week
Once or twice a month
Less than once a month
56. Which statement best describes how-youfelt about how close you were to eachof your parents while you were growingup?Father Mother11!
Father Mother
I would have liked to havebeen closer.I was as close to thisparent as I wanted to be.
I was too crose to thiparent.
11u (GUT.
18
16
Extremely strict.
Very strict.
Moderately strict.
Not very strict.
Not strict at, all.
TURN THIS PAGE OVER AND CONTINUE
M.P.I.-Side 10
60. On the whole while you were growing up,how often did you feel free to disagreewith each of your parents?
Father Mother
\
if
61.--In genera., how much of the timewhile you were growing up did youobey each of your parents?
Always
Often
Sometimes
Seldom
Never
Father Mother
Almost always-
Often
Sometimes
Rarely
Never
These questions concern your parents'interest in your school work.
62. How good a student do you and each ofyour parents want you to be in school?(MARK ONE TN EACH COLUMN).
Motherrather I Yourself
One of the beststudents in my classAbove the middle ofthe classIn the middle of theclass
Just good enough toget byI dotlt know becausehe or she nevertalks ibout this
19
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63. How much education does each of yourparents want you to have?
Father Mother1..n..Does not care if I finishhigh school or not 'Wants me to finish highschool onlyWants me to go to technical,nursing or business schoolafter high school
Wants me to go to somecollege but less than4 years
Wants me to graduate froma -4 year college
Wants me to go to profes-sional or graduate schoolafter college
Don't know because he orshe never discussed it
He or she said it's up to me.
64, While you were growing up, how oftendid you and your parent(s) talkabout your school work?
Just about everyday
Once or twice6 week
Once or twice a month
Hardly ever
Never
65.- hid anyone at home read to you whenyou were small, before you startedto go to school?
No
Once in a While
Many times but not regularly
Many times and regularly
I don't remember
M.P.I.-Side 11
These questions involve some of youropinions at the current time.
66. People who accept their conditionin life are happier than those whotry to change things.
Agree
Not sure
Disagree
67. Good luck is more important thanhard work for success.
Agree
Not sure
Disagree
68. Every time I try to get aheadsomething or somebody stops me.
Agree
Not sure
Disagree
69. If a person is not successful inlife, it_ is his own fault.
Agree
Not sure
Disagree
70. Even with a good education, I willhave a hard time getting the rightkind of work.
Agree
Not sure
Disagree
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71. I would make any sacrifice to get
ahead in the world.Agree
Not sure
Disagree
72. If I could change, I would be someonedifferent from myself.
Agree
Not sure
Disagree
73. I sometimes feel that I just can'tlearn.
Agree
Not sure
Disagree
74. I would do better in school work ifteachers didn't go so fast.
Agree
Not sure
Disagree
75. People like me don't have much_of achance to be successful in life.
Agree
Not sure
Disagree
76. The tougher the job, the harder the work.
Agree
Not sure
Disagree
77. I am able to do many things well.
Agree
Not sure
Disagree18
Massachusetts Adult Level Pupil Inventory (M.A.L.P.I.)-Side 1
The following questions involve factl aboutyou and your background.
. How many grades of formal schooling haveyou successfully completed at the currenttime?
8 or less
9
10
11
12 (High SchoolGraduate)
13
14
15
16
more than 16
2. Where did you live for most of the timewhile you were growing up?
On a farm
In a small town
In .a medium-sized town or city
In a suburb of a large city
In a large city
3. What is your current marital status?
Single
Married for the first time
Remarried
Separated
Widowed
Divorced
4. Where were each of your natural parentsborn? (MARK ONE ANSWER IN EACH COLUMN.)
Father Mother
5 In the continental UnitedStates of AmericaIn a United States territorysuch as Puerto Pico or theVirgin Islands
Outside of the USA or any ofits territorial possessions
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5. Which statement is most true of you atthis time?
Completely self supporting.
Somewhat self supporting.
Contribute very little or nothing tomy support.
6. How many persons rely on you to providemost of their support? (Do not include
yourself).None 1 2 10 or more
7. How often do you speak a language otherthan English?
A lot of the time
Sometimes
Hardly ever
Never
PART B
This group of questions concern youreducational background.
8. Which of the following best describes theprogram that you were enrolled in whilein high school?
Vocational Education.--.(Skip toQuestion 10)
College Preparatory (Academic)
Non-College Preparatory (General)
Other
21 TURN THIS SHEET OVER AND CONTINUE
19titoiNtitt,
M.A.L.P.I.-Side 2
9. What was the one major reason that youdid not take TIT67 vocational education
curriculum in high school?
My parents advised against it.
My teacher(s), guidance counselorsadvised against it.I didn't think much of the* studentsenrolled in it.I didn't think much of its educa-tional quality.Most people don't think much of it.
It doesn't prepare you for college.
It's too specialized.
The program I wanted to enroll inwas not offered.There was not enough room for me.
10. In which extracurricular activities didyou participate while in high school?(Check as many as apply; leave blank ifnone apply.)
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Student Government
School Newspaper or Magazine
School Club (such as the DramaClub, Film Club, etc.)School orchestra, band or chorus
Other
11. Which statement best describes what youwere doing most of last year?
Full-time student.
111.itab wit. Sal .a lk
Employed on a job directly relatedto my current educational train-ing.
Employed on a job not directly re-lated to my current educationaltraining.
Unemployed.
In the armed forces
other2 2
1230 .1.1til LAYuLT 44 sp.* f,
M.A.L.P.I.-Side 3
12. Which occupation(s) listed below best describes the type of work 23that you would like to be doing three years from now? You may
only choose up to 3 types of work. Blacken the #1 space next to
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page.
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1 2 3 Insurance Agent/Broier1 2 3 Interior Decorator1 2 3 Janitor/Custodial Worker1 2 3 Jeweler1 2 3 Journalist1 2 3 Laboratory Assistant/Technician1 2 3 Lawyer1 2 3 Librarian1 2 3 Locksmith
1 2 3 Machinist
1 2 3 Maid1 2 3 Mailman/Postal Worker
1 2 3 Mathematician1 2 3 Mechanic1 2 3 Metal Worker1 2 3 Metallurgist1 2'3 Musician1 2 3 Nurse1 2 3 Nurse's Assistant1 2 3 Office Machine Operator1 2 3 Pharmacist1 2 3 Plastics Worker1 2 3 Plumber/Pipefitter1 2 3 Police Officer1 2 3 Printer/Typesetter1 2 3 Professor1 2 3 Psychologist1 2 3 Radio /T.V. Repairman
1 2 3 Realtor1 2 3 Receptionist1 2 3 Religious Worker1 2 3 Restaurant Owner/Manager1 2 3 Retail Store Owner/Manager
1 2.3 Salesman1 2 3 Scientist1 2 3 Secretary/Stenographer/Typist
1 2 3 Shoemaker/Leather Worker
1 2 3 Soldier/Sailor, etc.
1 2 3 Surveyor1 2 3 Taxidermist1 2 3 Teacher1 2 3 Telephone Lineman
1 2 3 Telephone Operator1 2 3 Textile Worker1 2 3 Therapist1 2 3 Tool and Die Maker1 2 3 Undertaker1 2 3 Upholsterer1 2 3 Veterinarian1 2 3 Waiter/Waitress1 2 3 Watchmaker1 2 3 Welder1 2 3 X-ray Technician
1 2 3 Other
your first choice, the #'2 space next to yourand the #3 space next to your third choice,not blacken more than three spaces on this
1 2 3 Accountant1 2 3 Advertising Worker1 2 3 Agricultural Worker1 2 3 Airplane Pilot1 2 3 Airline Stewardess1 2 3 Architect1 2 3 Artist1 2 3 Auto Body Repairman1 2 3 Automotive Mechanic1 2 3 Baker1 2 3 Banker1 2 3 Bank Teller1 2 3 Barber/Beautician/Cosmetologist1 2 3 Bookkeeper1 2 3 Bricklayer/Mason1 2 3 Building Constructor1 2 3 Building Inspector1 2 3 Building Painter1 2 3 Butcher1 2 3 Buyer for Department Store1 2 3 Carpenter/Woodworker1 2 3 Cashier1 2 3 Chauffeur1 2 3 Child Care Worker1 2 3 Clothes Designer or Maker1 2 3 Commercial Artist1 2 3 Computer Programmer1 2 3 Construction/Mainten ce Worker
1 2 3 Cook/Chef/Caterer1 2 3 Dentist1 2 3 Dentist's or Doctor's Assistant
1 2 3 Dental Hygienist/Technician1 2 3 Dietician1 2 3 Doctor1 2 3 Draftsman1 2 3 Driver of taxis/buses/trucks1 2 3 Drycleaning Worker1 2 3 Economist1 2 3 Electrician
1 2 3 Electronic Technician
1 2 3 Engineer1 2 3 Factory Worker1 2 3 Farmer1 2 3 Firefighter
FloristFood Services WorkerGame WardenGardenerGeneral Office WorkerGuard, Watchman, etc.HistorianHome EconomistHorticulturistHotel Manager or Owner
Housewife
31 3
1 2 31 2 31 2 31 2 31 2 31 2 3
1 2 3
1 2 31 2 3 2 4
TURN THIS SHEET OVER AND CONTINUE
PART C
M.A.L.P.I.-Side 4
These questions concern the household inwhich you live now..
13. Do you still live in your parents' orguardians' household? No Yes
14. Including yourself, how many peopleusually live in the household in whichyou live now?
1-2- 3-4 5-8 9-15 16 or more
15. What is your best estimatetotal yearly income of thewhich you live now?
LUbS than $3,000
$3,000 - $4,999
5,000 - $7,999
$8,000 - $12,999
$13,000 - $19,999
$20,000 - $29,999
$30,000 - $39,999
$40,000 or more
of the usualhousehold in
16. Which of the following best describes theusual money situation in the household inwhich you now live?
Barely able to make a living
Have the minimum necessities
Comfortable
Wealthy
17. Estimate the number of magazines regularygotten in the househ-old in which you livenow.
None
1 or 2
3 or 4
5 or 6
7 or more
25
ams A It i latiO
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18. Estimate the number of books presentin -the household in which you live now.
None or very few (0-9)
A few (10-24)
One bookcase full (25-99)
Two bookcases full (100 -249)
Three bookcases full (250-500)
A room full-a library(501 or more)
19. Which of the following best describesthe blinding in which you live now?
A one-family house
A two-family house
A small apartment house(3-4 families)
A large apartment house(5 families or more)
A rooming house, hotel ortrailer
Other
20. Indicate the number of individual rooms(including bedrooms, bathrooms, kitchen,living room, dining room, recreationroom, enclosed porch, etc.) in thehousehold in which you live now.
1
2
3
4
5
6
7-15
16-20
more than 20
GO ON TO NEXT PACE
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21. The following list of items are thingsthat might be present in a household.Place a check next to each item presentin the household in which you live now.(MARK AS MANY AS APPLY)
cri -
Black white television set
Color television set
Telephone
Record player, HiFi, or stereo
Dishwasher
Dictionary
Encyclopedia
Vacuum cleaner
Daily newspaper
Automobile
These questions are about the household inwhich you were raised and the people inthat household.
22. Which of the following best describes theusual money situation in the household inwhich you were raised?
Barely able to make a living
Had the minimum necessities
Comfortable
Wealthy
23. During most of your school years, withhow many perSons did you usually share abedroom at one time?
Number of persons
None 1 3 4 or more
24. During most of your school years, howoften did you have a room at home whereyou could read or study quietly?
Always Almost Some- RarelyAlways times
Never
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25. Did (does) anyone in your home speak alanguage other~ than English a lot ofthe time?
Yes
26. How many brothers and sisters livingnow or not, do you have altogether?Include stepbrothers and stepsistersand half brothers and half sisters,if any.
None.iSkip to Question 31.1 2 3 4 5-8 9 or more
27. How many older brothers do you have?
None--,Skip to Question 29.
1 2 2 4 or more
28. How many of yur older brothers...(MARK ONE IN EACH ROW; LEAVE RO BLANKIF NONE APPLY).
1 2
Left high schoolbefore graduating?Graduated fromhigh school butdidn't go tocollege?Attended college?
4 or more
29. How many older sisters do you have?
None.. .Skip to Question 31.1 2 3 4 or more
TURN PAGE OVER AND CONTINUE
23 Of 2966 1ir..:«rH.iir OPIVAL StAIIP
M.A.L.P.I.-Side 6xR
30. How many of your older sisters...
4 ar1 2 3 more
Left high schoolbefore graduating?Graduated from 34. How important` was getting good grades to
high school but" you and most of your friends?' (MARK ONE
didn't go to IN EACH COLUMN THAT APPLIES TO YOU.)
college? Your
Attended college? You Friends(4f Any)
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PART D
Thesequestions mostly concern your goodfriends both in and out of school. (That isfriends you were very close to or spent alot of time with.)
Very
Somewhat
Not at all
Don't remember
31. out how many good friends did you have 35. How smart were you in comparison with
while in high school? the other students in your high s'chool?
None *Skip to Question 33. Among the smartest
1-2 Above average
3-5 Average
6 or more Belot,' average
Don't remember Among the least smart.-
32. On the whole, were most of your friends... This next group -,of questions concerns your
relationships with members of your family
More than one Year younger than while zrowing up.
you?Your age? 36. On the whole, how much did you have to
say about family decisions that involved
More than one year older than you? you?
Don't remember I A great deal
33. Compared to families of most other Somewhat
students in your high school, how well-to-do was...(MARK ONE IN EACH ROW) Little or nothing
Less The MoreThan Same as Than Don't rememberMost Most Most
Your family?
Your friends'(if any)families?
I
27GO ON TO NEXT PAGE
M.A.L,P.I.-Side 7
37. Most of the time while you were growing up,who acted as your father?
MY real father, who was living athome.My real father, who was not livingat home.
My adoptive father.
My foster father.
My stepfather.
My grandfather.
Another relative (uncle, etc.)
Another_adult,
No one
38. Most of the time while you were growing up,who acted as your mother?
My real mother, whd was living athome.My real mother, who was not livingat home.
My adoptive mother.
My foster mother.
My stepmother.
My grandmother.
Another relative, (aunt, etc.)
Another adult.
No one.
In your answers to the following questionsabout your parents, refer to the personswho acted as your father and mother most ofthe time while you.were growing up.
39. Which of your parents usually had thefinal say about things that involvedyou? (discipline, staying out late, gettingspecial privileges, etc?)
My father only.
Mostly my father.
My father and mother equally.
Mostly my mother.
My mother only.
Don't remember.
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0. When you were in high school, did yourmother usually have a job outside of your
home?
Yes, full time.
Yes, part time.
No.
Don't remember.
2TURN'SHEET OVER AND
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CONTINUE
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M.A.L.P.I.-Side 8
41. FIlaqeyou were in high school, what wasthe-main occupation of your father andmother? You will probably not find theexact job listed, but check the one thatcomes closest. If either parent wasretired or unemployed, mark the one thathe or she usually did. Mark only themain job if he or she worked on more thanone. (MARK ONE TN EACH COLUMN)
Father Mother.
Skilled worker or foreman-_such as baker, carpenter,.electrician, enlisted man inthe armed forces, mechanic,plumber, plasterer, tailor,foreman in a factory or mine,
etc.
- ----Technical-such as draftsman,surveyor, medical or dentaltechnician, etc.
Official-such as manufacturer,officer-ip a large company,banker, government officialor inspector, etc.Manager7SUch as sales manager,store manager, factory.supervisor, etc.
Proprietor or owner -such asowner of a small business,wholesaler, retailer, con-tractor, restaurant owner,etc.
Semiskilled worker-such asfactory machine operator,bus or cab driver, meatcutter, etc.Clerical_ worker-such as bank
teller; bookkeeper; salesclerk, offiCe clerk,: mailcarrier, messenger', etc.Service worker -such as barber,
waiter, waitress, etc.Protective worker-such aspoliceman, detective, sheriff,fireman, etc.Salesman-such as real estate.6177137;I:Pance salesman, factory
representative, etc.Farmor ranch manager or owner
Farm worker
(This question continues at the to Of
the next column)co 'ON TO NEXT PAGE
Father Mother
Workman or laborer-such asfactory or mine worker, fisher-man, filling station attendant,longshoreman, etc.Professional-such as accountant,artist, clergyman, dentist,doctor, engineer, lawyer,librarian, scientist, college'professor, social worker, etc.
Housewife,
Don't know
42; How far in school did each of your parents
go? (MARK ONE IN EACH COLUMN)
Father Mother
None, or some grade school.
Completed gradejchool.
Some high school but did not
graduate.Graduated from high school.
Technical or business schoolafter high school.Some college but less than 4yrs. and not junior collegegraduate.
Graduated from a 2 yr. college.
Graduated from a 4 yr. college.
Attended graduate or professionschool.
Don't know.
26
M.A.L.P.I.-Side 9
43. While you were growing up, where didmost-of the money come from that paid foryour food, house, clothing?
My father's work mainly.
My mother's work mainly.
My father and mother's work aboutequally.A social agency (e.g. welfare).
Some other source.
Don't remember.
44. While you were growing up, who would yousay was in charge of money matters inyour family?
Mostly my father.
Mostly my mother.
My father and mother equally.
Don't remember.
The following questions concern your rela-tionship with each of your parents whileyou were growing up. (MARK ONE IN EACH.COLUMN FOR FATHER AND MOTHER).
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OH NC) 4" LC) LO NCAO n
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47. How much do you want to be like the kindof person each of your parents is (Orwas)?
Father Mother
45. Which statement best describes how youfelt about how close you were to each ofyour parents while growing up?
Father Mother
I would have liked to havebeen closer.I-was as close to this parentas I wanted to be.
I was too close to this parent.
46. How close did you feel to each of yourparents while growing up?
Father Mother
Extremely close.
Quite close.
Fairly close.
Not at all close.
1-zooNIA-rim LAYOUT
30
Very much like this parent.
Somewhat like this parent.
A little like this parent.
Not very much like this parent.
Not at all like this parent.
48. All in all, how strict were each ofyour parents with you while you weregrowing up?
Father. Mother.
Extremelylotrict.
Very strict.
Moderately strict.
Not very strict.
Not strict at all.
49. On the whole, while you were growing 11.7,_how often did you feel free to disagreewith each of your parents when youthought he or she was wrong?
Father Mother
Always.
Often.
Sometimes.
Seldom.
Never.
TURN THIS SHEET OVER AND CONTINUE
1440 SItIGNS27
vs 1 2
YOU 11Ht.l. HAVE A SHAM.'OCDCO DI
.L.P.I.-Side 10 RLP"DUCII"./ 2 j 4 5 4, 2 S 4 11 12..13 1,1 // 0 I! /4
50. In general,-how much of the time while youwere growing up did you obey each ofyour parents?
Father Mother-
Almost always
Often
Sometimes
Rarely
NeverThese questions concern your parents' in-terest in your school work.
" '" "i! i! 2! :/f 3?", 31 3'1 33 34 37; 31
-5 . How-good 7a student-,did-youandeach ofyour parents want you to be in school?(MARK ONE IN EACH COLUMN)
MotherFather, Yourself
ION SO:TWAY
omomrpowew.
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53. While you were growing up, how often didyou and your parent(s) talk about yourschool work?
Just about every day.
Once or twice a week.
Once or twice a month.
Hardly ever.
One of the best studentsin my class.Above the middle of theclass.In'the middle of theclass.Just good enough to getby.Don't know because he orshe never talked aboutthis.
Don't remember.
52., How much education did each of'your parents*'ant you to have? (MARK ONE IN EACH COLUMN)Father Mother
Did not care if I finishedhigh school or not.Wanted me to finish highschool only.Wanted me to go to technical,nursing or business schoolafter high school.
Wanted me to go to some col-lege but less than 4 years.
Wanted me to graduate from a4 year college.Wanted me to go to profession-al or graduate school.Don't know because he or shenever discussed it.He or she said it's up to me.
Don't remember.31
Never.
Don't remember.,
54. Did anyone at home read to you when youwere small, kefore you started to go toschool?
No.
Once in a while.-
Manytimes but not regularly.
Many'times and regularly.
I don't remember.
These questions involve some of your opinionsat the current time.
55. People who accept their condition inlife are happier than those who try tochange things.
Agree.
Not sure.
Disagree.
56. Good luck is more important than hardwork for success.
Agree.
Not sure.
GO ON TO NEXT PAGE
MAWS* ON U.S.A. 28 OS 2566
Disagree.
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57, Everytime I try to'get ahead, somethingor somebody stops. me.
Agree.
Not-sure,
Disagree.
58. If a person is not successful in life it ishis own fault.
Agree.
Not sure.
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64., People like me don't have a very goodchance to be successful in life.
Agree.
Not sure.
Disagree.
Disagree. 65. The tougher the job, the harder I work.
59. Even with a good education, I will have Agree.
a -hard time getting-the-right--kind of.
Work. , , - Not sure.
Agree.
Not sure.
Disagree.
60. I would make any sacrifice to get aheadin the world.
, -Agree.
tt Not sure.
Disagree.
61. If I could change, I would be someonedifferent from myself.
Agree.
Not sure.
Disagree.
.'
62. I sometimes feel that I just can't learn.
Agree.
Not sure.
Disagree.
63.- I would do better in school work ifteachers didn't go so fast.
Agree.
Not sure.
Disagree.
OPINtt0 IN U.S.A.
32
Disagree.
66. I am able to do many things well.
29 os 2966
Agree.
Not sure.
Disagree.
; ; '1;; ,
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'**fl 04 OrrotAt. kmmitto CORPORATION. ow*. +. 440
THE PROGRAM QUESTIONNAIRE
Print one single-sided form Pres Run=8,000Color=GreenCorner Cut #3 (std).
4
Dark Mark Coding Instructions,1) Mark 6,540 sheets with numbers in the following range: 00001 -O65402) Mark 750 sheets with numbers in the following range: 20001-20750.(Leave the remainIng 710 sheets unmarked)
Serial Numbering InstructionsMark each ot the dark mark coded forms with the correspondingserial number. (Leave 710 sheets unmarked.)
aliaLlg InstructionsTo be picked up at plant by MISOE.
30
PROGRAM QUESTIONNAIRE
Blacken the box under the word that best describes your
true feeling for each pair of*words.
Answer every item with one response only.
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,Nrst- quite very
8, g
'worthy unworthy 0
41 itO o
unsuccessfulsuccessful itO
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interesting boring.a .ti
14.
satisfactory unsatisfactory ...3 W
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unrewardingrewarding 0.
ri.
practical 0.
g
undesirable0T1.
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essentialJr,
a
ineffective
unimportant m0
helpful oHI
valuable a
ractical
esirable
unessential
effective
important
harmful
worthless
meaningful
unrealistic
definite
attractive
profitable
aimless
insecure(future)
disreputable
USE #2 PENCIL ONLY - DO NOT USE A PEN.
144V
34
31
as titz2
meaningless 6
realistic
indefinite 4
unattractive41
unprofitable PI1,4
'purposeful
secure (future)
respectable144
6.6
THE SCHOOL SENTIMENT INDEX
Print one double-sided sheet Press Pun-700Color4 -urple
Corner Cut #3 (stl.)
Dark Mark Coding InstructionsMark both sides of the sheet with numbers in the following range: 00001-06540.(Leave the remaining 460 forms unmarked).
Serial NunheringjnstructionsMark side one only with the number corresponding to the dark markcode printed on each page of the completed form. (Do not serial numberthe 460 completed forms that have not been dark mark coded.)
Collating and Corne Tacking InstructionsCollate the one double-sided and one single-sided sheet with identicaldark mark coding in each case. Corner tack these two sheets. Be suresheets are consecutively ordered by "side" number.
35
School Sentiment Index (S.S.I.)-Side 1
Directions:- For each statetent; indicate the extent to whiCh you nitagree or disagree by blackening in the appropriate box. There areno right or wrong answers, so respond to each item as honestly asyou can. Your answers will remain strictly confidential.
SA- Strongly Agree; A-Agree; D-Disagree; SD-Strongly Disagree
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1. my teachers rarely explain to me why I 15. In most of my classes, individual students
deserve the grades I earn on assignments can choose assignments which are inter-
and tests SA A D SD esting to them SA A D SD
2. I do my best in school
SA A D SD
3. My teachers are interested in the thingsI do outside of school
SA A D SD
16. If I did something wrong at school, Iknow I would get a second chance
SA A D SD
17. My teachers give assignments that arejust busy-work
SA A D SD41.
4. Each morning I look forward to coming toschool,
`SA A D SD
5. My school has too many rules
SA A D SD
18. I enjoy working on class projects withother students
SA A D SD
19. My teachers really like their subjects
SA A D SD
6. My teachers allow students some choice in 20. I would rather learn a new sport than
what they study in class play one I already know
SA A D SD SA A D SD
7. I often feel rushed and nervous at school
SA A D SD
. My teachers give assignments that are toodifficult
SA A D SD
9. Students here aren't very friendly.
-SA A D SD
10. My teachers try to make their subjectsinteresting to me
SA A D SD pi A D SD
11. I hate having to do homework 25. My teachers give me too much work
21. My teachers are personally concernedAbout me
SA A D SP
22. School depresses me
SA A D SD
23. Whenever I'm called to one of the officesat school, I feel upset
SA A D SD
24. I think there is too much pressure inschool
SA A D SD SA A D SD
12. My teachers are interested in what I have 26. School is a good place for making friends
SA A D SD SA A D SDto say
13. When I'm at school, I'm usually unhappy 7. My teachers are boring
SA A D SD SA A 'D SD
14. Thii school is run like a prison . I like the challenge of a difficult
7assignment
SA A D SD l SA- A D SD
i:0+ MA. 1 li 1? POUT t4,4,_. t',-.444'.. 33 vt. I w
:TtN THIS PAGE OVER AND CONTINUEU.S.A.
S.S.I.-Side 23 8
SA-Strongly Agree; A-Agree; 1)- Disagree; SD-Strongly Disagree
29. My teachers don't try to understand youngpeople
SA A - D- -- -SD-
30. I stay home from school whenever I can
SA A D SD
31. My classes are too big
SA A D SD
32. I'm very interested'in what goes on atschool
SA A D SD'
33. My teachers explain assignMents clearly
SA A D SD
34. In school I have to memorize too manyfacts
SA A D SD
35. The main reason for going to school is tolearn
SA A D, SD
36. If I had a serious problem, I don't knowone teacher in my school I could go to
SA A D. SD
37. Students have enough voice in determininghow this school is run
SA A D SD
38. My teachers have encouraged me to thinkfor myself
SA A D SD
39. My..teachers have-been fair to me
SA A D SD
40. I usually don't get involved in manyschool activities
SA A -D SD
41. My teachers won't give me 2160 idea of whatwill be on their tests
SA A D SD
42. I really like most of the kids at thisschool
SA A D SD
43. Teachers recognize my right to a differentOpinion .
SA A D SD
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44. I get tired of listening to my teacherstalk all the time
SA A D SD
45. I attend many school events
SA A D . SD
46. I like to talk to my teachers after class
SA A D SD
47. I think my teachers are too old-fashioned
SA A D SD
48. , I really feel I'm part of my school
SA A D SD
49. My teachers frequently show a lack ofpreparation
SA A D SD
50. It is difficult for a new student tofind friends here
SA A D SD
51. I have a good relationship with most ofmy teachers.
SA A D SD
52. My favorite classes are those in whichI learn the most
SA A D SD
3. I would like to go to school all yearlong
SA , A D SD
54. Each September I look forward to thebeginning of school
SA A D SD
. Our school is so large, I often feellost in the crowd
SA A D SD
. I usually get the grade I deserve in aclass
SA A D SD
7. My teachers are friendly toward thestudents
SA A D SD9
pp ON TO NEXT PAG
S.S.I.-Side 3
SA-Strongly Agree; A-Agree; D-Disagree; SD-Strongly Disagree
58. I try to do gcod work in my class
SAL A D SD
59. My teachers still respect me as a personeven when I've done poorly on my schoolwork SA A D SD
60. I like school better than my friends do
SA A D SD
61. There's no privacy at school
SA A D SD
62. My teachers let me know what is expectedof me
SA A D SD
63. I enjoy the social life here
SA A D SD
64. My teachers grade me fair
SA A D SD
65. There are many closed groups of studentshere
SA A 'D SD
66. My teachers like working with youngpeople
SA A D SD
67. I often buy books with my on money
SA A D SD
68. My teachers are too concerned withdiscipline.
SA A
69. I liked school better when i was in
elementary school than I do nowSA A D SD
70. At school, other people really care aboutme
SA A D SD
71. If / thought I could win, I'd like to runfor an elected student body office
SA A D SD
12 :tAATf LI, LA U
40
35
72.
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My teacher will discuss grade changeswith me
SA A D SD
73. My teachers just don't care aboutstudents if they're not going to college
SA A D SD
74. I do more school work than just what isassigned
SA A D SD
75. teachers at my school cannot controltheir classes
SA 'A D SD
76. My teachers give me individual helpwillingly
SA A D SD
77. Lunch time at school is not fun
SA A D SD
78. My teachers are often impatient
SA A D SD
79. If I had the choice, 1 wouldn't go toschool at all
SA A D SD
80. My teachers have "pets"
SA A D SD
81. My teachers often waste,too much timeexplaining_ things
SA A D SD
82. I follow the school rules
SA A D SD
83. My teachers don't allow me to becreative.
t. ,
SA A D SD
THE SCHOOL SENTIMENT INDEX
Print one Lingle-sided sheet
Dark Mark Coding Instruct.i_ons
Mark the sheets with numbers in the following range: 0000146540.
(Leave the remaining 460 forms unmarked.)
Serial Umbering InstructionsDo not mark a serial nuaber on these sheets
Collating and Corner Tacking Instructions
Collate the one double-sided and one single -sided sheet withidentical
dark mark coding in each case. Corner tack these two sheets. Be sure
sheets are consecutively ordered by "side" number.
Presi Run -'7000
Color:PurpleCorer Cut 43 (std.'
SURVrY OF STUDY HABITS AND ATTITUDES
Use #2 pencil only-Do riot use a pen. _
Blacken the box corresponding to your choice. Be sure tofill the box completely.
R-Rarely (0% to 15%)S-Sometimes (16% to 35%)F-Frequently (36% to 65t)G-Generally (66% to 85%)A-Almost Always (86% to 100%)
1. RSFGA 26. RS FGA
2. RSFGA 27.11SFGA
3. RSFGA 28.11SFGA
4. RSFGA 29. RSFGA
5. RSFGA 30. RSFGA
6. RSFGA 31. RSFGA
7. RSFGA 32. RSFGA
8. R S F G A 33. RSFGA
9. RSFGA 34. RSFGA
10. RSFGA 35. R S FGA
'11. RSFGA 36. RSFGA
12. RSFGA 37. RSFGA
13. RSFGA 38. RSFGA
14. RSFGA 39. RS r GA
15. RSFGA 40. RSFGA
16. RSFGA 41. RSFGA
17. RSFGA 42. RSFGA
RSFGA 43. RSFGA
19. RSFGA 44. RSFGA
20. RSFGA 45. RSFGA
21. RSFGA 46. RSFGA
22. RS FGA 47. RSFGA
23. RSFGA 48. It S rG A
24. RSFGA 49. RSFGA
25. R s rG A 50. RSFGA
Alla *O.& A...,
42
37MO. MATRIX 4, LA IOU r 1440 .0)51;t0Ni
51. R S FG A
52. RSFGA
53. RSFGA
54. RSFGA
55. RSFGA
56. RSFGA
57. It S rG A
58. °R S FG A
59.11SEGA
60. it s rG A
61.RSFGA
62.RSFGA
63.RSFGA
64. R S FG A
65.RSFGA
66. R S FG A
67. R S FG A
68.RSFGA
69,*R S FG A
70.R. S FG A
71. ItNS FG A
72,,k,S F G A
73.RSFGA
74.RSFGA
75. It S rG A
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76. RS G A
77.RSFGA
78. RSFGA
79. RSFGA
80. RS FG A
81. RS F GA
82. RS F G A
83. RSFGA
84. RSFGA
85. nsrGA86. RSFGA
87. RSFGA
88, RSFGA
89. RSFGA
90. RSFGA
91. RSFGA
92. RSFGA
93. RSFGA
94.RSFGA
95.RSFGA
96,RSFGA
97. it Sr GA
98.RSFGA
99. RSFGA
100,RSFGA
r-i04CC
THE TEACHER AND ADMINISTRATOR MASTER IDENTIFICATION FORM
,
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TEACHERS-DO NOT WRITE ABOVE THIS LINE
IF YOU HAVE EVER FILLED OUT THIS FORM BEFORE SKIP TO QUESTION 44
1. What is your sex?
Male Female
2. How old were you on September 1 ofthis school year?
20 or younger
21-25
26-30
31-:35
36-40
41,-45
46-50
51-55
56-60
61 or older
3. Which of the following best deseribesYou?
.
White
Black, Negro, Afro-American
American Indian
Oriental
Other
4. What is your current marital status?
Single
Married for the first time
Remarried
L:idowed
Divorced
Separated
5. Which of the following best describesyour current job title?
Teacher
Department Head
Assistant Administrator at thePrincipal's Office
Principal
Assistant Administrator at theCentral Office
Superintendent
'4'
M.
Survey of Interpersonal Values-Side 1
To be free to do as I choose
To have others agree with me
To make friends with theunfortunate
L To be in a position of nothaving to follow orders
L To follow rules and regulationsclosely
L To have people notice I do
L To hold an important job oroffice
L To treat everyone with extremekindness
L To do what is accepted andproper
.A
To have people think of meas being importantTo have complete personalfreedomTo know that people are onmy side
L Tg.follow social standardsof conductTo have people interested inmy well being
To take the lead in 'takinggroup decisions
M L To be able to do pretty muchas I please
L To be in charge of someimportant projectTo work for the good ofother people
To associate with peoplewho are well known
L To attend strictly to thebusiness at hand
L To have a great deal ofinfluence
L To be known by name to agreat many people
L To do things for other people
PAttiTLIr Irt Ilakt
To 'work on my own withoutdirection
120e. PiA tux t71,/,YoUT39
t441t0S+TION:,
M-
M
M
M
M
M
M
M
M
M
M
,L
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To follow a strict code ofconduct
To be in a position of authority
To have people around who willencourage me
To be friends with the friendless
To have people do good turns formeTo be known by people who areimportant.
L To be the one who is in charge
To conform strictly to the rules
L To have others show me thatthey like me
*To be able to live my lifeexactly as I wishTo do my duty
L To have others treat me withunderstanding
L
L
L
L
L
To be the legter of the groupI'm in
To have people admire what I do
To be indepefident in my work
To have people act considerati4rtoward meTo have other people work undermy directionTo sped my time doing thingsfor others
M L To be able to lead my own life'
L To contribute a great deal tocharity
L To have people make favorableremarks about_me
TURN PAGE OVER AND .CONTINUE'os 1112-4
45
M L
M L
L
M L
M L
M L
L
14 L
14 L
M
M
urvey of Interpersonal Values-Side 2
To be A person of influence
To be treated with kindness
To always maintain the highestmoral standards
To be praised by other people
To be relatively unbound bysocial convention'sTo work for the good of society
To have the affection of otherpeopleTo do things in the approvedmannerTo go around doing favors forother people
L To be allowed-to do whateverI want to do
L To be regarded.as the leader
To do what'is socially correct
M L To have others approve ofwhat I do
M L To make decisions for the group
M L To share my belongings withother people
M
To be free to come and go-as I' want toTo help the poor and needy
L To show respect to my superiors
To be given compliments byother people
L To be in a very responsiblepositionTo do what is consideredconventional
1
To be it charge of a groupof people
L To make all of my own decisions
To receive encouragement fromothers 40
Nb DS It
M
M
M
M
M
M
M
M
M
M
M
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0 ri CNI in to r CO Oh
0 CI ir) co r, coo cs, co .4- U) co 03 CP
L To be looked up to by other people
L To be quick in accepting othersas-friends
L To direct others in their work
47
L To be generous toward otherpeople
L To be my own boss
L To have understanding friends
L To be selected for a leadershipposition
L To be treated as a person of-some importance
L To have things pretty much myown way
L
L
L
L
L
L
L
L
To have other people interestedin me
To have proper and correctsocial manners
To be sympathetic with thosewho are in trouble
To be very popular with otherpeopleTo be free from having to obeyrulesTo be in a position.to tellothers what to do
To always do what is morallyright
To go out of my way to helpothersTo have people willing to offerme a helping hand
L To have people admire me
L To always do the approved thing
L To be able to leave things
lying around if I wish
MASSACHUSETTS OCCUPATIONAL EDUCATION TEACHER SURVEY
AND IMAGE OF VOCATIONAL EDUCATION SURVEY
Print one double-sided form Press Run=1000Color=CardinalCorner Cut #3 (std.)
Dark Mark Coding InstructionsMark both sides of 850 sheets with numbers in the following range:
20001-20850. ,(Leave 150 sheets unmarked).
Serial Numbering InstructionsMark side one of each of the 850 dark marked forms with the correspondingserial umber. (Leave 150 sheets unmarked).
Shipping InstructionsTo be picked up-at plant by MISOE
THE MASSACHUSETTS OCCUPATIONAL EDUCATION TEACHER SURVEY (M.O.E.T.S.)
Use Only #2 Pencil - Do Not Use A Pen. Side 1
L. Dependents
AB
C
ED
F
2. Types and years experience1-3 4-9 10-19 arr
MilitaryIndustryProfessional'GovernmentOther
CB
DC
B
D
5.
AB
CD
rIN1 tr) tG N CO CO
0 N-4 NI CY) f ti) tD NCO CIO .4C4 CO .d It) to t-- t50 cn
o r-4 CV Cry tr) tD N CO CI0 ri NI 01.1" tr) tD n C) Ol
B
CD
8.CourtesTaken
A
CB
D
9. Years occupationalexperience
AD E F
G H
10.Last Annual Occupational
salary-teaching areaA -B C D
E F G H
11. PositionA B
C D
E F
G
7. This OtherSchool SchoolA A
B B
C CD D
E E
F F
G GH H
I I
J JK K
12.0therPlaceaTaughtABCD 13.Levels TaughtA B C
14. Other areas taughtThis school 1 2 3
or more
Other school 1 2or
3more
15. Income from these sourcesProfessionalteaching salary A + B C D E F G H I J K L M
Other thanteaching salary A B C D EFGH1JKLM
16. Hours working for other than profeaSional teaching salarymore18n
1-5 6-10 11-25 26-40
A. Weekdays during school year
B. Weekends_ during school year
C. Summers
17. Hours spent on lettered activities
Hours A B C D E F G1 G2HIJ1 J2 J3 J4 J5 K
1-5
6-10
11-25
26-40
ren
oi
PRIM US IN U.S.A. 1200.MATR1X LAYOUT
49
421440 00sr 1015 DS
TURN THIS SHEET OVER AND CONTINUE
M.O.E.T.S.-Side 2
18. Magazines
Subscribe to andread A B C D E
Read but-notsubscribe to A
--1(
20. Visits related,to'occupational area(s).
Never Daily Weekly Monthly Yearly
,AB
CD
EF
F
F
19.Artic spubli hed
AB
C
D
O e-I Cs1 CT) tn (.0 h co cri
,--11 Oa CO 4- tn ON co 0)
o F-1 CV CO 4,', LO CID t CO 01
o r-I N M U) c0 N 0) rn0 H 04 CO 4- U) (i) N CO cn
21.Conference 22.Consultations 23. Aattendance
A B Never
A B
C D
E F
C D
E F
1-2
3-4
5 ormore
24.Placement
A B
C D
25. Coop. placement
A
C
B
D
26.Sumhel
BC
r job 27. O.E.emphasis
A
B
28.5ummerwork,
A
BC
29.Associationsor clubs
A B
C DE
30. Regular part-time work during school
During WeekABCDWeekends A B C D E
31. Seasonal or irregular job
A C,
32. Current degree statusLast attained A B
Currently A BEnrolled
C D E F G
CD E F G.H
4.1.33 Self classification
A B C
ATTITUDES TOWARD VOCATIONAL EDUCATION IN HIGH SCHOOL
1. SA A SD A U SDU 0 11.SA
2* SA A U D SD 12.SA A U D SD
3. SA A U D 5D 13.SA A U D SD
4. SA A U D SD 14.SA A U 0 SD
5. SA A U D SD 15.SA A U D SD
6. SA A U D SD 16.SA A U D SD
7. SA A U D SD 17.5A A U D SD
8. SA A U D SD 18.SA A U D SD
9. SA A U D SD 19*SA A U D SD
10. SA A U D SD 20.SA A . U D SD
01.11 ttt fN i6.11.A. 12 - MATRIX, i taco 43 $111,
a
0 0
23 SA. A U D SD i.e3
gi 0022 SA A U D SD 0 0
gg23 SA A U . D SD
,Tril
24SA A U D SD. g
44.
di25 SA A U D SD 0
rt 0 r+410'
26 SA A U D SD CA X 0
:4 1.0..
27 SA A U D SD HOg el'
28SA A U D SD
5(0
.".
THE TEACHER OPINIONgAIRE
Print one single-sided form Press Run=1000Color=BrownCorner Cut #3 (std.)
Dark Mark Coding InstructionsMark 750 sheets with numbers in the following range 20001-20750.(Leave 250 sheets unmarked).
Serial Numbering InstructionsMark each of the 750 dark mark coded sheets with the corresponding serialnumber. (Leave 250 sheets unmarked).
Shippins InstructionsTo be picked up ato plant by MISOE
44
,RE1.40.0ER 4o4 to.! . xf- AS AN GA`, `ALA ,!., ON 011 T4 T"(i "4*``' 1 ';','"'''.1EACHETC-OPINIONAIRE3 4 L 14 tt, 4',j :01
Blacken the appropriate box corresponding to your choicefor each question. Blacken the box completely.
Use a-#2 pencil only - Do Not Use Pen.
A PA PD D A PA PD D A PA PD D
1. 26. Si.
A PA PD D A PA PD D A PA PD D
2. 27. 52.
A PA PD D A PA PD D A PA PD D
3. 28. 53.
A PA PD D A PA PD D A PA PD D
4. 29. 54.
A PA PD D A PA PD D A PA PD D5. 30. 55.
A PA PD D A PA PD D A PA PD D
6. 31. 4' , 56.A PA PD_ D A PA PD D A s13D D
32. 57.
PA PD D A PA PD D A PA PD D
8. 33. 58.
A PA PD D A- PA PD D A PA PD D
9. 34. 59.
A PA PD D A PA PD D A PA PD D
10,A PA PD D
35.
A, PA PD D60.
A PA PD D
11. 36. N 61.
A PA PD D A PA PD D A PA PD D
12. 37. 6.A PA PD D A PA PD D A PA PD D
Ia,A PA PD D
1 38,
A PA PD D
63,
A PA PD
14. 39. 64.
A PA PD D A PA PD D A PA PD D15.
A PA PD D
40,
A PA PD D
A 65.
A PA PD D
16.
A PA PD D
41.
A PA PD D
66,
A PA PD D17.
A PA PD D
42.
A PA PD D
67,
A PA PD D18.
PD -D
43.
A- PA PD D68.
-A-PA PD D19,
A PA PD D
44,
A PA PD D
69,
A PA
''
PD D20. 450 70.
A PA PD D A PA PD D A PA PD D
21.
A PA PD D
46,
A PA PD D
71.
A PA PD D
22. 47. 72.
A PA PD D A PA PD D A PA PD D
23.
A PA PD D
48.
A PA PD D
73.,
A PA PD D24.
A PA PD D
48.
A PA PD D
74,
A PA PD D
25. 50. 75,
plion't Ii vo..A. 45
76.
0 r-4 (N1 tn LO N CO cr,
Or-4 Csi CO 4q1) tr) N CO co
r-4 CO 4* tr) LO N CO 0-)
r-4 c CO 4* it) N CO
Or-C'4 411) N CO Cr)
AFr-FD D
A PA PD D
A PA PD D
A PA PD D
A PA PD
A PA PD D
A PA PD D82.
A PA PD D
83.
A PA PD D
804:
A PA PD p
85.
A PA PD D86.
A PA PD D
A PA PD D
A PA PD D
A PA PD D
77.
78,
79.
80.
81,
87,
88.
89,
90.A PA PD D
91.
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A PA PD D
95.
A PA PD D
96,
A PA PD D
97.
A PA PD D
98,
A PA PD D
99.
A PA PD D
100.
PA PD D
0$ 21166 OfritAL SCA/MOM COAPORATVA woo. 0. 4.0
THE MASSACHUSETTS ADMINISTRATOR INVENTORY
Print one single-sided form Press Run=1000Coloru-ScarletCorner Cut #3 (std.)
Dark Mark Codinct InstructionsMark 100 sheets with numbers in the following range: 20751-20850.
(Leave the remaining 900 sheets unmarked).
Serial Numbering InstretionsMark the 100 dark mark coded sheets with the corresponding serialnumber. (Leave the remaining 900 Sheets unmarked).
Shipping InstructionsTo be picked up at plant by MISOE.
1
53
46
0
1
MASSACHUSETTS ADMINISTRATOR INVENTORY
Referring to the questionnaire, blacken the appropriate box2 in each of the following questions.
3 USE #2 PENCIL ONLY,- DO NOT USE A'PEN.
4 1. Dependents; A B C D E F
52.Current educational degree status;
6 Last attained A B C D E F G HCurrently enrolled A B C D E F G H.
7
3.Experience-in education
8
cu r) tr) to N a) 4thC:) CNI (") (.0 ts a) CIC0 r4 i 00 4tul u) cn0 ,q4 cl in tO rs CO Ch
OriCV Cf) totO t". CO O
6 (A) Withik-tUrrent L.E.A. (B) Outside current L.E.A.Z 9 Mt PEER
,.none 1-2 3-5 6-1011-20 21-40 40 none 1-2 3-5 6-10 11-20 21-40 40
Etta-licher
uidance Coun.lit. Principalincipalit. Superntdt.u erintendent
il
er
14e,Years in present position A B C D r F G
155.Years experience in other areas
1-3 4-9 10-16 20 or16
V Military
18 Industry
19 Professional
Government
21 her
more
226.Position prior to the field of education
23 AFL BCDErG2.7.Born A B C D
X58. Raised A B C D
269.MOst of life A B C D
ZO.Location of A B C Dhighest
2d educationalinstitution
29
31
54
it
11. What is your current yearly salary for:Administration Teaching
None
Less than $3,000
$3000- - $5999
$6000 - $7999'.
Woo - $11999
$12000 - $14999
$15000-$19999
$20000$29999
$30000 - $39999
More than $40,000
12. What is the approximate percentage oftime that you have spent this year:
Teaching?
AdministeringOE programs?AdministeringNOE programs?
0-10 11-25 26-50 51-75 76-100
THE STUDENT MASTER IDENTIFICATION FORM- UPDATE
Print one single-sided form Press Run=16000Oolor=CardinalCorner Cut #3 (std.)
Dark Mark Coding InstructionsMai* 15,000 sheets with numbers in the following range: 00001-15000.(Leave the remaining 1000 sheets unmarked).
Serial NumberinE,InstructionsMark each of the 15,000 dark.mark coded sheets with thecorresponding serial number.
Collating InstructionsEach of the numbered sheets is to be corner tacked to a Cover Sheetmarked with the identical dark mark code and serial number. TheCover Sheet is to be the top page in each case.
Shipping InstructionsTo be picked up at plant by MISOE
0
1
[CV cr) ti! , tJ r4 co cr
0 C4 C') tr) CD 0,
O.-1 CV el 4 In tD C.- CO 0)CI 4 Ui (0 C.- CO CI
ri CV el U tO C. co a,
Attendance dataRotate this sheet
STUDENT .MASTER IDENTIFICATION FORM-UPDATE
,5-4 CV tv) 50 5.0 N c i 04
O t-I CV CI IP to co al
CJ t-1 CV Cr) 4 trl Lai Ct. CO 01
to the right to enter
i`1. How many days was this student absent from school
last year?
o r-IC%1 C1 tf) to Ot)
ce) U) O N co cri
0 rtt CV C*) ttl Ui C.- CO' 0)
0 t--1 CV CO 4 Lt.) co co o-1
,--1 C cr) tr) ttr c-- co atr -1 CV V) 4 tO CO at
0 r-1 C.t. Crl 4 In (0 N. CO 0*,0.-1 CV CI 4 to tO C.- CO at0 ri C)1 Cr) 4' tt, (0 C- CO at
*
and grid in the numbers indicating:
,............0 I-I CV C., 4 lt, (0 C. CO 010 r-1. CV C9 .4 U) CO C.. CO 0)
0 r.1 Ct .00 4- U) CO V. CO 0)
0 t--1 C4 CI 4 to ID r. CO 0)0 &I C'.1 CI 4 to tD C. CO 0)
r
N
2. How many times was this student tardy last year?
3. How many days was this student suspended fromschool last year? r
HB.Promotion data
124. Did this student successfully completelast year's school prograth
M. What is this student's grade this year?
Yes No
10 11 '12 13 '14
146. Did this student graduate from this school last year?
15 Yes *Skip to question 8.
16 No
17C.Transfer data - Answer the next questiononly if this student left this school
18 last year for reasons other than
graduation.197. Indicate below the reason(s) that this
student left school permanenlay last year.20 (Blacken as many as apply).
Lack of interest
Failure
To go to work (financial reasons)
To enter the service
Discipline
Moved
To get married
Personal problems
Illness
In trouble with the law(. r Tr ft fr t'`4
Unknown or other
IN
i Pi
.111 A .,14
D. Program data: For Occupational EducationStudents Only
. Was this studentin a cooperative programlast year?
No.. -) Mark "0" in question 9.
Yes
Fuv bow-many-months-last-year-was-thisstudent in a cooperative program?
0 1
5 6
3t 4
8t 9
"Y:' -_11, :0!
0115. it 140.614. OINXIAL *CAM/ INO rO/IrelAYNNIII).teNN 141
APPENDIX II
GENERAL GUIDELINES FOR. ADMINISTRATION
OF
INPUT BATTERIES Atli II
f
GUIDELINES FOR ADMINISTRATIONINPUT BATTERIES T & II
I. GENERAL OVERVIEW
Two input batteries are to be administered during the second week inOctober to a carefully preselected sample of students throughoutMassachusetts. (The sample size and composition are described else-where. See Journal(1)). Input Battery I is to be administered to
SDS (1) and SDS (2) secondary and postsecondary (community college)level students in the first year of their enrollment in a program.Battery II, which is basically a truncated version of BatteryJ, isto be administered to adult level students and non-community collegepost-secondary level students in SDS (1). Cohort replacement will not
occur until the initial cohort has completed the program. In addition,
all students who receive Input Battery I will be retested at the endof their program on a measure of geberal educational development
(G.E.D.). (G.E.D. is to be measured with the Iowa Test of Educational
Development).
GENERAL DIRECTIONS FOR ADMINISTRATION OF INPUT BATTERIES I & II
The appropriate Input Battery is to be adminsitered to occupationaleducation students by the staff members of the department in whichthey are enrolled. Non-occupational education students are to beadministered the appropriate Input Battery by their homeroom teachers.
ROOM REQUIREMENTS
Adequate space for writing,,. freedom from crowding, good lighting, andfreedom of noise are the major requirements for the room in which
students are to be tested.
PROCTORS
One adult proctor is to be present for every 25-30 students in a
room. Each proctor should be assigned to a specific block of seats
in the testing room.,
STUDENTS
4
It is strongly recommended that students not be tested in groups
larger than 60 per room. Under no circumstance should more than
100 students be tested in one room. Students are to be assigned specific
seats on the first day of testing. They are to keep these seats
throughout the testing process in order to facilitate distributionof testing materials. If possible, students should be seated in
every other seat. Proctors should take great care to see that students
work alone.
DISTRIBUTION AND COLLECTION OF TEST MATERIALS
On the first day of testing each student will receive a portfolio
containing all of the answer sheets and combination instrument - answer
(1)Journal of Research and Development in Education, Vol. 7, No. 2,
Winter, 1974, Athens, Georgia.
5 850
sheets to be used throughout the testing process. They are toprint their names on the front side of the portfolio in large legibleletters so that on subsequent testing days they can check to see thatthey have received the correct portfolio. This portfolio name checkshould be done at the beginning of each subsequent day of testing.Each answer sheet or combination instrument-answer sheet included in agiven portfolio will have the same serial number printed in the upperright hand corner of the front page. Before filling out any of the formsincluded in the portfolio each student should be asked to verify thatevery form in his portfolio is imprinted with this same number. Ifany student has a portfolio in which one or more of the forms hasa different number he must be given a new unnumbered form. The erthat appears on the other forms in his portfolio must be immedi e ygridded ontotevery page of this form by the test administrator. fterthe introduction has been read by the test administrator and the abovepreliminary-checks have been made by the students* the actual testingprocedure is ready to be begun.. The testing schedule for Input Batteries1 and 11 can be found on pages 6 and 7, respectively. After the CoverSheet and Student Master Identification Form have been filled out, thebooklets for the first test are ready to be distributed. (Note
that in those cases in which a combination instrument-answer sheet areemployed there will be no separate booklet distribution). After theanswer sheet or combination instrument-answer sheet has been filled outby the students within the specified time limit, if any, it is to becollected by the test administrator and placed in the envelope labelledwith the name of that answer sheet or combination instrument-answersheet. Students should be4tcad to pass in their answer sheets with thefront or first page facing up. Before placing the answer sheets orcombination instrument - -answer sheets in the labelled envelope, thetest administrator should check and see that all answer sheets orcombination forms are front-side up. After the answer sheets have beenplaced in the appropriately labelled envelope, the test booklets,if any, are to be collected. In general, this is the procedure to befollowed throughout the testing procedure. There is' one important exceptionthat will be described in the following paragraph.
The administration of some instruments, like the Iowa Tests ofEducational Development, is spread out over several testing days.When this is the case, the student's answer sheet must not be collecteduntil the last test administration date for that instrument. At theend of each of the Other testing dates students should be told toplace their partially completed answer sheet in the back of theirportfolios. On subsequent days on which that same test is administered,students will be told to remove this answer sheet from the back of theirportfolios prior to each subsequent test administration. After thelast administration these answer sheets are to be collected and placedin the appropriately labelled envelope. The student portfolios areto be collected each day at the end of the testing session in the orderin which students are seated in order to facilitate their distributionat the next test session.
NECESSARY SUPPLIES FOR TESTING
Each testing room should be supplied with enough sharpened #2
pencils with erasers so that each student can receive two such pencilseach day. Pencils should be collected at the end of each test session.In addition, each test room should be provided with an interval timeror stop watch or watch with a sweephand (in that order of preference)to ensure accurate timing of those tests which are timed: The exacttime limits provided for each test are listed elsewhere in this aper.It is absolutely critical that students not be allowed to work anygiven test longer than the time limit allotted to that test. udentswho finish before the time limit are to remain seated quietly at theirdesks until everyone else is done. Students who finish earlyshouldbe told to recheck their work on that part of the test which they havejust completed. In those instances in which all students-finish work-ing before the time allotted, the test administrator may call time atonce.
SCHEDULING FOR INPUT BATTERY I
Listed in Table I are each of the instruments in Input Battery I.and t e exact testing time required for each test ithe sequence oftheir administration. It is this exact testilt time which st bestrictly adhered to. In order to standardize the testin rocess,Input Battery I is to be administered during five morn gs of one week,that week being the second week in October.
SCHEDULING FOR INPUT - BATTERY II-
Listed in Table II are each of the instruments it Input BaTI and the exact testing time required for each test in the order oadministration.
6052
TABLE I
INPUT BATTERY I TESTING SCHEDULE
tIONDAY A.M.
4..1.11.
TUESDAY A.M.
WEDNESDAY A.M.
THURSDAY A.M.
FRIDAY A.M.
Instrument
time
Instrument
Instrument t
Time
Instrument
TimtInstrument
/rime
/".
General Introduction
30
I.T.E.D.-Orien-
25
I.T.E.D.-
I.T.E.D.
Pupil Inventory
45
tation and
Language Arts
50
Social Studies
25
Cover Sheet
15
Directions
(usage 84:Telling)
C.S.A. I & II
10
S.M.I.F.
5science
25
Culture
Fair
30
Reading Compre-
45
I.Q. Test
1
hension
Break
10
Break
10
Break
10
Break
10
Break
10
High School
60
Vocabulary
20
Mathematics
45
Uof Sources
25
D.A.T. -
Personality
Space
30
Questionnaire
Personal Values
20
Interpersonal
20
Study Habits
40
Relations
Values
Survey
Mechanical
30
Reasoning
Total time=
150"
Total Time=
120"
Total Time=
1125"
Total Time
125"
Total Time
9125"
All time is in minutes and includes time for administration of tests, b
of materials.
This will probably require an extra 20 minutes each day.
53
t not distribution
collection
TABLE II
INPUT BATTERY II TESTING SCHEDULE
MONDAY P.M.
TUESDAY P.M.
WEDNESDAY P.M.
Instrument
Time*
Instrument
Time*
Instr
ent
Time*
General Introduction
30
D.A.T.-Introdution
and General Directions
10
Pupil Inventory
45
Cover Sheet
15
S.M.I.F.
5Verbal Reasoning
30
Culture. Fair I.Q.
30
Numerical Ability
30
Break
10
Break
10
Break
10
Personal Values
20
B.A.T.-
,Clerical Speed & Accuracy
10
Space Relations
30
Interpersonal Values
20
Mechanical Reasoning
35 1
110
110
110
'.
All time is in minutes and includes time for administration but not for distribution and
collection of materials.
This will probably require an extra 20 minutes each day.
54
IRREGULARITIES TO BE REPORTED ON FORM
GROUP IRREGULARITIES: (Please enter part of survey affected.)
Overtiming --An overtiming for more than five minutes should be reportedas an irregularity.
Undertiming-An undertiming of more than five minutes that cannot be madeup should be reported as an irregularity.
Possible Survey Question Errors--Any questions concerning iossible typo-graphical errors or ambiguities in the wording of survey questions shouldbe reported under "Other Group Irregularities." Please include the survey
part and the question number.
INDIVIDUAL STUDENT IRREGULARITIES: (For each student, please enter the identifyinginformationanswer sheet serial number and survey part--in the boxes provided.)
Defective Survey Materials - -If a survey booklet is found to be defective,give the student a new booklet. He should continue the survey using his
original answer sheet.
If'any answer sheet is found to be defective, give the student anew one and
direct him to continue the survey immediately. The student should not gridthe Identification Number on his new answer sheet. This should be done by
the test administrator.
Cheating--If you are convinced beyond a reasonable doubt that a student isgiving or receiving any kind of assistance during the test part of the survey,his survey booklet and his answer sheet are to be collected. If possible, the
student should be isolated from the students who are continuing the survey.The student's answer sheet serial number should be recorded on the IrregularityReport. Check the cheating box at the left and explain briefly under "Remarks."
Since the administration of the survey is the responsibility of the school, the
school is responsible for taking whatever disciplinary action may be appropriate.
Withdrawal--If for any reason a student withdraws permanently from the survey,check the "Withdrawal" box at the left and explain briefly under "Remarks."
The answer sheet should be attached to the Irregularity Report for return;
Other IrregularitiesOccasionally (at grade levels where a separate answer sheetis provided) a student may mark the answers in the survey booklet instead ofon the answer sheet or he may misplace the answers on the answer sheet.
All such cases reported or detected should be entered on the "Individual
Student Irregularities" section of the Irregularity Report by recording the
student's answer sheet serial number and checking the "other" box at the left.
Enter a brief explanation under "Remarks." Attach the survey book (if the
answers are marked in the survey book) to the Irregularity Report for return to
MISOE. All other cases of failure to follow directions are to be recorded on
the Irregularity Report also.
6355
IRREGULARITIES THAT SHOULD NOT BE REPORTED
Temporary Absence from the Survey Session--A student may leave thesurvey administration room during actual survey time; his surveymaterials should be collected and the same materials given back tohim upon his return. If possible, two or more students should beaccompanied by a proctor, but under no circumstances should a sur-vey administration room be left unattended. No extra surve ad-ministration time may be allowed for temporary absence and itshould not be entered on the Irregularity Report.
Students who are absent on the testing date are not to be provideda makeup administration, and the absence should not be recorded onthe Irregularity Report.
Illness and Distraction - -In scoring answer sheets, the emotionaland physical conditions of students and various distractions thatoccur during the administration cannot be taken into account;therefore, such events should not be reported-Ae-BTel
6456
C")
IRREGULARITY REPORT
Return ONLY if an irregularity occurs which must be reported.'
GROUP IRREGULARITIES
INDIVIDUAL STUDENT'IRREGULARITIES
List answer sheet serial
.-1.
o 0
onumbers of students involved
s-1
b0 3
> *-I10
Pla
on reverse side.
4-3 ft-I V't
0P
PW
WM
,C0
GROUP MISTIMINGS ONLY
41
4iV
4-I
4v
0 14
4-,
00
SURVEY PART
OTHER GROUP IRREGULARITIES
SURVEY PART
ANSWER SHEET SERIAL NUMBER
SURVEY PART
REMARKS:
REMARKS:
REMARKS:
REMARKS:
CO-ORDINATOR:
If you are submitting more than one Irregularity Report for this grade,
indicate total number
.If additional space is'required, use reverse side.
Co-ordinator's Signature
Administrator's Signature
57
APPENDIX III
GUIDELINES FOR ASSEMBLAGE
OF THE
C6
Guidelines for Assemblage of the Input Battery
Battery I andOattery II
Input Battery I is to be distributed to 10,825 occupational educationand non-occupational education becondary level and post-secondary com-munity college level students. Each student who is tested will receivea portfolio-containing the answer sheets or combination instrument answersheets for the entire test battery. Every sheet in this folder will bedark mark coded with the same number. The first page of each answer sheetwill also have this same dark mark code number printed in the upper righthand corner. Furthermore, the answer sheets are to be arranged in the orderin which the tests are to be administered. The order in which the answersheets are to appear in each Input Battery I folder is as follows:
1. Cover Sheet and Student Master Indentification Form2. Culture Fair Answer Sheet3. High School Personality Questionnaire Answer Sheet4. Iowa Tests'of Educational Developement Answer,Sheet5., Personal Vaines_Answer_Sheet-Form_cOmbinatiOn _6. Interpersonal values Answer Sheet-Form combination7. Survey of Study Habits and Attitudes Answer Sheet8. Massachusetts Pupil Inventory9. Differential Aptitude Test Answer Sheet
The person in charge of Battery I assemblage should see that thesenine items are arrayed in nine separate piles in an area which permitseasy collation. Each packet should be individually assembled by one personand then checked, by another person to ensure that the forms are in thecorrect order and a third person to see that all of the serial numbersmatch. This latter check is especially important. It is recommended thata team of three persons carry out this operation and that the persons inthis team be replaced on a fakly regular schedule in order to avoidmistakes due to fatigue.
Meanwhile, space permitting, another team of three persons can beassembling Input Battery II in the same manner. The order in whichanswer sheets are to appear in each Input Battery II folder is as;follows:
1. Cover Sheet and Student Master Identification Form (attached)2. Culture Fair Answer Sheet3. Personal Values Answer Sheet4. D.A.T. Answer Sheet5. Interpersonal Values Answer Sheet6. Massachusetts Adult Level Pupil Inventory
Once again, one person should check to see that the forms are in thecorrect order and another person should check to cee that all forms haveidentical serial numbers.
The serial number of Input Battery I will start at 0000 and run until10,824. For any given answer sheet or form numbers 10,825-15,000 should bereserved for-Input-Battery TI.- The -forms-and answer sheets should be sepa-rated initially according to this division so that the two input batteriescan be assembled independently.
APPENDIX IV
GUIDELINES FOR ADMINISTRATION
INPUT BATTERY I
68
INPUT BATTERY I TESTIUG SCHEDULE
F-N:AY ...'!:.
TUESDAY A.F.
WELTESDAY A.M.
THURSDAY A.M.
FRIDAY A.F.
In trurent
,e
Instrument
.
ir
ime .Instrument
Time'Instrument
TA ..*
ciuction
33
I.T.E.D.-Orien-25
I.T.E.D -.-
J.T.E.D.
Pupil Inventory
45
Cation. and
Language Arts
50
Social Studies
25
...-evet Sheet
15
:irecticns
(usage & spelling)
C.S.A. I & II
10
.y.r.r..
5science
25
,..ulture Fair
:.C. Test
30
Feading Corpre-
hensicn
45
Steal.
L0
Break
10
Break
10
Break
10
Break
10
ie. S.-...hccl
60
Vocabulary
20
Mathematics
45
Use of Sources
25
D.A.T.-
Personality
Space
30.
caestionr.aire
Personal Values
20
Interpersonal
20
Sttdy Habits
40
Relations
Values
Survey
Mechanical
30
Reasoning
Total Tine=
150"
Total Time=
In'
Total Time=
125 ""Total Time
A25"
Total Time
l25
",
*All time is in minutes and includes tire for administration of tests, b t notdistribution and collection
GENERAL TESTING GUIDELINES14
1. If more students show up for testing on the first day than were calledfor, ask the first two students who arrive to leave.
2. If a student who is supposed to be included in the sample is absenton the first day of testing you may follow whichever of the procedures
described below is most convenient for yoar school.
a) Remove the student from the rest of the testingprocedure
b) Have the student take the rest of the battery when hedoes show up. Tell him that he must staya little later onthe first day to fill out the Cover Sheet and S.M.I.F. Ct.' 15 minutes).
3. There are to be no makeups for students who are absent on any testing
date.
indicating anyunusual circumstances that occurred during the testingprocess and the name of the test and the 5 digit identification number
of any particular students involved. Examples of things to be reported
are:
a) Sudden illness- during the testing situationb) Any deviance from the exact time allotted to a given test.
c) Any unusual distractions that arose during the testing process.
D) Any other unusual circumstances.-
. ,Students who arrive after a test has been begun should be told to waitquietly outside the testing room until the time that the test in
progress is to end. They should then be allowed into the room, giventheir portfolios and allowed to proceed with the next scheduled activity.
6. At the end of each testing session the testing log is to be filled outfully discribing any problems or irregularities that arose during the
session.
TESTING SESSION #1
71
;.
MondayINPUT BATTERY I
Guidelines For Administration of theCombined Cover Sheet and StudentMaster Identification Form (SMIF)
T4.1 1 students to:
Print your first name, last name and middle initial clearlyin large letters on the front of your portfolio.
Students should be told to:
Remove the form labelled "Cover Sheet" from your portfolio.Then say:
Wait until you receive specific instructions for filling ineach part of this form. Write your first name in the spaceprovided for it on this form (Point). If your whole namedoes not fit, write as much of it as does fit. Now, under
each letter that you have written, darken the appropriatelylettered space below that letter. For example, if your
-first-name-starts-with an "Ifni-fin in-the littletaining an "A" below your letter "A". Make sure that yourmark goes across and fills the box, like this, (remonstrateon the blackboard ) If the next letter in your nameis "IA", darken the box labelled "L" below the letter "L" inthe same manner. Continue darkening each appropriatelylettered box under your first name.
When it looks as if everyone is done ask:
Has everyone finished writing and gridding in your first
names?
If not, wait until everyone is done. Then say:
Write in your middle initial, if any, in the space provided
for it. Now darken in the appropriately lettered box underyour middle initial.
Wait until everyone has done this. Then say:
Write in your last name and then darken each of the lettersas you did with your first name. If it does not fit, write
in as much as you can.
After everyone has done this say:
The next six spaces are for your apartment number, if any.Write in the number and/or darken the aporooriate numberand/or beneath it. Write the first digit of your apartmentnumber in the first box on the left of the section labelled"apartment number." Then write each successive digit, ifany, in each of the remaining boxes. If you do not havean apartment number, leave this section blank and wait untilI give you further directions.
72
61
Monday
After everyone who is working on this part has finished say:
Now write in yourleave any spaces.omit it. If yourword, write it as(write on board)
ST=streetAVE=aveLA=laneRD=road
PKWY- parkway
street number and street name. Do notIf there is a dash in your street number,
street name consists of more than oneif it was one word. Abbreviate as follows:
Then darken the appropriate box below each letter or number_.
After everyone has finished working on the street minter and name say:
Now write in the name of the city or town in which you live.Once again do not leave any spaces between words and if it
fit in, write in as-many letters as youedarken the boxes under each letter.
After everyone has completed this part say:
In the part provided for State, write in the abbreviationHA for Massachusetts and darken the appropriate letters.
When everyone has done this say:
Now find the space that is labelled "zip code" and write inyour zip code in the area provided. Then darken the appropriatebox below each digit. If you cannot t-remeMber your zip code,
leave this area blank'and wait until everyone else hasfinished.
When everyone is done say:
Now find the space that has been provided for your birth date.In the first two spaces write in the number of the month in whichyou were born. If the number has only one digit write in azero in the first column and the number of the month in thesecond column. For example, if you were born in January, youwould write 01 in the space provided for month, Darken the ap-propriate boxes below each digit.
When everyone is done, say:
In the two'spaces provided for "day" write in the date on whichyou were born. If your birth date has only one digit, writein a zero in the first column. Thus, if you were born on
the fifth day of the month, write OS in the space providedfor day. Darken the appropriate boxes below each digit.
After everyone is done say:
73
62
Monday
In the space provided for year, write in the last two digitsof the year in which ,you were born. For example, if you wereborn in 1956 write in a,56 in the space provided. Darken theappropriate boxes below each digit.
After everyone is done say:
SMIF DIRECTIONS FOR OCCUPATIONAL EDUCATION STUDENTS ONLY:
Now open up to the second page labelled "Student Master,Identification Form". Please be careful not to detachthese two sheets. If they should accidently become de-tached, let me know immediately. Do not make any marksin'the, top part of thisirgswhere it says "Student Identifiers".You may begin to answers he questions now Answer everyquestion. If you have any problem with them, raise yohand.
When everyone is done say:
Arrange the form so that the cover sheet is facing upwardsagain.
When everyone has done this collect the combined (not detached)
Cover Sheets and Student Master Identification Form from each student. It
is absolutely essential that each S.M.I.F. be accompanied by the correct
cover sheet. If any student's forms have accidently come apart, use a
paper clip to hold them together (DO' NOT STAPLE). The collected forms are
to be placed in the appropriately labelled envelope and the envelope sealed.
This envelope is to be delivered to the Department Head. The Department
Head is not to open the envelope until after the entire testing process has
ended. After the Department Head has filled in the student indentification
section on each student's form, the cover sheets can be detached from the
S.M.I.F.'s. The cover sheets are then to be mailed to the link agency and the
S.M.I.F.'s to MISOE.
74
S.M.I.F. DirectionsFOR NON-OCCUPATIONAL EDUCATION STUDENTS ONLY:
Now open up to the second page labelled "Student MasterIdentificationForm." In the section on top of the page marked "StudentIdentifiers" you will see a five digit space under the headingP,F.I.D. number. Has everyone found this? (wait). You are toenter a number 9 in each of those five spaces.
Wait until everyone has done this, then say:
Now darken in the appropriate box under each digit. Do notmake any other marks in this section. You may begin to answerthe questions on this page now Be sure to answer each question.If you need any help, raise your hand.
When everyone is done say:
Very carefully detach the cover sheet from the second page.Do not rip it or you will have to fill out another pair offorms! Now, pass_in the cover sheet, facing upwards. Makesure that it is the cover sheet that you are passing in.
After the cover sheets are collected and placed in their envelope say:
Now pass in the Student Mas Identification Form, facing up-wards.
The S.M.I.F.'s are then to be pl ed in the appropriately labelled
envelope for mailing to MISOE. The cover sheets are to be mailed
to the link agency.
4'
64
MondayDIRECTIONS FOR ADMINISTRATION OF THE
CULTQRE FAIR I.Q. TEST
1. Distribute test booklets with the front cover facing up and the in-
struction that the booklet or page must not be turned.
2. Tell students to
Remove the answer sheet labeled "Culture Fair I.Q. Test" fromyour portfolios.
3. Instructions to be read to subjects by a test administrator:
Now I shall tell you a bit about what you are to do. These
booklets contain four tests which are like four different games
or puzzles. There are no words in them-only drawings. Each ofthe tests has some examples for you to practice on so that youcan see how to do it. We shall first look at the examplestogether and then you will be asked to go ahead on your own.You are given a certain amount of time to do each test. Some
people do all they can on a test and stop working on it beforethe time is up. If you finish working on a test before the
time is up, please sit quietly. Do not bother other peoplewho still want to work on the test, but look back and check
your own answers on that test only if you want to. Some of the
questions at the end of each test are very difficult, and probablynobody can expect to get them all right. But try as many as you
can. When you are not sure of the answer, you should make thebest guess you can, rather than not answer it at all.
"Please do not turn ampage until I tell you to do so. Instead
of marking your answers in the test booklet, you are to mark
them on the answer sheet you have been.given. Read the in-structions on the answer sheet and see if you understand what you
are to do. You will have a chance to try marking some answerswhen we go over the examples together in a moment".
Ask:
Does anyone have any questions?
Answer all questions. Then say:
You may now turn the page and find TEST 1.
The test administrator then holds up the test booklet so that subjects can
see the page and point to the first example. Do not hurry over'the ex-
amples and supervise to see that instructions have been underst on
this first set.
7665
Monday
The administrator then says:
Put your finger on the first example so that I can see that you
have the right place. (Check.) Do you see how the heavy black
line gets longer--and longer--and longer? Can you choose the
correct box from over here on the right to go in the next-the
empty-box? (Point and pause 2 seconds.) The right answer hasbeen given to you in this first try; it's the long line in the
first boX, isn't it, because that's the one that has become
longer still? (When answer sheets are being used, say: "Notice
on your answer sheet under Test 1 that the answer has been markedfor you in this first example.") (Pause 2 seconds.)
Now look at the second row. See, the little curved line bends
first to the left, then to the right, then to the left. (Point.)
What will it do at the next step? (Permit an answer.) Yes, it
will bend to the right. I want you to write the number of thecorrect answer in the little box at the right hand side (or,
underline the answer) (or, put and x in the box for the correct .
answer on your answer sheet). (Pause). Which answer is correct?
(Permit an answer). Yes, number 3 is right. (Check that the
answer has been marked in the correct manner.)
Now look at the third row. See, this black part moves, rather like
the hand of a clock. It begins at the top, and moves down, and
down. You choose the right answer. (Pause.) Which one is it?
(Permit an answer.) Yes, it's number 1. You can see that no
one of the others in the set is quite right.
When I telt you to start you may go on and do the rest yourself.
Begin with the first row just below the line and work through this
page to the bottom of the next. In each row choose just one
from each set on the right which should come next to the three
on the left and mark it as your answer. You will probably not
have time to finish them all, but work as quickly and carefully
as you can. You are allowed to change your answer if you change
your mind, so long as you don't alter anything after I say, STOP.
Are you ready? Go.
After 3 minutes say:
Stops Pencils down.
Turn over to TEST 2. (Pause to see that all subjects have the right
page.) Look at the top row of boxes. Put your finger on it.
(Pause.) You see four are the same in some way and one is
different. In this puzzle, which, one is different in some way
from all the others? They have found theiTariawer for you
in the first line. Which is it? Yes, it's the fourth. Why is
that the right one? (Permit an answer.) Yes, that one's standing
upright and the others are not.
Now let's do the second line. Which is the different one here?
(Permit an answer.) Yes, it's the first one: it's black and all
the others are white. Of course, the others are different sizes
7766
Monday
but they are all white so you can't pick out one of those.
When I tell you to start, I want you to choose one picture ineach row which does not belong with the others. Remember,choose one only in each row which is different in some way fromall the cthers. Work quickly and carefully to try to finishas many as you can on the two pages before I tell you to stop.Ready? Go.
After 4 minutes say:
Stop! Pencils down!
Turnover to TEST 3. (Pause as before.) Put your finger on thesesquares with the big dots in them. (Pause and Check.) There'sone empty box. Which of these five boxes over here (Point.)on the right will be the correct one to fill in? (Pause foranswer.) Yes, it's the third; and they have shown you theright answer. If we putWEone in the empty box it would lookright.
Now look at the second row. (Pause and check.) Which onewe put into the empty box to make it look right? (Permit ananswer.) Yes, it's the first one, isn't it?
Now let's take the third row. You choose the right answer.Which is it? (Pause for answer.) Yes$ the fourth.
When I say, GO! start on the first one just below the line (point)and find the little square which would look right in the emptybox. Do both pages. See how many you can*do. Are you ready? Go.
After 3 minutes say:
Stop! Pencils down!
Turn over to TEST 4. Do you see in the box at the top (Point,check.) that TRI;-Is a circle, and in it a dot, and a square?(Pause, check.) The dot is inside the circle, but outsidethe square. Now look over here on the right. (Point. We
must find one where we can do just the same: put a dot in thecircle but outside the square. What about the first one? No,
because aniTa-lilithe circle would be in the square too. Would
the second do, (permit an answer.) No-a dot in the circlewould also be in the square as well. The third? Yes, you seethe dot is inside the circle but outside the square, and they havedone it for you. (Pause.) It is the only one where we can dothe same as in the box on the left, here. (Point.)
Now look at the second row. Look at the box at the beginning.(Point and check7TEii4ihe dot is in the oval (or eggshaped.),but under the line. Now we have to Wild another box where wecan do just the same Which one is it? Yes, the second, andthat's the only right one. (Pause).
. 7867
Monday
Now look at the third row. (Pause.) This time the dot must be inboth squares at once, but outside the circle. YOu could not puta dot in both squares at once in the first box over here, could you?(Pause). In the second box the dot could go in both squares,but it would be inside the circle, so it won't do. What aboutthe third? (Pause.) Yes, the third is the only one where wecan put the dot in both squares, but outside the circle.
When I say GO! start at the first row under the line. (Point).Look carefully where the dot is. Then find a box where you coulddo just the same and mark that as your answer.
You will have almost as much time for this one page as you had forthe two pages in the last test. See how many you can do. Go.
After 2.1/2 minutes say:
Stop! Pencils down!
Immediately tell students to pass in their answer sheets, front to
side facing up. Then have students pass in their test booklets.
Then collect each student's portfolio in the reverse order in which
they are seated.
7968
Monday
GUIDELINES FOR ADMIUISTRATION OF THEHIGH SCHOOL PERSONALITY QUESTIONNAIRE
1. Tell students to
Remove the answer sheet entitled "High School PersonalityQuestionnaire" from your portfolios.
2. Pass out the H.S.P.Q. test booklets to each student. Then pick
up your copy of the test booklet and answer sheet and say:
This is the booklet and contains the questions you are toanswer. The sc_iparate sheet is the answer sheet. All youranswers are to be placed only on the answer sheet, in a wayI shall explain. Now, follow the "What to Do" section, onthe cover of the booklet, while I read it aloud,
Examiner reads this aloud, pausing to remind the examinees to
answer the examples. After the instructions are read and the
examples are completed, he says:
Do not open the booklet until I tell you to.Do you have any questions about these instructions? Raise
your hand if you do.
The examiner deals fully with any questions and then says:
Now, have you marked the answers for the examples that were onthe cover? Are there any more questions? (If not.) Fine,
we are ready. Open the booklet and start on number 1. Be
sure you mark your answer for question 1 in one of the boxes
beside the 1 on the answer sheet. Continue with one questionafter another, marking your answer to each question on theanswer sheet. Be sure the number of the box on the answersheet always matches the number of the question in the book-
let. (Illustrate this by pointing to two instances.) Give
one answer to every question. Don't skip any questions.
During the teat the meaning of words may be explained to an examinee
upon request, EXCEPT for the intelligence scale items (numbers 23,
24, 43, 44, 63, 64, 83, 84, 104, and 124). Most students will not
need help with the rest of the vocabulary.
After the testing is started, move quickly around the room to make
sure that the instructions have been understood.
In particular, see that no one is omitting questions and that the
.69
Monday
idea of marking in the box or space by the corresponding number on
the answer sheet has been understood. For this purpose, wait until
most students reach the end of the first page of the booklet, and
then point out to them that they can check if they are keeping on
le right numbers because the answer sheet always says where the
end of each of the booklet pages comes.
At the end of 10 minutes say:
You should by now have reached at least question 35.' If youare not as far as 35, it means that you should be going faster.Do not take quite so long with each question, but give the answerthat comes to you when you first read it. However, do notleave out any of the questions.
At 20 minutes say:
You should by now have reached at least question 70. If youhave not it means you should be going faster, as mentioned
earlier. But, do answer every question.
At 30-minutes say:
By now you should have reached at least question 105. Jfyou have not you should be going faster as mentioned earlier.
But do answer every question.
Toward the end of the test say:
Look back over your answer sheet and make quite sure beforeyou turn it in that you have answered every question.
Near the end students should be told:
After you are done, sit quietly and wait until everyone else
is finished. You may go back and reconsider an answer if youreally want to, however, it is probably best to leave youroriginal answers.
When everyone is done or when 70 minutes from the beginning of
testing has gone by (whichever comes first), call time and collect
answer sheets, face_up. Then collect test booklets.
Have students pass in their portfolios in the order of their
stating arrangement.
TESTING SESSIQN #2
82
Tuesday
GUIDELINES FOR ADMINISTRATION OF THE
I.T.E.D.-READING AND VOCABULARY
1. Pass out the student portfolios, making sure that each student receives
his or her own.,
2. Tell students to:
Remove the answer sheet labelled Iowa Test of Educational Developementfrom your portfolios.
3. Pass out the test booklets, one to each student. Then
hold up the answer sheet and say:
These are the directions for marking the questions:
This answer sheet is divided into sections, one for each test.In most tests, each exercise consists of a question followedby several possible answers. You are to decide in each case which
answer is best. To answer a question, find the set of answer
spaces numbered the same as that question; then blacken the
apace corresponding to the best answer. Your mark should fill
the space without going outside the lines. If your marks are too
large or too small they may cause scoring errors.The important things to remember, in marking are:
1. Make you mark as large as you can without going outside
the Space provided.
2. Make heavy, shiny marks.
If you are careful, you should be able to make satisfactory
marks very quickly. Do not waste time trying to make overlyneat marks, but make sure each mark is heavy and black. Very
neat or fussy marking is not necessary.
Mark only one answer space for each question. If you mark
more than one space, you will not receive any credit for
that question. If you change your mind about an answer, erase
your first mark thoroughly.
Make no stray marks anywhere on your answer sheet. Keep it clean
and free from smudges. Do not fold the answer sheet or bend
corners.
Your test booklet will be used later by other students. Keep
it in good condition. JW:enoujaalEyptes,s4L922/LSI.Do not fold or tear pages.
Do not look at any test until you are told to do so.
Are there any questions?
I
I.T.E.D.
Answer any questions about marking the answer sheets. Make sure
each student has a soft lead pencil. Then proceed with the directions
for administering the first test on your schedule.
READING COMPREHENSION
We are now ready to begin the READING COMPREHENSION test. Find
the section for this test on your answer sheet. Open your test
booklet to page 2 and place your answer sheet beside this page.Now read the directions silently while I read them aloud.
Each passage in this test is followed by several questions.First read the passage carefully; then choose the best answer toeach question and blacken the corresponding space on your answersheet. You may refer to the passage as often as necessary.The sample item has been marked correctly on the answer sheet.Mark the other items in a similar fashion.
You will have 40 minutes for this test. Go ahead.
Note the exact time and (unless you have a stopwatch) write both the
starting and stopping times in the boxes below.
StartingTime
+ 40 minutes =StoppingTime
Watch the students carefully during the first few minutes of the
period to see that all have started and are marking the answer sheet
properly. Continue checking throughout the period.
When the time is about half over, say:
Attention, please. The period is now about half over. If youhave not yet reached the fourth page of the test, you are probablyspending too much time on_difficult items. Continue your work.
During the last 10 minutes of the period, move continually among
the students and watch particularly to see that no one looks ahead
to any other test.
After exactly 40 minutes have elapsed, say:
Time is up! Everybody stop work. Close your test bookletsat once.
See that all students do this immediately. Then tell the students-
8472
I.T.E.D.
You may have a 10 minute break now before we proceed with therest of today's testing. Put your answer sheets back in yourportfolio before you take your break.
After everyone has returned to his seat and the break is over say:
Remove your answer sheet form your portfolio again.We are now ready to work on the Vocabulary test. Find this sectionon your answer sheet and then open your booklet to page 8.
In each exercise, decide which of the five choices has mostnearly the same meaning as the italicized word or phrase;then mark the corresponding space on your answer sheet.
You will have 15 minutes. Go ahead.
Note the exact time and write the starting and sfopping times in the
boxes below.
StartingTime
+ 15 minutes= StoppingTime
At least once during the test period, check each student's answer,
sheet to see that he is making proper marks.
Notify the students when the period is about half over (8 minutes).
At the end of exactly 15 minutes say:
Time is up! Everybody stop work. Close your test booklets atonce. Place your answer sheets in the back of your portfoliobehind all the other answer sheets. We shall work on otherparts of this test on other days this week. You are not totamper in any way with the parts of the answer sheet that youworked on today. You may take a 5 minute break now after whichthere will be one short questionnaire for you to fill out.Pass in your test booklets.
73
Tuesday
DIRECTIONS FOR ADMINISTRATION or THE
SURVEY OF PERSONAL VALUES-BATTERIES I & II
1. Take out the form labelled "Personal Values" from your portfolio.Unlike the other instrument you have filled out so far, you areto write your answers right in this combination test-answersheet booklet.
2. Then, tell the students:
You are to read the directions on the title page of the bookletsilently while I read them aloud. There is no time limit for thisform.
During the initial part of the administration, the test administrators
should walk around the room to make sure that each student is marking
one "most" choice and one "least" choice in each triad.
3. When everyone is finished, tell students to:
Pass in the completed booklet front side up.
4. Collect students portfolios according, to the seating order
and then dismiss students.
8 (3
74
TESTING SESSION #3
87
rvuuarivay
DIRECTIONS FOR ADMINISTRATION OF THE
I.T.E.D. -LANGUAGE & MATHEMATICS
1. Pass out-the student portfolios
2. Tell students:
Today we are going to do some more work on the test thatyou took yesterday. Remove the Iowa Tests of EducationalDevelopment answer sheet from the back of your portfolio.
When all the ents have found this answer sheet, say:
We will now take the Language Arts test. This is a testof_your ability to express, yourself correctly and ap-propriately in writing. Open your booklet to page 10.Find the section for Language Arts on your answer sheet.Now read the directions to Part I silently while I readthem aloud.
The passages that fol ight have been written by highschool students. In he rst two passages certain partsare underlined and nuinbered In the right-hand columnthere are several choices wit the same number as theunderlined part. You are-to choose the version that bestexpresses the idea, makes the statement grammaticallycorrect or most precise, or is worded most consistentlywith the style and tome of the passage.
Some items involve more than one kind of error. For example,you may find both grammatical and capitalization errors inthe same item. In some cases the problem is not to cor-rect a specific error, but to decide which phrase is mostappropriate, considering the selection as a whole.
Ea0 passage appears twice, first without underliningand then in the spread-out form. Read the first version ofthe passage rapidly to get a general idea of its tone;then go on to the spread-out form and answer the questions.For each item, choose the alternative you think is best;then mark the corresponding space on your answer sheet. Ifyou think the original underlined version is best, mark "A"(No change). The sample items have been marked correctlyon your answer sheet.
Now look at the sample exercise. It reads: "My friend isa terrible poor student. I tried to help her with herFrench yesterday." The two test items in this sampleare the underlined parts of tte sentence.
Look at the first underlined part, the worketrrible.This word is not used correctly here. Very, would be muchbetter. Now look at the three choices to the right. Veryis the third choice given, so the third answer space hasbeen marked in the Si row on your answer sheet.
88
75
Wednesday
(-I.T.E.D.-LANGUAGE g MATHEMATICS
Now look at sample 2. The word student and the periodafter it have been underlined. The choices are given atthe right: to make no change in this part of the sentence,or to change the period to a comma, a dash,or a colon. Since the word student and the period areused correctly in this sentence, the proper choice forsample 2 is "A", NO CHANGE. Correspondingly the first answerspace has been marked in the S2 row.
Remember that there are many different kinds of errorsin this test. In some items on grammar, sentence structure,or suitability of language, you may have to tead severalsentences to decide on the best choice. If you have anyquestions, I will help you after the others have begun towork.
You will have 40 minutes for this test. However, you shouldfinish Part I-questions 1 through 54-in 30 minutes. Part II,the Spelling test, will require the last 10 minutes of theperiod. If you finish part I early, you may go on to PartII. Begin Part I by reading the complete passage quickly; thenwork on the spread-out form. Go ahead.
Note the exact time and write the starting and stopping times
in the boxes below.
StartingTime
+ 30 minutes=Start
Spelling Test
+ 10 minutes=Stopping
Time
When about half the period is over, watch to make sure the
students are going on to Part II after finishing Part I. Exactly
30 minutes after the students were told to begin work, say:
Attention, please! If you haven't already finished Part I,leave it now and begin work at once on Part II-the Spellingtest. If you finish Part II early, check your work onboth parts. Do not look at any other tests. Go ahead.
Watch closely during the latter part of the period to see thatno students look at any other tests and that all students areworking on the Spelling test.
Exactly 40 minutes after the students started, say:
Time is up! Everybody stop work. Close your test booklets.
See that all students do this at once. Tell students to:
Slip your answer sheets into your portfolios and take a ten-minute break.
89 10376
. Wedresday
DIRECTIONS FOR ADMINISTRATION OF THE
I.T.E.D.-MATHEMATICS
After all students are seated again and the break is over say:
Remove the I.T.E.D. answer sheet from your portfolio again.
Then hand out two pieces of scratch paper to each student,
after which, say:
We are now ready to begillwork on the Mathematics test.It is particularly important in this test that you donot spend too much time on any one question. 'There areeasy problems spread throughout the test.
Find the Mathematics section'onyour answer sheet and openyour booklet to page 18. Read directions while I readthem aloud to you.
I
In each exercise, solve the prOblem:. then mark the spaceon your anwser sheet that corresponds to the answer youchoose. In some problems the fifth alternative, E, is'None of these.' If your answer to such a problem is noti cluded in the possible answers you should mark E, 'None
f these.' Do not waste time on problems you find tocdif-ficult; go on, and return to them later if you have time.The sample problems have been marked correctly on your answerbeet.
You will have 40 minutes for this test. Go ahead.
Note the exact time and write both the starting and stopping
times in the boxes below.
+ 40 minutes=
Starting Stopping
Time Time
Throughout the working period watch carefully that the students
make no marks in the test booklet.- They are particularly likely ,
to do so in this test.
When the period is half over (20 minutes), say:
The period is now half over. If you are not starting onthe third page of this test, you probably gre spending toomuch time on difficult items. Continue your work.
'77
9 0
Wednesday
I.T.E.D. - MATHEMATICS
Exactly 4O minutes after the students started to work, say:
Time is up. Everybody close your booklets.
See that this is done at once. Then tell students to again:
Place their answer sheets in the back of their portfolios.
Collect the test booklets and tell students:
(-1
'You may take a 10 minute break after which there will be ashort questionnaire very much like the one you filled out-yesterday to completEl.
91
78
Wednesday
DIRECTIONS FOR; ADMINISTRATION OF THE
SURVEY OF INTERPERSONAL VALUES-BATTERIES I & II
1. Take out the form labelled Interpersonal Values from yourportfolio. You are to write your name as you did onyesterday's similar questionnaire combination test-answersheet booklet.
2. Tell the students:
You are to read the directions on the title page of thebooklet silently while I read them aloud. There is notime limit for this form.
During the initial part of the administration, the test ad-
ministrators should walk around the room to make sure that each
student is marking one "most" choice and one "least" choice in
each triad.
3. When everyone is finished, tell students to:
Pass in the completed booklet front side up.
4. Collect student portfolios according to the seating order
and then dismiss students.
79
92
TESTING SESSION #4
DIRECTIONS FOR ADMINISTRATION OF THE
I.T.E.D.-SOCIAL STUDIES, SCIENCE, USE OF SOURCES
i. Pass out portfolios
2. Tell students:
Once again, remove the I.T.E.D. answer sheet from the backof your portfolio. Today we are going to finish workingon this test..
The directions for these three tests are the same and, with the
exception of inserting the appropriate test title and page
number, can be read without alteration.
When all students are ready to begin say:ocial Studies
We are now ready to begin the ciencese of Sources
test.
Find the section for this test on your answer sheet. Open
your booklet to page (state page number).
In each exercise decide which of the four alternatives bestanswers the question; then mark the corresponding spaceon your answer sheet.
You will have 20 minutes for this test. Go Ahead.
Note the exact time and write both the starting and stopping
times in the boxes below.
1. StartingTime
2. StartingTime
3. StartingTime
+ 20 minutes=
+ 20 minutes=
'BREAK -10 MINUTES
+ 20 minutes=
StoppingTime
StoppingTime
I I
StoppingTime
When each period is half over (10 minutes), notify the students!
Once during the period check each student's answer sheet for
good marking.
"480
Thtl.aday
I.T.E.D.-SOCIAL STUDIES, SCIENCE, USE OF SOURCES
When the last test has been completed, tell students:
Pass in your answer sheets, face up.
After the an3Wer sheets have been collected and placed in the
appropriate envelope, collect the test booklets. Tell 7tudents that:
You may take a 5 minute break after which you will "fill outanother questionnaire.:
81
Thursday
DIRECTIONS FOR ADMINISTRATION OF" THE
SURVEY OF STUDY HABITS & ATTITUDES
After the break is over and all students are seated say:
Remove the answer sheet labelled 'Survey of Study Habitsand Attitudes' from your portfolio.
Pass out the test booklets to each student. Then say:
There is no time limit for this questionnaire. Open yourbooklet and look at the directions printed on page 3 while Iread them aloud.
After you read the directions, ask:
Are there any questions?
And answer all questions fully. Then tell students:
You may now begin.
Each student must interpret the statements for himself. It is
permissible, however, for the test administrator to answer
questions regarding directions or involving the meaning of
words, provided that he can do without prejudicing the student's
answers.
When approximately 80% of the students have completed the questionnaire
say:
Pass in your answer sheets face up.
Then collect the test booklets and finally the portfolios.
9682
TESTING SESSION #5
97
Friday
DIRECTIONS FOR. ADMINISTRATION OF THE
MASSACHUSETTS PUPIL INVENTORY
1. Pass out the student portfolios.
2. Tell students to remove the booklet entitled 'Massachusetts
Pupil Inventory' from their portfolios. Then say:
This is a very important questionnaire. Please fill it out
very carefully and completely. Note that you are to writeyour answers directly in the booklet. The informationprovided by this form will be used to help make the .
Massachusetts school system more responsive to studentneeds. The information which you provide will be strictlyconfidential. The security link system has been explainedto you previously. Read the directions for filling out thisform silently with me while I read them aloud.
After the directions have been read ask:
Are there any questions and answer all questions fully.
Then say:
There is noitime limit for this form. Work on it until you
are done. If you finish early, sit and wait quietly untileveryone is done. When everyone is done, collect the bookletsface up and place them in the appropriate envelope.
83
98
Begin
DIRECTIONS FOR THE ADMINISTRATION OF THE
CLERICAL SPEED & ACCURACY TEST
1. Tell students to check and make sure that their two pencils
are both sharpened.
2. Ctrek to see that you,have an accurate time piece with a
second hand,
3. Ask them to remove the. answer sheet labelled 'Clerical
Speed & Accuracy' from their portfolios and find PART I
on the answer sheet.
4. Then, read the directions page aloud while they read along
silently. Ask "are there any questions?" It is to be
expected that questions may be asked about this test, as
students often feel they have misunderstood thedirectionS;
some do not believe they would be asked to do such a simple
task. Tell them the answers are easy-that speed and ac-
curacy of marking are important.
5. After all questions have been answered, tell them to begin.
Mark down the exact starting time in minutes and seconds.
End
Minutes Seconds
At the end of exactly three minutes for Part I say firmly and
clearly:
Stop, find the Part II answer sheet, but do not turn anypages in your booklet yet.
Wait until everyone has found Part II on their answer sheets and
then say:
Turn to Part II in your test booklet and begin.
Again, record the exact time testing began and at the end of
99
84
CLERICAL SPEED & ACCURACY TEST
exactly three minutes for Part II say:
Begin
Stop. Close your test booklets. Now pass in your answersheets face up. Then collect the test booklets. You maytake a 10 minute break now.
Minutes Seconds
slot)
85
End
Minutes Seconds
Friday
DIRECTIONS FOR ADMINISTRATION OF THE
D.A.T.-SPACE RELATIONS
1. After the break is over and all students are seated, tell students
to remove the answer sheet labelled 'Differential Aptitude Tests"
from their portfolios. Hand out the D.A.T. test booklet-booklet
2 only. Then say:
Do not open the test booklet until you are told to do so.
You will be doing only two parts of this test. Open your
answer sheet up to page 2 and fold it like this (demonstrate)
so that only page 3 is showing. Open your test booklet to
page 2 and fold the cover page under so that only the direc-
tions page is showing. Read the directions silently as I
read them aloud. You should keep in mind that you are to
mark only one answer to each question. If you mark more
than on answer, you cannot receive credit for that question.
After the directions have been read, ask if there are any questions
and answer all questions fully. Then, in,a clear and firm
voice say: Begin.
You should note the exact time they began°and the time that the
test is to end, (exactly 30 minutes from when they began). At
the end of exactly 30 minUtes say:
Stop. Please put down your pencils. You may take a 5
minute break now. Please slip your answer sheets back into
your portfolios
Friday
If
DIPECTIONS FOR ADMINISTRATION OF THE
D.A.T.-MECHANICAL REASONING
When the break is over and all students are seated again say:
Please remove the D.A.T. answer sheet from your portfoliosagain. Fold it over so that only page 2 is showing. Now,
open your test booklets to page 20 and read the directions
silently as I read them aloud. Once again, you should keepin mind that you are to mark only one answer to each question.
After the directions have been read, ask:
Are there any questions?
Answer all questions fully. Then in a clear, firm voice say:
Begin.
Again, you should note the exact time they began and the time
that the test is to end (exactly 25 minutes from when they began).
At the-end of the testing time say:
Stop. Please put down your pencils. Pass in your answersheets with page 2 facing up.
After this is done, collect the test booklets
Next say:
This is the last of the testing sessions. Thank you very
much for your cooperation. You may toss your empty portfoliosin the waste basket as you leave. Please check to see that
they are empty first. Please pass in your pencils beforeleaving. Thank you again. Goodbye.
102
87
APPENDIX V
GUIDELINES FOR ADMINISTRATIONii
INPUT BATTERY II
103
INPUT BATTERY II TESTING SChEDULL
VOIXAY r.,..
TUESTAY P.M.
WEENECDA7 P.n.
Instruxel.t
rime''
Instrument
i-
., me-
Instrument
Time
C6neraL IntrcIduction
10
D.A.T.-Introdution
and General Directions
10
45
Pupil Inventory
Cc-,-ar
'1-.e.zt
15
Verbal Reasoning
30
Culture Fair 1.0.
20
Numerical Ability
.30
Break
10
Freak
10
Break
10
Personal Values
20
.D.A.T.-
Clerical Speed & Accuracy
10
Space Relations
30
Interpersonal Values
20
Mechanical Reasoning
35
.
7/C
110
110
All time is in minutes and includos time for administrationbut not for distribution and
collection of materials.
This will_probakly require an extra 20 minutes each day.
88
GENERAL ',TESTING GUIDELINES
1. If more students show up for testing on the first day than were calledfor, ask the first two students who arrive to leave.
2..If a student who is supposed to be included in the sample is absent onthe first day of testing you may follow whichever of the proceduresdescribed below is most convenient for your school.
a) Remove the student from the rest of the testing procedure.
b) Have the student take the rest of the battery when he doesshow up. Tell him that he must stay a little later on thefirst day to fill out the Cover Sheet and S.M.I.F. (,z 15 minutes).
3. There are to be no makeups for students who are absent on any testingdate. .
4. At the end of each day the test administrator is to fill out a logindicating any unusual circumstances that occurred during the testingprocess and the name of the test and the 5-digit identification numberof any particular students involved. Examples of things to be reportedare:
a) Sudden illness during the testing situation.
b). Any deviance from the exact time allotted-to a given test.
c) Any unusual distractions that arose during the testing process.
d) Any other unusual circumstances.
5. Students who arrive after a test has begun should be told to waitquietly outside the testing room until the time that the test in progressis to end. They should then be allowed into the room, given theirportfolios and allowed to proceed with the next scheduled activity.
6. At the end of each testing session the testing log is to be filled outfully, describing any problems or irregularities that arose during thesession.
105
89
TESTING SESSION 1
106
Ofl
Monday .
GUIDELINLs FOP ADMINISTPATION OF THECOMBINED COVER. SHEET AND STUDENT
MASTER IDEMPICATION FORM (s.m.r.r.)
Tell students to:
Print your first name, last name and middle initial clearlyand in large letters on the front of your portfolio.
Students should be told to remove the form labelled "Cover Sheet"
from their portfolios. Then say:
Wait until you receive specific instructions for fillingin each part of this form. Write your first name in the space
provided for it on this form (Point). If yodr whole name
does not fit,' write as much of it as does fit. Now, under
each letter that you have written, darken the appropriatelylettered space below that letter. For example, if yourfirst name starts with an "A", fill in the little boxcontaining an "A" below your letter "A". Make sure that
your mark goes across and fills the box, like this. (Demonstrate
on the black board . . A). If the next letter in your nameis "L", darken the box labelled "L" below the letter "L"
in the same manner. Continue darkening each appropriately
lettered,box under your first name.
When it 1404 as if everyone is done ask:
.Has everyone finished writing and gridding in your first names?
If not, wait, everyone i done. Then say:
Write Airour middle initial, if any, in the space provided
for it. Now darken in the appropriately lettered box underyour middle initial.
Wait until everyone has done this. Then say:
Write in your last name and then darken each of the lettersas you did with your first name. If it does not fit, write
in as much as you can.
After everyone has done this, say:
The next 6 spaces are for your apartment number, if any. Write
in the number and darken the appropriate letters beneath it.
Write the first digit of your apartment number in thefirst box, on the left of the section labelled 'apartment
number.' Then write each successive digit, if any, in
each of the remaining boxes. If you do not have an apartment
number, leave this section blank and wait until I give
you further directions.
After everyone who is working on this part has finished, say:
107
90
Monday
Now writeit yourleave any spaces.omit it. f yourword. Abbreviate
ST*streetAl/pave1,AlaneRI road
PKW/=parkway
S.M.1.F.
street number and street name. Do notIf there i a dash in your street nurser
street name consists of more than oneas follows: (Write on board)
Then darken the appropriate box be each letter or number.
After everyone has finished working on the street number and name, say:
Now write in the name of the city or town in which you live.Once again do not leave any spaces between words and if itdoes not fit in, write in as many letters as you can.Then darken the boxes under each letter.
Aftier everyone has completed this part say:
In hepart provided for State, write in the abbreviationMA for Massachusetts and darken the appropriate letters.
When eeryone has done this say:
Now find the space that is labelled 'zip code' and write inyour zip code in the area provided. Then darken the ap-
propriate box below each digit. If you cannot rememberyour zip code, leave this area blank and wait until every-one else has finished.
When everyone is done say:
Now find the space that has been provided for your birthdate.In the first two spaces write in the number of the month inwhich you were born. If the number has only one digitwrite in a zero in the first column and the number of the monthin the second column. For example, if you were born inJanuary you would write 01 in the space provided for month.Darken the appropriate boxes below each digit.
When everyone is done, say:
In the 2 spaces provided for 'day' write in the date onwhich you were born. If your birthdate has only one digit,
write in a zero in the first column. Thus, if you were
born on the fifth day of the month, write 0'3 in the spaceprovided for day. Darken the appropriate box below each
digit.When everyone \is done, say:
1089i
Monday
s.m.i.r.
In the space provided for year, write in the last two digitsof the year in which you were born. For example, if you were
born in 1956 write in a 5C in the pace provided. Darkenthe appropriate boxes below each (Felt.
After everyone is done say:S.M.I.F. DIMTICNb POP CiCCUPATICUAL EDUCATION STUDENTS ONLY
Now open up to the second page labelled 'Student MasterIdentification Form.' Please be very careful not to detachthese two If they sould accidently become detached,let me know immediately. Do not make any marks in the toppart of this form where it says 'Student Identifiers.' Youmay begin to answer the questions now. Answer every question.
If you have any problems with them, raise your hand.
When everyone is done, say:
Arrange the form so that the cover sheet is facing upwards again.When everyone has done this collect the combined (not detached)Cover Sheets and Student Master Identification Form fromthe student. It is absolutely essential that each s.m.x.r.be accompanied by the correct cover sheet. If any student'sforms have accidentally come apart, use a paper clip to holdthem together (Do not staple)! The collected forms are to
be placed in the appropriately labelled envelope and theenvelope sealed. This envelope is to be delivered to theDepartment Head. The Department Head is not to open theenvelope until after the entire testing process has ended.After the Department Head has filled in the student's form,the cover sheets can be detached from the s.m.i.r.,0. The
cover sheets are then to be mailed to the link agency and the
S.M.I.F.'s to MISOE.
lor)92
Monday
DIPECTICUE FOY ADMINISTPATION or TUE
CULTUPE FAfl 1.Q. TEST
1. Distribute test booklvts with the front cover facing up and
the instruction that the booklet on page must not be turned.
2. Tell students to:
remove the answer sheet labelled 'Culture Fair I.Q. Test
from your portfolios.
3. Instructions to be read to subjects by a test administrator:
Now I shall tell you a bit about what you are to do. These
booklets contain four tests which are like four different
games or puzzles. There are no words in them--only drawings.Each of the tests has some examples for you to practiceon so that you can see how to do it. We shall first look
at the examples together and then you will be asked to go
ahead on your own. You are given a certain amount of time
to do each test. Some people do all they can on a test and
stop working on it before the time is up. If you finish
working on a test before the time is up, please sit quietly.
Do not bother other people who still want to work on the
test, but look back and check your own answers on that test
only if you want to. Some of the questions at the end ofeach test are very difficult and probably nobody can expectto get them right. But try as many as you can. When you
are not sure of the answer, you should make the best guess
you can, rather than not answer at all.
Please do not turn az. page until I tell you to do so. Instead
of marking your answers in the test booklet, you are to
mark them on the answer sheet you have been given. read
instructions on the answer sheet and see if you understand
what you are to do. You will have a chance to try marking
some answers when we go over the examples together in a
moment. (Pause)
Ask:
Does anyone have any questions? You may now turn the page
and find TEST 1.
The test administrator then holds up the test booklet so that
subjects can see the page and point to the first example. Do
not hurry over the examples and supervise to see that instructions
have been understood on this first set.
Administrator then says:
11093
Monday
CULTUKE FAU I .Q. TEST
Put your finger on the first example so that you have the rightplace. (cheer.) Do you see how the heavy black line geeslonger--and longerand longer? Can you choose the correctbox from over here on the right to go in the next--the empty--box? (Point and pause 2 seconds.) The right answer hasbeen given to you in this first try; it's the long line in thefirst box, itsn't it, becuase that's the one that has be-come longer still? (When answer sheets are being used, say:Notice on your answer sheet under 'Test l' that the answerhas been marked for you in this first example.) (Pause 2seconds.)
Nov look at the second row. See, the little curved linebends first to the left, then to the right, then to the left.(Point) What will it do at the next step? (Permint ananswer.) Yes; it will bend to the right. I want you towrite the number of the correct x in the box at the righthand side (or, underline the answer) (or put an x in thebox for the correct answer on your answer sheet.T (Pause)Which answer is correct? (Permit an answer.) Yes, number 3is right. (Check that the answer has been marked in the correctmanner.)
Now look at the third row. See, this black part moves, ratherlike the hand of a cluck. It begins at the top, and movesdown, and down. You choose the right answer. (Pause)
Which one is,it? (Permit an answer). Yes, it's number 1.You can see that no one of the others in the set is quiteright.
When I tell you to start you may go on and do the rest yourself.Begin with the first row just below the line and work throughthis page to the bottom of the next. In each row choose justone from each set on the right which should come next to 40
the three on the left and mark it as your answer. You will
probably not have time to finish them all, but work asquickly and carefully as you can. You are allowed to changeyour answer if you change your mind, so long as you don'talter anything after I say, "Stop". Are you ready? Go!
After 3 minutes say,
Stop! pencils down.
Turn over to TEST 2. (Pause to see that all subjects havethe right page.) Look at the top row of boxes. Put your
finger on it. (Pause.) You see four are the same in someway and one is different. In this puzzle, which one isdifferent in some way frm all the others? They have found
the right answer for you in the first line. Which is it?
Yes, it's the fourth. Why is that the right one? (Permit
an answer). Yes, that one's standing upright and the others
are not.
Monday
CULTME FATE. I.Q. TEST
Now let's do the second line. Which is the different onehere? (Permint and anower). Yes, it's the first one:it's black and all the others are white. Of course, theothers are different sizes but they are all white so youcan't pick out one of those.
When I tell you to start, I want you to choose one pictureit each row which does not belong with the others. Pememberchoose one only in each row which is different in some wayfrom all the others. Work quickly and carefully to tryto finish a" liWly as you can on the two pages before I tellyou to stop. ready? Co!
After 4 MINUTES say,
Stop! Pencils down!
Turn over to TEST 3. (Pause as before.) Put your finger onthese squares with the big dots in them. There's one emptybox. Which of these five boxes over here (Point) on theright will be the correct one to fill in? (Pause for answer).Yes, it's the third; and they have shown you the rightanswer. If we put that one in the empty box it would lookright.
Now look at the second row. (Pause and check). Which oneshall we put into the empty box to make it look right? (Permitan answer.) Yes, it's the first one, isn't it?
Now let's take the third row. You choose the right answer.Which is it? (Pause for answer). Yes, the fourth.
When I say, 'Co' start on the first one just below the line(Point) and find the little square which would look right inthe empty box. Do both pages. See how many you can do.Are you ready? Co!
After 3 MINUTES) say,
Stop! Pencils down!
Turn over to TEST 4. Do you see in the box at the top (Point,check) that there is a circle, and in it a dot, and a square?(Pause, check) The dot is inside tne circle, but outside thesquare. Now look over here on the right. (Point). Wemust find one where we can do just the same: put a dotinside the circle but outside the square. What about the firstone? (Permit an answer). No-because any dot in the circlewould be in the square too. Would the second do? (Permitanswer). No-dot in the circle would also be in the squareas well. The third? Yes, you see the dot is inside thecircle but outside the square, and they have done it for you.(Pause). It is the only one where we can do the same asin the box on the left, here. (point).
112
cuLTuIT rAin I.Q. TEST
Now looP at the second row. book at the Lox at the beginning.
(Point and chech) Here the dot is in the oval (or egshaped),but under the 1ine. kw we have to find another box where
we can do just the sae. Which one is it? Yes, the second
and that the only right one. (Pause).
Now looL at the third raw. (Pause). This time the dot
must be in both squares at once, but outside the circle.
You could nut put a dot in both squares at once in the
first box over here, could you? (Pause). In the second
box the dot could go in bath squares, but it would be inside
the circle, co it won't du. What about the third: (Pause).
Yes, the third is the only one where we can put the dot in both
squares, but ouside the circle.
When I say, _"Co" start at the first row under the line. (Point)
Loa carefully where the dot:is. Then find a box where you could
do just the same and marl-: that as your answer.
You will have almost as much time for this one pa8e as youhad for the two pages in the 'last teat. Oee how many you
can do. Co.
After 2 1/2 minutes say:
stop! Pencils down!
Immediately tell students to pass in their answer sheets, front
side facing up. Then have students pass in their test booLlets.
Then corect each student's portfolio in the reverse order in
which they are seated.
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0
DIRECTIONS FOR ADMINISTRATION OF THE
.SURVEY OF PERSONAL VALUES - BATTERIES I AND II
1. Take out the form labeled "Personal Values" from your portfolio.Unlike the other instruments you have filled out So far, you areto write your answers right in this combination test/answer sheetbooklet.
2. Then, tell the students:
You are to read the directions on-the-title page-of-thebooklet silently while I read them aloud. There is notune limit for this form.
During the initial part of the administration, the test administrators
should walk around the room to make sure that each student is marking
one "most" choice and one "least" choice in each triad.
3. When everyone is finished, tell students to:
Pass in the completed booklet front side up.
4. Collect students portfolios according to the seating order andthen dismiss students.
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114
TESTING SESSION 2
115
fi
Tuesday
GUIDELINES FOR ADMINISTRATION OF THE
D.A.T.-VERBAL REASONING
1. Pass out portfolios to each student.
2. Pass out Booklet 1 of the D.A.T. and say:
Do not open this booklet until you are told to do so.
Tell students to:
Remove the answer sheet labelled 'Differential AptitudeTests' from your portfolio.
When everyone has: done this say:
Find the section on your answer sheet entitled 'VerbalReasoning.' Now, open up your booklet to page 3 and readthe directions silently to yourself as I read them aloud.
After you finish reading the directions ask:
Are there any questions?
Answer all questions' and then, in a clear firm voice say:
Begin.
You should record the time that testing began and the time exactly
30 minutesulater when testing is to end:
Began To End
Walk around the -room during the testing to see that everyone has
understood the directions. At the end of exactly 30 minutes say:
Stop Put your pencils down.
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Tuesday 2
GUIDELINES FOR ADMINISTRATION OF THE
D.A.T.-NUMERICAL ABILITY
Pass out one sheet of scratch paper to each student.
Tell students to:
Find the section on your answer sheet entitled 'NumericalAbility.' Now, open up your test booklet to page 9, andread the directions silently to yourself as I read themaloud.
After you have finished reading the directions ask:
Are there any questions?
Answer all questions and then in a clear, firm voice say:
Begin.
You should record the time that testing began and the time exactly
30 minutes later when testing is to end:
Walk around the room during the testing to see that directions have been
understood. At the end of exactly 30 minutes say:
Stop. Put your pencils down. Place your answer sheets inthe back of your portfolio. Pass in your test booklets.You may take a 10 minute break now after which there will beone short questionnaire to fill out.
Collect the test booklets.
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DIRECTIONS FOR THE ADMINISTRATJON OF
SURVEY OF INTERPERSONAL VALUES-BATTERIES I & II
1. After everyone is seated again say:
Take out the form labelled Interpersonal Values form yourportfolio. You are to write your answer as you did onyesterday's similar questionnaire combination test answersheet booklet.
2. Then tell the students:
You are to read the directions on the title page of the- booklet silently while I read them aloud. There is notime limit for this form.
During the initial part of the administration, the test ad-
ministrators should walk around the room to make sure that
each-student is marking one 'most' choice and one 'least' choice
in each triad.
3. When everyone is finished tell students to:
Pass in the completed booklet front side up.
4. Colleet student portfolios according to the seating order and
then dismiss students.
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100,
Tuesday
DIRECTIONS FOR THE ADMINISTRATION OF THE
CLERICAL SPEED & ACCURACY TEST
1. Tell students to check and make sure that their two pencils are bothsharpened.
2. Check to see that you have an accurate time piece with a second hand.
3. Ask them to remove the answer sheet labelled "Clerical Speed andAccuracy" from their portfolios and find PART 1 on the answer sheet.
4. Then, read the directions page aloud while they read along silently.Ask "are there any questions?" ,It is to be expected that questionsmay be asked about this test, as students often feel they have mis-understood the directions; some do not believe they would be askedto do such a simple task. Tell them the answers are easy, that speedand accuracy of marking are important.
5. After all questions have been answered, tell them to begin. Mark down
the exact starting time in minutes and seconds.
Begin
Minutes Seconds
End
Minutes Seconds
At the end of exact* three minutes for Part 1 say firmly andclearly:
Stop,- find the Part 11 answer sheet, but do not turn anypages in your booklet- yet.,
Wait until everyone has found Part 11 on their answer sheetsand then say:
Turn to Part-11 in your test booklet and begin.
Again, record the exact time testing began and at the end ofexactly three minutes for Part 11 say:
Stop. Close your,test booklets. Now pass in your answer
sheets face up. Then collect the test booklets. You may
take a 10-minute break now.
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TESTING SESSION #3
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he,
Wednesday
DIRECTIONS TOR ADMINISTRATION OF THE
MASSACHUSETTS PUPIL INVENTORY
1. Pass out the student portfolios
2. Tell students to remove the booklet entitled 'Massachusetts
Pupil Inventory' from their portfolios. Then say:
This is a very important questionnaire, please fill it outvery carefully and completely. Note that you are to writeyour answers directly in the booklet. The informationprovided by this form will be used to help make the Mas-sachusetts school system more responsive to student needs.The information which you provide will be strictly con-fidential. The security link system has been'explainedto you previously. Read the directions for filling out thisform silently with-me while I read them aloud.
After the directions have been read ask:
Are there any questions?
Answer all questions fully. Then say:
There is no time limit for this form. liork on it until youare done. If you finish early, sit and wait quietly untileveryone is done.
When everyone is done, collect the booklets face up and place
them in the appropriate envelope.
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102
Wednesday 4
DIRECTIONS FOR AMINISTRATION OF THE
D.A.T.-SPACE RELATIONS
1. After the break is over and all students are seated. Tell
students to remove tht\ answer sheet labelled 'Differential
Aptitude Tests' from their portfolios. Hand out the D.A.T. test
booklet 2 only. Then say:
Do nut open the test booklet until you are told to do so.You will be doing only two parts of this test. Open youranswer sheet up to page 2 and fold it like this (demonstrate)so that only page 3 is showing. Open your test bookletto page and fold the cover page under so that only the directionspage is showing. Now, read the directions silent as I
read them aloud. You should keep in mind that ye tomark only one answer to each question. If yotvm k morethan one answer, you cannot receive credit for thht question.
After the directions have been read, ask if there are any questions
and answer all questions fully, Then in a clear and firm voice
say:
Begin.
You should note the exact time they began and the time that the
test is to end (exactly 30 minutes from when they began). At
the end of exactly 30 minutes say:
Stop. Please put down your pencils. You may take a 5minute break now. Please slip your answer sheets back intoyour portfolios.
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'01
Wedneay 5
DIEEMONS FO APMINISMATION OF THE
D.A.T.-MCHANICAL REASONING
When the break is over and all students are seated again say:
Please remove the D.A.T. answer sheet from your portfolio
again. Fold it over so that only page 2 is showing. Now,
open your test booiaets to page 20 and read the directionssilently as I read them aloud. Once again, you shouldkeep in mind that you are to mark only one answer to eachquestion.
After the directions have been read, ask:
Are there any questions?
Answer all questions fully. Then in a clear, firm voice say:
Begin.
Again, you should note the exact time they began and the time that
the test is to end (exactly 25 minutes from when they began). At
the end of the testing time say:
Stop. Please put down your pencils. Pass in your answer
sheets with page 2 facing up.
After this is done, collect the test booklets. The say:
This is the last of the testing sessions. Thank you very
much for your cooperation. You may toss your empty port-folios in the watt basket as you leave. Please check to see
that they are empty first. Please pass in your pencils before
leaving. Thank you again. Goodbye.
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APPENDIX VI
COST OF ADMINISTERING BATTERIES
(INPUT AND PROCESS)
AS DESCRIBED IN THE JOURNAL, ATTACHMENT 1
124
INPUT/PROCESS COST SUMMARY CHART
QThe Input/Process Cost Summary. Chart contains a detailed breakdownof the costs incurred by each of the instruments in the Input and ProcessBatteries.
Column#1 describes the month in which each instrument isto be administered. Column #2 lists individually each group to which a giveninstrument is to be administered. Column #3 contains the actual number of agiven instrument required for adminUTTaTion to the designated group. In
most cases this number is simply representative of the number of persons inthat group. However, in the case of the P.A.S.T.A. in which each member ofthe group requires more than one copy of the instrument, the number in thethird column equals the actual number of forms required by the group ofpersons receiving those forms. Column #4 contains the name of each of theinstruments.
The following nine columns contain information necessary to thedetermination of the per instrument cost data. Column #5 "Booklets $" liststhe cost of purchasing test booklets for the given group to whom a test isto be administered. Column #6, "Royalties" pertains to the total amount ofmoney that MISOE must pay to a given test company when MISOE-made answersheets were required for those tests which lacked op scan answer sheets orhad answer sheets which did not have provision for dark mark coding orserial numbering - both of which are essential to the MISOE security linksystem. Column #7, "# Sides" is relevant only to MISOE-made op scan forms;the figure listed in this column describes the number of sides such forms willrequire. A small circle above the number indicates that this is to be adouble sided form. Both of these pieces of information are necessary fordetermining the total cost of op scan forms since each side of an instrumentrequires a separate plate and set up at 085 apiece, and the costs of dark-markcoding and press run vary according to whether a form is single or double sided.
Column #8, "Plates and Set Up $ ", is determined by multiplying thenumber of sides of a given MISOE-made opscan form by the cost of a plate andset-up, $85. Column #9, "DMC $", refers to the cost of dark-mark coding allsides of a given opscan answer sheet or instrument-answer sheet combination.(MISOE-made instruments which are to be filled out by students are to have theItems and answers on the same form in order to avoid confusion on the part ofthe students.) Dark -mark coding is a process by which each side of a givenform. is precoded by the Op Scan Corporation with a unique number. The utilityof this identification systbm is detailed in the MISOE Security Link System
, document. Column #10 refers to the cost of having the dark mark code which isimprinted on each form also written out as a number on the form. This willenable the collating of those different forms which are to be given to oneperson at the same time. It is absolutely essential that the same identifica-tion number be present on all of those forms. The serial number need only'appear once on each form for purposes of collating. Note that both dark markcoding and serial numbexIng costs are based upon the Press Run # of forms inthe following column. 8
125105
Column Ill? "Press Run #", refers to the a9tual number of MISOE-made op scanforms which will be printed. This nunber,is a function of the quantitieswhich Op Scan runs off it x, pxtb3es. Mote that 1,000 It, the minimum press runnumber. Also press run price decreases as the quantity increases.Column #12 lists the actual cost of a press run for a given instrument basedupon the press run # in the previous column. Column #13 lists the unit costof a specified number of commercial booklets or answer sheets. This figureincludes discounts available to large orders. The cost for dark mark codingand serial numbering has been included in those figures which are asterisked.Column #14 lists subtotal costs (if any) for each instrument. These subtotalsare the cost of booklets, answer sheets, or printing of forms. Column #15lists the total cost of each instrument.
The first nineteen numbered rows in Table 1 list each of the in-struments in the Input and Process Batteries. Rows 20-22 list the type andnumber of.master identification forms (MIF's) required for the security linksystem. Pow 24, in which cover sheets are listed, contains a detailed listingof the number of cover sheets required for each administration of an instrumentsor group of instruments. Wherever feasible, instrument or answer sheets willbe grouped together for 4 given person with one cover sheet. All such groupeditems must bear the same dark-mark code and serial number as the cover sheetattached to them.
In Table 1 it can be seen that 76,505 cover sheets will berequired. Note that one cover sheet is required for each person who fillsout one or more answer sheets on any of the 12 given test dates. When thesame person fills out more than one answer sheet on a given test date, allsuch answer sheets and the accompanying cover sheet must bear the same darkmark code and serial number as previously mentioned.
-PAGES I D'1 OF THIS DOCUMENT WERE
REMOVED PRIOR TO ITS BEING SUBMITTED TO THE
ERIC DOCUMENT REPRODUCTION SERVICE BECAUSE
THEY WOULD NOT REPRODUCE IN MICROFICHE.
127