ACER Newsletter No. 43 November 1981

(1)

Australian Studies in Student Performance: 1980

Sid Bourke, John Mills, Jackie Stanyon and Faye Holzer Background and Purpose

The Australian Studies in Student Perform- ance project (ASSP) was undertaken in 1979 by the Australian Council for Educa- tional Research (ACER) at the request of the Australian Education Council (AEC).

The study took the form of a survey testing program of about 5500 10-year-old and 51 00 14-year-old students in normal schooling throughout Australia in the areas of literacy and numeracy.

The project was a response by the AEC to general community concern being ex- pressed about education standards in Australia. It was intended that the results of an empirical study in the areas of literacy and numeracy would make a useful contribution to the continuing de- bate about student achievement in Australian schools. The study was designed to assess and report the performance of Australian students in reading, writing and numeration in 1980, and to enable comparisons to be made of performance in 1975 and 1980 on selected tasks.

New tests were developed for the study and were used to assess the performance of the 10-year-old and 14-year-old students selected in the samples. A short questionnaire was also developed for the study. Testing was carried out in October, 1980 and each school taking part in the study was offered a copy of its own results. Almost all the 4 76 schools which took part in the study accepted this offer.

Results for the total Australian samples in terms of the proportions of students successful on specific items and sub-tests were used as the basis of reporting, together with results by sex and school location (that is whether the school was

located in a metropolitan or non-

metropolitan area)

The Nature of the Tests

Criterion-referenced tests were used in this study to determine the proportions of Australian students who were able to perform a range of specific reading, writing and numeration tasks. The tasks were those considered to be essential or at least important for students aged 1 0 and 14 years to have mastered if they were not to suffer disadvantage in their everyday lives or in their continued progress through schooling. Consequently some test items were placed in a community context and other items emphasized a classroom usage.

The tests were developed with the assistance of committees of practising teachers, teacher educators and curriculum experts. The items were then field tested and exposed to the scrutiny of departmental officials and working parties of teachers in the various States and Territories before the final forms of the tests were prepared.

The Reading Tests:

Structure and Results

The performance in reading by the 10- year-old students on the various sub-tests ranged from 70 per cent of students who were successful when comprehending a prose passage to 99 per cent when· comprehending simple sentences. Less than 80 per cent of the students were successful on the sub-tests concerned with use of reference materials and the classroom and community usage sub- tests, and more than 80 per cent were successful when comprehending com- plex sentences and identifying the mean- ing of words in context. The total test was mastered by 71 per cent of the 10-year- old students.

The proportions of successful 14-year- old students ranged from 72 per cent for the comprehending continuous prose sub-test (which included the prose passage items and some of the newspaper

items) to 100 per cent for comprehending

sim le sentences. For most other sub- test · more than 80 per cent of the students were successful. Exceptions were the sub-tests concerned with comprehending newspaper articles and with community usage. The total test was mastered by 83 per cent of the 14-year- old students.

At both age levels the simplest of reading tasks could be performed by all or almost all students, and every task tested could be done by more than two-thirds of the students. As expected more 14-year- old students were successful than 10- year-old students, when attempting the same sub-tests, with greater differences for the more difficult reading tasks.

The female students had a significantly higher level of performance than the male students, particularly at the 10-year-old level. There were no significant differences in performance with respect to school location.

The Writing Tests:

Structure and Results

The writing tests were designed to test two distinct types of objectives. One type of objective related to the ability to respond to family, school or community based

writing demands such as writing mes-

sages, instructions, reports and letters, and included the use of social conven- tions in tasks such as addressing an envelope. These tasks were assessed according to specific criteria.

The other type of objective concerned the abilities to express personal feelings, ideas and experience and these abilities were assessed by means of tasks such as writing a story, writing about personal experience and writing attitudes and opinions. These tasks were assessed globally on a five-point normative scale.

At the 10-year-old -level, student performance on the criterion-referenced tasks ranged from 57 per cent for writing a

(2)

letter for information to 93 per cent for writing a personal message within a family context. Whereas 87 per cent of the 14-year-old students were able to write a letter for information, their performance ranged from 54 per cent for writing directions to 97 per cent for writing a personal message. Thus at both age levels more than nine out of ten students could write a personal message but this was not the case for writing a telephone message. For this task more than nine out of ten 14-year- olds but fewer than seven out of ten 10-year-olds were successful.

For the globally scored tasks, the 10- year-old students wrote more when telling a story than when writing about themselves, and the 14-year-old students also wrote more for the story than for writing opinions which also had the highest spelling error rate. At this age level, letter and story writing had approximately the same spelling error rate. The 10-year-olds had a higher spelling error rate when writing about themselves and writing a story and a lower rate when writing a report.

There was a difference in writing performance between the sexes at both age levels, which favoured the female students. The difference was consistent for the 10-year-olds but less so for the 14- year-olds. However the 14-year-old male students did less well than the females on the task of writing a letter for information and on all the globally-scored tasks. The only significant difference related to school location at either age level was for the task of writing a telephone message which was competently done by a greater proportion of the 10-year-old non- metropolitan students.

The Numeration Tests:

Structure and Results

The numeration tests developed for this study were not intended to cover the mathematics or even the arithmetic sylla- buses of primary and secondary schools, but to assess student performance in those aspects related to either school or community requirements for numeracy.

These requirements were seen to include the manipulation of whole numbers and fractions using the four arithmetic operations, and the reading and use of measurements of quantity, length, mass, money and time.

The proportion of successful 10-year- old students on the numeration sub-tests ranged from 67 per cent for the computa- tion ability sub-test to 98 per cent for the operation of addition. More than 80 per cent of students were also successful on most of the 11 remaining sub-tests, the exceptions being the sub-tests concerned with general measurement, measurement of time, and community usage where in each case the proportion of successful students was between 70 and 80 per cent.

The total test was mastered by 78 per cent of the 10-year-olds.

In the case of the 14-year-olds, the proportion of successful students had a much smaller variation, ranging from 80 per cent for the fractions and decimals sub-test to 99 per cent for addition. Most of the other 12 sub-tests were handled successfully by at least 90 per cent of the 2

14-year-olds, the exceptions being the sub-tests concerned with general measurement, the ability of application, and community usage. For these three sub-tests the proportion of successful students was between 80 and 90 per cent.

The total test was mastered by 86 per cent of the 14-year-old students.

At the 10-year-old level, the female students generally outperformed the males. This was particularly so when computing with whole numbers in a classroom rather than in a community context.

At the 14-year-old level the results for male and female students were generally closer but where larger differences did occur for individual items they more frequently favoured the males. The only sub-test where the male students had a higher level of performance than the female students was the general measurement sub-test which required the reading of graphs, maps and scales.

There were no differences between the sexes on other sub-tests at the 14-year- old level. There were some small differences in the performance of the 10-year- olds favouring students at metropolitan schools over non-metropolitan schools, but the differences did not carry over to the 14-year-old level.

Comparisons of Results:

1975-80

Reading. It was found that, although there were some significant differences in performance on the two occasions for individual items, overall the results were almost identical in 1975 and 1980. The performance of the 10-year-olds on the comprehension of a prose passage did not differ between 1975 and 1980, but in 1980 an average of approximately five per cent more of the 14-year-olds could read a prose passage than in 1975.

There was a marked increase in the level of performance of 10-year-old students between 1975 and 1980 when reading a newspaper. Whereas only 27 per cent of the 10-year-olds had been successful on the newspaper items in 1975 compared with 53 per cent successful on the test as a whole, in 1980 the proportion of successful students was 71 per cent, the same as the proportion of successful students on the test as a whole. There was also an increase in the proportion of successful 14-year-old students on the newspaper items, although not as large as that for the 10-year-olds. In this case 64 per cent of the 14-year-olds were successful in 1975 compared with 75 per cent in 1980 on an equivalent newspaper reading sub-test. One possible explanation for these large changes in student performance, especially at the 10-year-old level, is that considerably greater emphasis may have been given to newspaper reading in schools throughout Australia since 1975.

Writing. For the task of writing a telephone message, there was no significant difference in the proportions of successful students at either age level in 1980 compared with 1975. However for the task of writing a personal message there was a

significant improvement in the performance of the 10-year-olds with 86 per cent completing the task successfully in 1975 compared with 93 per cent in 1980. One other direct comparison could be made using the task requiring the writing of directions at the 14-year-old level. In this case there was no significant difference in performance between 1975 and 1980.

There were also some improvements in letter writing. Whereas in 1975 only 63 per cent of the 10-year-olds wrote a greeting at the beginning of a letter and 71 per cent gave their name at the end, the corres- ponding tasks were successfully com- pleted in 1980 by 90 per cent and 80 per cent respectively. Performances on other letter writing sub-tasks in 1975 and 1980 where comparisons could be made were not significantly different.

Numeration. It was clear that there had been an improvement in performance at both age levels on basic items using the four operations between 1975 and 1980.

The improvement was particularly marked at the 10-year-old level where there was a significant difference for six of these eight items. At the 14-year-old level where performance on the basic items in 1975 was already high, there was a significant improvement on three items in 1980, and in no case at either age level was performance lower in 1980 than it had been in 1975. The 10-year-old students did not differ on other test items between 1975 and 1980. This result was not repeated by the 14-year-old students who did perform at a significantly higher level in 1980 than in 1975 on items concerned with reading maps and scales, calculating volume and using percentages.

Final Comments

At the basis of the work reported here is the belief that every student in normal schooling in Australia should have every opportunity to become literate and numer- ate, and that deliberate actions are neces- sary to maximize each student's chance of success in this endeavour. To take this position is not to deny the importance of other aims and purposes of schooling associated with the development of per- sonality and individuality, and providing students with the means to structure their experiences in ways that develop understanding of themselves and of society. It is accepted that the development of literacy and numeracy is not the only important goal of schooling, but such development is considered to be a pre-requisite for many aspects of further learning and for a normal life in the contemporary Australian community.

Note: The full report of the study 'Perform- ance in Literacy and Numeracy: 1980' has been published by the AGPS and is available from AGPS Bookshops and from the ACER. $8.80.

ACER Newsletter will be posted direct to interested individuals on request.

ACER Newsletter No. 43, November, 1981

(3)

Early Identification and Intervention:

The Aim of the ACER Early School Series

Helga Rowe

The ACER Early School Series is the outcome of several years of research and experimentation in an ACER project concerned with the prevention of learning disabilities by means of the early identification of children who may be developmentally or otherwise disadvantaged. The theoretical model which was finally adopted provides for the integration of assessment and intervention. It includes the following five phases of information gathering to guide teachers in the development of individualized teaching procedures, and in determining the progress of individuals:

screening, and assessment of general developmental variables

2 definition of the problem

3 pinpointing and design of intervention 4 monitoring progress

5 follow-up.

Avoidance rather than Prediction of Failure

Lack of achievement at school, social disadvantage, and an inability to cope in adult life have frequently been related to immaturity or 'lack of readiness' at school entry. The need for the early identification of children who may be at risk has been acknowledged for many years, but tradi- tional approaches have tended to focus on the prediction of failure in school in general, or in relation to specific areas of academic learning. Too often this initially legitimate concern has led no further than to the categorization and labelling of children early in their school careers - and to self-fulfilling prophesies. But teachers are generally less concerned with the prediction of failure than they are with its avoidance. They will, therefore, be anxious to discover why a child might experience difficulties, and what might be done to help the individual to overcome or to compensate for such difficulties.

Teachers who aim to identify particular strengths and weaknesses of individual children, or the characteristics of a group of children as a whole so that the most appropriate teaching procedures can be developed will find the tests and methods of the ACER Early School Series useful.

Domain-referenced Tests

The tests are domain-referenced. This means that each of the tests is designed to measure one major objective. In other words, the set of items constituting each test is conceived as a sample from the domain of all possible tasks, performance on which could demonstrate a well- defined competency.

Domain-referenced tests have no norms; instead they assess skills and behaviours which all children should achieve at some stage. Thus, the final 'norm' and the educational target for all school beginners is full mastery of all tasks of the types assessed in the tests of the ACER Early School Series. It is recognized that in some circumstances a corn- ACER Newsletter No. 43, November, 1981

bination of domain-referenced and normative information may be required.

For this purpose the book entitled Early Identification and Intervention: A Hand- book For Teachers and School Counsel- lors contains tables which make it possible for the teacher or counsellor to com- pare the performances of individuals on each test with the performance of a representative sample of school beginners and with that of other specified groups of children. In this way the tests can be used to obtain both ipsative and comparative information on the individual.

Research-based Areas and Tests The initial impetus for the selection of skills areas and test items came from the educational and psychological research literature concerned with the development of skills in children. Extensive pilot testing of pre-schoolers, school beginners, and some handicapped children and subse- quent revisions of the material finally resulted in the inclusion of the following skills areas and tests:

Area Auditory analysis skills

Conceptual skills ~

Direct Translation of Test Results into Intervention Procedures All ten tests contained in the ACER Early School Series were designed to provide teachers with meaningful guidance in the development of · individualized teaching procedures, and in determining individual.

progress. Performance on the tests can be translated directly into specific learning requirements for each individual child.

Also, at a time when strong focus in the delivery of educational services is on accountability, the ACER Early School Series tests can facilitate the demonstra- tion of program effectiveness.

Specific benefits of the Series include the following:

• for each child, a record of a profile of behaviourally defined and teachable skills which have been accomplished at the time of testing, and skills not mastered at that point in time

• for the teacher, concrete and operationally defined skills which need to be taught in each of ten important areas of development

Test Auditory Discrimination Test Recognition of Initial Consonant Sounds Test

=

Number Test Figure Formation Test Prepositions Test Pronouns Test Syntactic Structures Verb Tense Test

I

Negation Test

Comprehension Test Language s k i l l s - - - -

Word Knowledge Test The tests of auditory analysis skills aim

to assess the child's ability to identify acoustic elements in the spoken word.

This skill has been shown to contribute an important preliminary step to the proces- ses involved in the recognition of basic components involved in reading and spelling. Whatever teaching method is used, learning to read requires the trans- formation of visual symbols into verbal language; the child must cope with the resolution of spoken words into their phonemic elements.

The importance of the development of conceptual skills in children cannot be questioned. The ability to categorize and organize perceptual stimuli and other items requires analysis and synthesis skills, some understanding of quantity, size, shape, and functional relationships between the parts of a whole. The understanding of spatial relationships and figure-background discrimination are further conceptual skills assessed particularly in the Figure Formation Test.

Language skills are of central importance not only for communication but in the total intellectual development of the child.

Early intervention can lead to a rapid expansion of language skills in disada- vantaged and developmentally retarded children. However, the teacher's knowledge of language strengths and weaknesses of all children in the group is a prerequisite for the development of effec- tive, individualized language programs.

• a means of pinpointing the educational needs of individual children in these areas

• means of assessing and recording progress for each child, for groups of children, and for the class as a whole

• means of both formative and summative evaluation

• possibility that the repeated use of the tests will provide a means of ongoing evaluation and therefore facilitate the identification of appropriate individualized learning objectives.

The book Early Identification and In- tervention: A Handbook For Teachers and School Counsellors, apart from providing important information concerning the ACER Early School Series tests and their implications in terms of early intervention, is expected to be of general interest to professionals and students concerned with early childhood development, and to parents. The intention has been to present to the reader some of the available knowledge and research findings concerning the identification of important component skills of early school learning in young children.

Details of components and prices for the Kit of the ACER Early School Series are available on request.

3

(4)

AUSTRALIAN COUNCIL FOR EDUCATIONAL RESEARCH BOOKS

Two Vintage Years

1981

Changing Ideas in Australian Education: Some Key Themes Since 1960

Brian Crittenden

Examines the main theories that have been proposed in the past two decades for educational practice in Australia. $6.00

Education, Change. and Society Edited by Peter Karmel

Examines the relationship between educational and social change, derived from the conference on Societal Change and its Impact on Education, August 1980. $12.50 soft,

$20.00 hard.

Education and Employment: Expectations and Experi- ences of Students, Graduates and Employers Warren Jones

Reports an investigation of individuals moving from tertiary level studies in colleges of advanced education to employment. $12.50.

Education in the Eighties Peter Karmel

Reforms in our educational structures sensitive to the needs of our evolving society are urgent. $2.50.

Becoming Better Parents Maurice Balson

Raising children and adolescents in the Australian society the modern way. $9.95.

Gracy in Australian Schools

S. F. Bourke, D. F. Davis, M. L. Clark and F. Holzer The place oracy has in curricula of Australian schools.

$11.00.

School and Work in Prospect: 14-year-olds in Australia Trevor Williams, Margaret Batten, Sue Girling-Butcher and Jeff Clancy $10.00.

1980

School, Work and Career: Seventeen Year Olds in Australia

Trevor Williams, Jeff Clancy, Margaret Batten and Sue Girling-Butcher.

Describes 5000 17-year-olds at school, at work and in between. $10.00.

Evaluation of Staff Development in TAFE: Summary of the Reports

Adrian Fordham and John Ainley

Examines T AFEC Staff Development Program and pro- poses methods for evaluation. $2.00.

The Australian Council for Educational Research 1930- 80.

W. F. Connell

A history of the ACER looks at the growth of educational research in Australia. $25.00.

Changes in Secondary School Mathematics in Australia 1964-1978

Malcolm J. Rosier

Relates changes to the mathematics curriculum and other components of the secondary school systems. $10.00.

Philanthropic Trusts in Australia (3rd edition)

Index of trusts and foundations offering financial support for educational, social, artistic, charitable and religious purposes. $12.50.

OLDER FULL-BODIED TITLES

The Way of Tradition: Life in an Orthodox Jewish School B. M. Bullivant (1979)

An ethnographic description linked to a theoretical analysis of school life. $12.50.

Participation in Schools? Five Case Studies

R. T. Fitzgerald, P. W. Musgrave, D. W. Pettit with E. Wind (1976)

The advantages and pitfalls of school-community rela- tions and public participation in schools. $10.00.

Educational Research for Policy Making in Australia ed. John Shellard (1979)

The relevance of educational research in the making of

educational policy Australia wide. $10.00.

Books for the Retarded Reader

J. A. Hart, F. T. Caust, J. A. Richardson - 6th edition (1977)

A valuable guide in the selection of suitable reading material for children - books of appropriate difficulty at the right interest level. $6.00.

Bearings in Moral Education B. Crittenden (1978)

Discusses recent trends in ethical theory, examines current work on the theory of moral education. Comments on crucial issues. $5.00.

ORDER FORM

Please supply above titles as indicated. A cheque is enclosed for$ ... . or charge ... . Name ... . Address ... . . . . Postcode ... . Return to: Distribution Services Division,

ACER,

P.O. Box 210,

Hawthorn, Vic. 3122, Australia

(5)

32 'SUCCINCT' ITEMS OF RESEARCH-BASED

INFORMATION FOR TEACHERS AVAILABLE - RIGHT NOW!

--···@<····

READING AGES AND ALL THAT ROT

The real victims of the RA System are the poor readers . . .

Reading ages are easily misunderstood . . .

DISCIPLINE AND DISRUPTIVE PUPILS

. . . findings emphasize the importance of the classroom teacher in pupils' social adjustment .. .

HOMEWORK IN

SECONDARY SCHOOLS

Homework is a significant factor ... many schools have a clear policy . . . an area of professional autonomy not to be encroached on?

BEING THERE

The 'hidden' curriculum of classroom design, how to change it and the effects it can have.

set: Research Information for teachers

To: Distribution Services Division ACER

P.O. Box 210

Hawthorn, Vic. 3122. Australia

Please send

D

copies of BOTH packets of set 1981 NOW for $12.50 (Set subscription for 1982 $13.00).

Cheque enclosed for $ ... .

Name ... _ ... . Address ... . ... Postcode ... .

(6)

~he Quality of School Life

Trevor Williams

In 1972 Christopher Jencks commented on an aspect of educational inequality generally recognized but seldom given explicit consideration in educational research:

Some schools are dull, depressing, even terrifying places, while others are lively, comfortable, and reassuring such differences are enormously important and eliminating these differences ... would do a great deal to make the quality of children's (and teachers') lives more equal Since children are in school for a fifth of their lives, this would be a significant accomplishment.

(Jencks et al., 1972:256)

Jencks is talking about the quality of school life.

The definition and measurement of this aspect of schools and schooling is the substance of a report which has been published by the ACER. In this report we describe: the development of a model specifying the dimensions of quality of life within schools from the perspective of students; the development of a measure from this model in the form of a self-report Likert-scale; and the reliability and validity of the several scales involved.

The Quality of Life in Schools Much of what we know about the quality of school life appears to have evolved in conjunction with models of student learning, as an interest in non-cognitive influ- ences on achievement. Motivation and ability have always been part of the achievement equation and student attitudes to school, teachers or courses have been built into these models in attempts to capture the motivational components of achievement. The main thrust of this argu- ment is that students who are happier, more enthusiastic, more engaged in life within schools are, other things equal, likely to learn more and perform better on achievement tests.

Two main approaches to this issue are apparent in the literature and are disting- uished principally by their level of aggregation: school climate studies which aggregate individual values, beliefs and (sometimes) behaviours into dimensions which characterize the groups under ex- amination (school or classroom); and atti- tude studies which tend to focus on individual variation in feelings about school.

Quality of Life and Quality of School Life

Our approach to defining the quality of school life was developed as a direct analogue of the more general 'quality of life' measures found in the literature on social indicators - measurements of the social life of members of a society. Quality of life models tend to have four dimensions - general satisfaction, positive effect, negative effect, and satisfaction with 9omains. These refer to, respectively:

the individual's feelings about his/her life as a whole; more specific positive qualities of life-as-a-whole, such as pride and excitement, contentment, enjoyment, fulfil- ment; specific negative qualities of life-as- a-whole, such as loneliness and depress- ion; and, reactions to specific domains of

6

life such as family, housing and neigh- bourhood, for example. The structure and part of the content of our quality of school life model were developed as a direct analogue of these quality of life dimensions. With the exception of the domains, the 'school life' parallels of general effect, positive effect and negative affect are straightforward. The following are illustra- tive items: general affect - 'How do you feel about your life in school as a whole?;

positive affect - 'During the past few weeks did you ever feel particularly ex- cited or interested in something at school?'; and negative affect - 'During the past few weeks did you ever feel very lonely or remote from other people at school?'.

Domains

In the quality of life literature, 'education' is one of the domains of life. As a result, this literature offers no guidance about the domains of schooling. In view of this the several domains of school life were defined from first principles by drawing on a theory of schooling that links social- structural and individual systems of action in schools. Within this context an argu- ment is developed to support the exist- ence of four domains of schooling - status, identity, adventure and opportunity - defined as follows.

Identity. The important components seem to be feelings of self-awareness, of individuality - a kind of consciousness of self in relation to the school society.

Adventure: Adventure really comes down to feelings of adventure during learning;

essentially, some kind of self-motivation to learn and explore where learning be- comes an end in itself and is intrinsically rewarding.

Opportunity. This construct refers, essentially, to the belief that what one learns in school will be useful in the future, will be a resource that will provide opportunities; in short, a belief in the relevance of schooling.

Status. In this case status refers to the individual's perceptions of the relative degree of prestige accorded him by significant others within the school.

Measuring the

Quality of School Life

Items for the general effect, positive effect and negative effect scales were written as straightforward adaptations of those in quality of life measures. Domain items were written to reflect the definitions out- lined above. Each item was written as a continuation of the stem phrase 'School is place where .. '. Responses were pro- vided for on a four-point scale ranging from 'Strongly Agree' to 'Strongly Dis- agree'. A questionnaire incorporating these items was administered in Ju!y 1980 to a national sample of approximately 1000 14-year-old students in 250 government and non-government schools as part of a larger project involving these students.

Reliability and Validity

On the basis of the statistical analyses undertaken, it seems reasonable to argue for six dimensions to the quality of school

life within the theoretical context of this investigation. There is evidence for Gener- al affect and Negative affect dimensions but none to distinguish Positive affect from General affect. Status and Identity dimensions seem clearly defined and Opportun- ity, in a modified form relating to self alone, appears as a dimension. Adven- ture, however, does not appear as such.

Instead Adventure and Opportunity items referring to teacher-pupil relationships cluster to identify a 'Teachers' factor. The several scales produced show very acceptable degrees of reliability and validity.

ACER Research Monograph No. 12, The Quality of School Life by Trevor Williams and Margaret Batten is available $6.50 from ACER. A case study from this project will be published in ACER Newsletter No.

44.

New Titles from ACER

Books

Listening Aids through the Grades David H. and Elizabeth F. Russell. Revised and enlarged by Dorothy Grant Hennings. Au- stralian adaptation by Pat McLean. Pub- lished by arrangement with Teachers Col- lege Press ........................... $10 00 Reading Aids through the Grades Fourth edition by Anne Marie Mueser. Australian adaptation by Pat McLean. Published by arrangement with Teachers College Press

$17.50 The Early Childhood Education of Abor- iginal Australians: A Review of Six Ac- tion-Research Projects by G. R. Teasdale and A. J. Whitelaw ... $15.00

Tests

Revised Minnesota Paper Form Board Test Manual (Revised 1981)

Revised by J Jenkinson.. $4.50 General Clerical Test (Australian Edition)

Published by arrange.ment with The Psycho-

logical Corporation Tests with Manual

and Keys, pkg. 25.. $22.70

Specimen set.. $3.00

ACER Spelling Test Years 3-6 (Forms X and Y)

Package for each year, Cards X and Y, Class Analysis Chart, Handbook, 40 Answer Sheets... $12.50 ACER Listening Tests for 10-year-old (1 OL) and 14-year-old (14L)

Students For each level Complete pack-

~e M500

ACER Early School Series Complete Kit

5 each of 10 tests

1 each of 10 Directions for Adminis- tration

1 Score Key for each of 10 tests 1 Handbook Early Identification and

Intervention: A Handbook for Teachers and School

Counsellors .. . ...... $43.00 Kit Test of Science-related Attitudes (TOSRA) Barry J. Fraser

Complete package 1 Handbook

1 set Test Masters (4 sheets) 40 Answer Sheets.. $18.00/pkg.

Advisory Materials

ACER Psychological Catalogue 1981-82