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1 ED 267 269 AUTHORTITLEINSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORSDOCUMENT RESUMECE 043 910 Iotterbusch, Karl F.; Michael, Nancy and Test Modification in , Menomonie. Stout VocationalRehabilitation Development Center, Stout VocationalRehabilitation Institute, University ofWisconsin-Stout, Menomonie, WI 54751 ($ ).Reference Materials - General (130)-- GuidesNon- Classroom Use (055)MF01 Plus Postage. PC Not Available from ; Deafness; Disabilities; EvaluationCriteria; Evaluation Methods; Mental Retardation;Postsecondary Education; *Psychological Testing;Secondary Education; *Student Evaluation; *TestConstruction; *Test Selection; Vocational Education;*Vocational EvaluationABSTRACTThis manual is intended to guide evaluators, specialneeds personnel, private practitioners,manpower traininginstructors, and others in selecting, using, and modifyingpsychological tests within an evaluationor assessment setting. Thefirst section discusses reasons for using tests invocationalevaluation, problems in using the tests , testing conditionsandpractices, and procedures for selecting and usingtests.

2 Addressed ina section on test modification are some general cautions to thosemodifying tests and specific methods for modifyingtests for blind,deaf, and mentally retarded persons. The third part ofthe guideconsists of test review outlines of 4 achievement,18 aptitude, 5intelligence, 9 interest, 12 work attitude and behavior,and 6dexterity tests . Each outline includes informationon the test'spurpose, subtests, characteristics, usefulness in its present form,and possible modifications, as wellas criteria for selecting thetest, subjective comments, and a source from which thetest may beordered. (MN)**Reproductions supplied by EDRSare the best that can be made**from the original DOCUMENT .** ,CVDIbloCVCILLIJOM aterials Development CenterStout Vocational RehabilitationInstituteSchool of Education andHuman ServicesUniversity of WisconsinStoutMenomonie, Wisconsin 54751 DIC ADO 00A11:11 0 Karl F. Botterbusch, , CVEN ancy Michael DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATIONMU ATIONAL RESOURCES INFORMATIONCENTER (ERIC)This DOCUMENT has been reproducedasreceived from the person ororganizationoriginating itU Minor changes have been madeto improvereproduction qualityPoints of view or opinions statedin this docuMen!

3 Do not necessarily represent official NIEposition or policy"PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BYTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC):'* ;,.:liTesting and Test Modificationin Vocational EvaluationKarl F. Botterbusch, , CVEandNancy L. Michael, MS, CRC, CVE3 Copyright 0 1985 Materials Development CenterStout Vocational Rehabilitation InstituteUniversity of Wisconsin-StoutMenomonie, Wisconsin54751 ISBN:0-916671-54-2 Allrights part of this book may be reproducedorutilized in any form or by any means, electronicor mechanical ,including photocopying or recording, or by any information storageor retrieval system without permission in writing from the publication is intended to be a practical guide for the selection,useand,if necessary, the modification of psychologicaltests within anevaluation or assessment publication will be useful to evaluators,specialneeds personnel, private practitioners, manpower training programs,and others who must estimate a person's vocational publication contains three major sections.

4 Part'Ipresents generalinformation on testing, their selection, and use within discusses the modification of tests for specialdisability 3 reviews tests commonly used in evaluator is cautionedabout using Part3 without first reading Part1and many ofthe problems with testing can be attributed to poor selection and planning,PartI should be carefully theme in Part 1 is that testing shouldbe planned individually and should relate to the specific needs of the discusses the modification of testsfor three major disabilitygroups:visually disabled, hearing impaired, and mentally should be used only after the evaluator has failed to locatean appropriate test that is useful without modificationof testsisa complex process and should notbe performed without reminderisnecessary; because tests are copyrighted, theycannot be changed without written permission from the this permission a few exceptions, Part 3 contains brief reviews of tests that wouldappear to be usefulin evaluation and tests were reviewedaccording to an outline, containing what we consider the major factors toconsider when selecting reader willnote that we have includedsome ideas and comments about possible modification for each are intended to act as a source of ideas; they are not the final would like to comment on our choice of thispublication we have used the terms "disabled" and "handicapped" interchangeably;we have also used "blind," "deaf" and "mental retardation.

5 "Our selectionof these words was made solely for are fully aware of the subtledifferences implied by these and similar we would like to thank Ms. Barbara Greenhill of the North CarolinaDivision of Vocational Rehabilitation Services for her editing, Ms. DarleneShane for the manuscript preparation, proofreading and allthe other tasksnecessary to turn a two inch stack of paper into a publication and Ms. MaryBates for preparation of the final F. Botterbusch, , CVEN ancy I. Michael, MS, CVEMay, 1985 Table of ContentsPart 1 Testing and Evaluation1 Reasons for Test Use in Vocational Evaluation1 Some Examples of Test Use in Vocational Evaluation2 Problems in Test Use4 General Testing Conditions and Practices6 How to Select Tests9A Model for Test Use12 Part 2 Test Modification16 Some General Cautions17 Specific Disabilities20 Part 3 Review of Tests40 Test Review Outline40 Test Reviews43 AchievementAdult Basic Learning Examination (ABLE)44 Peabody Individual Achievement Test (PIAT)46 Wide Range Achievement Test (WRAT)48 Woodcock Reading Mastery tests (WOODCOCK)50 AptitudeAdaptability Test54 bennett mechanical comprehension Test (BMCT)56 Career Ability Placement Survey (CAPS)58 Computer Operator Aptitude Battery (COAB)60 Computer Programmer Aptitude Battery (CPAB)62 Differential Aptitude Test (DAT)64 Flanagan Aptitude Classification Test (FACT)66 General Aptitude Test Battery (GATB)

6 68 Minnesota Clerical Test (MINN. CLERICAL)71 Office Skills Test73 Personnel tests for Industry-Oral Directions Test (PTI-ODT)75 Revised Minnesota Paper Form Board Test (R-MPFB)77 Short Employment Test (SET)79 Short tests of Clerical Ability81 Social and Prevocational Information Battery (SPI8)83 SRA Clerical Aptitudes85 SRA Pictorial Reasoning Test (PRT)87 SRA Test of mechanical Concepts89 Intel 1 i genceCulture Fair Tests92 Otis-Lennon Mental Ability Test-Advanced Level (OTIS-LENNON)946 Raven's Standard Progressive Matrices (SPM)96 Revised Beta Examination- 2nd Edition (BETA)98 Slosson Intelligence Test (SIT)101 InterestCareer Assessment Inventory (CAI)104 Career Occupational Preference Interest Inventory (COPS)106 Geist Picture Interest Inventory Revised (GPII-R)108 Interest Checklist (ICL)110 Kuder General Interest Survey (FORM DD)112 Revised Reading-Free Vocational Interest Inventory (RFVIi)114 Strong Campbell Interest Inventory (SCII)

7 116 Vocational Interest Inventory (VII)118 Wide Range Interest Opinion Test (WRIOT)120 Work Attitude and BehaviorCareer Orientation Placement and Evaluation Survey (COPES)124 Eight State Questionnaire (8 SQ)126 Firo B Awareness Scale (FIRO B)128 Forer Vocational Survey (FVS)130 Hall Occupational Orientation Inventory-Adult Basic Form (HALL)132 Manson Evaluation (ME)134 Minnesota Importance Questionnaire (MIQ)136 Myers-Briggs Type Indicator (mBTI)138 Sales Attitudes Checklist (SACL)140 Self-Descriptive Inventory (SDI)142 Self- Directed Search (SDS)144 Temperament and Values Inventory (TVI)146 DexterityCrawford Small Parts Dexterity Test (Crawford)150 Hand-Tool Dexterity Test ( bennett )152 Minnesota Rate of Manipulation Test (MRMT)154 Pennsylvania Bi-Manual Work Sample156 Purdue Pegboard158 Stromberg Dexterity Test160 References162 Appendix A:Alphabetized Lists of tests Reviewed167 Appendix B:Publishers' Addresses1697 Part I - Testing and EvaluationReasons for Test Use in VocationalEvaluationVocationalevaluators have attheir command severaldifferent typesof assessment tool sand techniques,among them a wide variety of administering tests , asin using any other assessment method,the question tobeasked is quitesimple:what method gives me themost accurate information aboutaparticular trait, characteristic,behavior, etc.

8 In the shortest periodof time and at the lowest cost?Thereader willnote that the first partof the question is the most important- -getting "the most accurate information."The goal of evaluation is to accuratelyassessthe client; the selection ofspecific assessment techniquesissecondary and largely dependent uponthe evaluator's professional any of the four evaluationmethods(i .e. job siteeval uation,situationalassessment, work sampletechniques andpsychological testing)can be used for assessment of a particulartrait, the evaluator willoften electto administer a are severalreasons for this:The firstiseconomic; comparedwith other evaluation techniques, tests aretheleast expensive wayto obtain information about site eval uati on requires a considerabletime investment both todevelop theinitialjob site and then to maintainaclient on the requires the existenceofa workshop, production contractsand supervisory of thesetechniquesrequire that the clientbepaid for what he/she work samples requirestaff timefor development as wellasconstruction money and time.

9 Someentire commercial work sample systemsare priced over $25, worksamples eventual ly require replacement1parts and many require expendablesuppl have several advantages:(1)being inexpensive to purchase,(2)oftengroup aeministered, and(3)often require separate answersheets which reduce the expense ofexpendable isaninverse relationship between thecloseness of the technique torealwork, asseenby the client, andthe overallcost of the can be visualized as follows:TechniqueJob Site EvaluationSituational AssessmentWork Sample TechniquesPsychological TestingCostHIGH4,LOWP erceived RelationshipTo Real WorkHIGHLOWThe second reason for test useis ease and speed of tests are designed to measurea sample of a behavior(s) in a shorttime period. Other assessment techniquesalmost always take example,an eval uator can assess mechanicalcomprehension using a test that takes30 minutes to administer tofourclients or he/she canplace theseclients on a mechanical comprehensionwork sample that takestwohoursper test saved sevenand ahalf hours, time that couldbe used toperform other tasks orprovide in-depth assessment ofaparticularly difficult the only considerations were economic,then most evaluators would use testsas their only method and become , while noonecan argue with the economic advantagesof tests , we must return to the morebasic consideration--are the resultsaccurate foraparticular client?

10 If the evaluator assesses the mechanicalcomprehension of a client who cannotread, who has ahigh degree of testanxiety, who cannot see the items,8or who cannot understand the instructions,then the most accurate method of assessmentis not atest.(Test modificationis another possibility; this is discussedlater in this publication.)Evaluationresults are a significant factor invocational decisions,and faulty decisionscan cost the referralsource money(to say nothing of the client). Adminis-tering teststo save afew dollarsat the expense of accuracy is an extremelyshortsighted pointisthat while tests are economical, theyare only economicalif assessmentis other words, if thetest does not yield accurate informationabout the client, it is useless, regardlessof how inexpensive it is to administerand , in some instances testsare the most realistic or only methodof obtaining information. Basic reading,spelling, writing and arithmetic skillsare commonly assessed by generally low levelof most worksamples and job site evaluations,more advanced cognitive and literacyskill s are best measured by emphasis on behavior observationis one of the unique aspects of vocationalevaluation,and yet some covert personal itycharacteristics cannot readily beinferred from behavior used and interpreted "personal ity" tests arethe only real istic way toassess these hidden aspects of theclient's , in some instances testsare1 egal 1 y mandated or required bythe referral source.