Mental Measurements Yearbook, produced by the Buros Institute, contains full text information about and reviews of all English-language standardized tests covering educational skills, personality, vocational aptitude, psychology, and related areas as included in the printed "Mental Measurements Yearbooks."
===== ============ Label Name/Example ===== ============ AC Acronym [Word Indexed] psi.ac. lsi.ac. The Acronym (AC) field contains the acronym of the test described in the record. Acronyms are listed only if the author or publisher has made substantial use of the acronym in referring to the test, or if the test is widely known by the acronym. AN Accession Number [Phrase Indexed] "09019030".an. "15192739".an. The Accession Number (AN) field contains a unique eight-digit number, which identifies the document. AU Author [Phrase Indexed] ctb macmillan mcgraw hill.au. hall jay.au. The Author (AU) field identifies the author(s) of the test described in the record. Authors include individuals and organizations. For individual authors, names display as last name, first name, and middle initial. To search the AU field from the index, click the Author icon on the Main Search Page, enter the author's name, and click Perform Search. The author index displays. For example, searching "macdonald i" jumps to "macdonald i.au." in the author index. DE Descriptor [Phrase Indexed] developmental.de. reading.de. The Descriptor (DE) field contains one of the following words or phrases: achievement, behavior assessment, developmental, education, English, fine arts, foreign languages, intelligence and scholastic aptitude, mathematics, miscellaneous, multi aptitude, neuropsychological, personality, reading, science, sensory motor, social studies, speech and hearing, vocations. PB Publisher [Word Indexed] academic.pb. north.pb. The Publisher (PB) field contains the name and address of the publisher for the test described in the record. PD Publication Date [Phrase Indexed] "1991".pd. "1980-82".pd. "1992-1993".pd. The Publication Date (PD) field contains the date(s) of publication of the test described in the record. Dates display as four-digit years (1991) and ranges of years (1992-1993 or 1980-82). RI Review Indicator [Phrase Indexed] 1 review available.ri. 2 reviews available.ri. The Review Indicator (RI) field indicates the number of reviews available in the full text of the record. RV Reviewer [Phrase Indexed] boyle gregory j.rv. towne roger l.rv. The Reviewer (RV) field contains the names of the reviewer(s) whose review is included in the full text of the record. Reviewer's names display as last name, first name, and middle initial. SR Scores [Word Indexed] "2".sr. academic.sr. The Scores (SR) field contains information on scoring mechanisms for the test described in the record. The information provided is very detailed and can help you determine what the test actually measures. Scoring is included for the test as a whole and for each part of the test, if appropriate. TF Full Title [Phrase Indexed] alphabet mastery.tf. personality assessment inventory.tf. The Full Title Index (TF) contains the full names of the tests included in the database. TI Test Name [Word Indexed] assessment.ti. language.ti. The Test Name (TI) field contains the full name of the test described in the record. Stopwords such as "of" or "the" will display in documents but do not appear in the Title index. However, the word "a," which is a stopword in other fields, can be searched in titles. See the list of stopwords for more information. TX Full Text [Word Indexed] ability.tx. narrow.tx. The Full Text (TX) field contains the full text of the record, which is organized into named sections such as Purpose, Population, Price, Administration, Scores, and Time. YB Mental Measurements Yearbook [Word Indexed] "15".yb. yearbook.yb. The Mental Measurements Yearbook (YB) field indicates the number of the printed Mental Measurements Yearbook in which the test was originally described. Note: This database contains data from Yearbooks 9 through 15. Only the most recent revision and reviews for a test are included in this database edition.Back to top
| a | by | having | neither | seem | those |
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| again | did | if | not | should | to |
| all | do | in | obtain | show | under |
| almost | does | into | obtained | showed | up |
| also | done | is | of | shown | upon |
| although | during | it | often | shows | use |
| always | each | its | on | significant | used |
| among | either | itself | only | significantly | using |
| an | enough | just | or | since | various |
| and | especially | kg | other | so | very |
| another | etc | km | our | some | was |
| any | followed | largely | out | such | we |
| approximately | following | like | overall | suggest | were |
| are | for | made | per | than | what |
| as | found | mainly | perhaps | that | when |
| at | from | make | possible | the | whereas |
| be | further | may | previously | their | which |
| because | give | might | quite | theirs | while |
| been | given | min | rather | them | with |
| before | giving | mm | really | then | within |
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| both | has | must | resulting | they | |
| but | have | nearly | same | this |
Descriptor Sentence Syntax: limit 1 to personality Yearbook Edition Sentence Syntax: limit 1 to 11th editionBack to top
Command Syntax: ..c/mmyb Sentence Syntax: use mmybBack to top
Title California Diagnostic Reading Tests Author CTB McGraw Hill Descriptor Reading Publication Date 1989 Scores 3 to 4: Word Analysis (Levels A, B, C, D, E only); Vocabulary, Comprehension, Applications (Levels D, E, F only) Reviewer Watson T Steuart Review Indicator 1 review available Publisher CTB Macmillan-McGraw-Hill Del Monte Research Park 2500 Garden Road Monterey CA 93940-5380 Acronym CDRT Mental Measurements Yearbook 11 Mental Measurements Yearbook Accession Number 11130979 Full Text Purpose Developed to assess reading achievement for use in instructional planning and program evaluation. Population Grades 1.1-2.9, 2.6-3.9, 3.6-4.9, 4.6-6.9, 6.6-8.9, 8.6-12. LE-6: A, B, C, D, E, F. Price 1991 price data: $72.10 per 35 machine-scorable test books (select Level A, B, C); $44.10 per 35 hand-scorable test books (select Levels A, B, C); $32.90 per 35 reusable test books (select Levels D, E, F); $10.50 per 35 practice books (select Levels A, B-C, D-F); $17.85 per 35 locator tests (select Levels A-C, D-F); $29.75 per 25 SCOREZE answer sheets (select Levels D, E, F); $20 per 50 machine-scorable answer sheets (select CompuScan or SCANTRON and Levels D, E, F); $16 per 50 locator test answer sheets (Levels D-F); $28.80 per set of scoring stencils (Levels D-F only); $26 per 100 student diagnostic profiles; $1 per class record sheet for hand scoring (select level); $5.65 per locator test directions; $7.35 per examiner's manual and answer keys (select level); $10.35 per teacher's guide (select Levels A-B, C-D, or E-F); $7.35 per norms book; $7.35 per technical report; $35.40 per specimen set; TestMate software available for local scanning and scoring; scoring service available from publisher. Administration Group Scores 3 to 4: Word Analysis (Levels A, B, C, D, E only); Vocabulary, Comprehension, Applications (Levels D, E, F only). Manual Norms book, 1989, 32 pages; technical report Time Tests are untimed Review: 1 of 1 Review of the California Diagnostic Reading Tests by T. STEUART WATSON, Assistant Professor of Educational Psychology, Mississippi State University, Starkville, MS: The California Diagnostic Reading Tests (CDRT) is a lengthy battery of group-administered reading tests that claims to provide diagnostic information to assist the classroom teacher in planning instructional reading activities for children in kindergarten through 12th grades. Other stated purposes of the CDRT are to provide district-wide program evaluations and a reliable reading test for students scoring below the 50th percentile. Norms are provided in a preliminary edition norms book for each subtest at each level. Kindergarten norms are not printed in the norms book but are available upon request. Like most group-administered achievement tests, the CDRT supplies an examiner's manual and test booklet for each level. The examiner's manual includes chapters on Description of the CDRT, Advance Preparation, Directions for Administration, and Processing Completed Tests. Description of the CDRT would be more appropriate in a technical manual rather than in a teacher examination manual. The remaining sections are concise and clearly written to permit ease of administration and handling. A Teacher's Guide accompanies the test materials. The most relevant sections in the guide discuss interpreting the results (Part 3) and using a diagnostic-prescriptive approach in the classroom (Part 4). Part 3 contains a glossary of measurement terms and concepts that should assist the novice tester in understanding this and other tests. Part 4 attempts to illustrate how a student's performance on the test translates to classroom instructional activities. Noticeably lacking are data to support a significant diagnostic by treatment interaction. The activities suggested often appear to have little or no relationship to reading. Part 2 of the Teacher's Guide (The Theoretical Basis of the CDRT) would be more appropriate in a technical manual. TEST CONTENT. The CDRT comprises four subtests that are made up of instructional strands. Within each instructional strand are objectives related to reading. For example, instructional strands of the Word Analysis subtest are visual and auditory discrimination, whole word recognition, and structural analysis. Although the objectives vary according to level, whole word recognition objectives include sight words, encoding, and decoding. A convenient table is included in the teacher's guide and examiner's manual that shows complete test content by level. The items within each objective are grade appropriate and have relevance beyond classroom reading, particularly in the upper levels. For example, items in Level F include reading resumes, job applications, food packaging labels, etc. At Level A, the first items of each objective may not extend far enough downward for kindergartners or first graders who are having difficulty with reading. Overall, item content and sampling are good to excellent. SCORING. Both norm- and criterion-referenced scores may be derived from the CDRT. The norm-referenced score is a scale score that is the basic score for the California Achievement Tests (CAT), Forms E and F (10:41). Scale scores range from 0-999 and are units on a single, equal-interval scale that is applied across all levels regardless of grade or time of year of testing. The advantage of such scores is that they allow for comparisons among classes, schools, or entire districts. Scale scores may be obtained by pattern scoring and number-correct scoring. Pattern scoring is based on Item Response Theory and can be obtained only through machine scoring. The more useful number-correct scoring can be obtained through hand scoring. This score is converted to a scale score in the conversion table. The scale scores can be converted to norm-referenced scores based on the normative sample of the CAT E and F. Thus, a CAT E and F Norms Book is required in order to obtain norm-referenced scores. To obtain derived scores (i.e., percentile ranks, normal curve equivalents, stanines, and grade equivalents) from scale scores, one must also have the appropriate CAT E and F Norms Book. To further complicate scoring, there are three CAT E and F Norms Books, depending on the time of year testing was done. The task of obtaining norm-referenced and derived scores would be much simpler if the test publisher reproduced the necessary tables from the CAT for the CDRT. This is an unnecessary burden for the test user who wishes to quickly produce usable scores without requiring tables from other tests. The criterion-referenced scores are also called objectives performance scores. These scores reflect each student's level of proficiency on each CDRT objective. Three scores are possible: "+," "P," and "-." A "+" score reflects the highest level of proficiency and indicates that the student is ready to move to the next instructional level. A "P" means that the student has some proficiency or knowledge, but is not ready to move to the next instructional level. A "-" means that the student is performing at the guess or chance level and needs to be introduced to or retaught the content area. Objective performance cut scores, which are specific to each objective and each level, were established by determining: the average item difficulty for each objective at each relevant grade level; the importance of each objective at the level in which it is tested; and the number of items measuring the objective. The cut scores for the objective performance scores at each level (+, P, -) are presented in tabular form in the norms book. To obtain a "+" for each objective across tests, the student must answer 80-90% of the items correctly. To receive a "P," 47-82% of the items must be answered correctly, and 0-46% of the items must be answered correctly for the student to obtain a "-." These cut scores correspond to mastery, instructional, and frustration levels of performance. At Levels D, E, and F, an approximate reading rate score may be computed based on the reading rate items of each objective. Tables are also provided that give the average reading rate in words per minute by grade level. REPORT FORMS. Computer-generated and hand-scoring report forms are available when using the CDRT. The computer-generated scoring provides norm-referenced reports (Class Record Sheet), criterion- referenced reports (Objectives Performance Report and Class Grouping Report), reports containing both types of information (Individual Test Record), and a Parent Report. All reports are clear, useful, and understandable except the Parent Report. On the Parent Report, under the section entitled "Interpretation of Student's Results," strengths and weaknesses are listed. Unless a parent is knowledgeable about reading vernacular, some of the results may be meaningless. For example, a weakness given in the sample parent report in the Teacher's Guide (p. 18) is multinyms. An alternative would be to define and give examples of words not familiar to those outside of the educational system. Hand-scored test results can be summarized on the Class Record Sheet and Student Diagnostic Profile. The Class Record Sheet requires the CDRT and CAT E and F Norms Books. Norm- and criterion-referenced information can be entered on the Class Record Sheet and is used for grouping students according to instructional need. The Student Diagnostic Profile summarizes normative and criterion information. It is said to be useful in discussions with parents and students. TECHNICAL CHARACTERISTICS. Although no technical characteristics are provided in the CDRT materials, one can consult the CAT manual to determine technical adequacy because the tests are very closely related and the norm-referenced scores are taken from the CAT. This is an inconvenience in that the test user has to consult another source to find basic reliability and validity data. CONCLUSIONS. Given the educational system's emphasis on standardized testing, the CDRT is another instrument destined for wide use. It provides administrators, teachers, and parents the types of information they are accustomed to seeing and using to evaluate individual performance and program success. However, the validity of using the CDRT to diagnose skill deficits and design remediative activities based on those results is not supported. With the advent of curriculum-based assessment (CBA), teachers can directly assess those reading skills they deem important and that are part of their curriculum. The appropriate use of CBA takes less time, has a direct relationship to teaching reading, and provides accurate feedback regarding individual skill development. Noticeably lacking are a technical manual and CAT norms book to obtain norm-referenced information and derived scores. Having to consult other sources to obtain basic data makes the CDRT less user friendly. This does, however, increase the reinforcing value of using the computer-scoring service. Ultimately, use of this test cannot be recommended. It is noted in the purpose and rationale section of the Teacher's Guide that traditional standardized achievement tests do not help teachers develop instructional programs based on test results. Neither does the CDRT. The instructional activities recommended based on test performance are not supported by research presented in the CDRT materials or elsewhere. Update Code 20030321
Copyright, Mental Measurements Yearbook, Buros, 1989 to present. All rights reserved.
Field Guide Revised April 1, 2003