Two new tests were released in t,he spring of 1957. The norms have been calculated from the reports, and a condensed version is given belor. HIGH SCHOOL FORM N Mazimvm possible score Percentile rank 99 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 1
Sub-group I' (nwst typical) 90
The condensed norms are selected from a much larger body of data which can be obtained from the Examinations Committee, American Chemical Society, T. A. Ashford, Chairman, 1402 South Grand Boulevard, St. Louis4, Missouri.
Sub-gyup INL Sub-group I l l c (sentors(ezcep physics) tional) 90 90 0
84 73 64 60 56 5'2 49 47 44 41 38 36 34 31 29 27 24 21 17 12 4
83 73 68 63 59 56 53 51 49 46 44 41 38 36 34 31 29 26 22 16 8
88 83 80 78 75 72 69 67 65 63 61 59 57 55 53 50 47 43 39 35 28
The scoring formula used was R-W/4 throughout. The figures given are raw scores.
" A sam le of 1468 papers was systematically drawn from a total popuLtiotion of 2128 papers from 32 high schools. The students a w e tested a t the end of a twesemester course, receiving one unit of credit. No students (less than 0.5%) in this group had studied physics. Nearly all the students had performed from 25 to 60 laboratory ex eriments, the modal being 40 experiments. In most of the schoo?~the time allotted to chemistry wss from 270 t o 300 minutes per week, the modal being 275 minutes (5 periods of 55 minutes each). A sample of 744 apers was taken from a total of 1026 papers from 10 high seRoa~s. Sixty per cent of the students in this group had taken physics. The number of laboratory experiments performed in 8 of the 10 schools ranged from 25 to 45, the modal being 35 experiments. The time given to chemistry was 250330 minutes per week, the modal being 280 minutes (5-56 minute or 7 4 0 minute eriods). This group consists of 19 i s t i n c t classes, in nine high schools. These were variously described by teachers as "exeeptionsl" or "better" classes. Two classes had students taking advanced placement. About 46% of the total group had physics. Most of the students performed 25-45 laboratory experiments. the minutes per week devoted to lecture and laboratory ranged from 250 to 345.
HIGH SCHOOL CHEMISTRY, FORM N Reviewed b;y
L. E. BROMBERICK North Shore High School, Glen Head, Long Island, New York
THE chief purpose of this test is to measure the student's aehievement in the subject matter of high school chemistry. This is a particularly important publication since it is sponsored jointly by the A.C.S. and N.S.T.A. An analysis of the test will indicate, to many persons interested in chemical education, a quasi official statement as to the breadth, depth, and accuracy of the subject-matter goals of conventional high school chemistry. Since many teachers are currently engaged in planning "stepped up" courses in high school chemistry, this could well he a timely reference and base of departure. This is a good test for use as a final examination to measure the achievement of students after they have had a year of instruction in conventional high school chemistry. However, many teachers will use i t to supplement their own testing program and as an objective means for comparing local achievement with national standards. The examination is very well designed for flexibility and convenience in administration and scoring. It is in two parts; each part consists of 45 test items and requires 45 minutes. Each part is described as a complete and valid test for an entire course. Reliability of testing may be increased by using both parts. This examination will not be well suited for evaluating the achievement of the very good high school chemistry students (the exceptional students in special accelerated or "honors" c1asses.i The level of understandinn that is called for in the test samplidg is not of sufficient depth t o provide far an effective differentiation in the fine achievement among these students. Perhaps a third part should be included for the purpose of measuring relative achievement among "merit" students. Probably an additional limitation of this test is lack of enough emphasis on organic ehemistry.
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Condensed n o m s for the currently used A.C.S. Cooperative 34, 144 (1957). Examinations in J. CHEM.EDUC.,
JOURNAL OF CHEMICAL EDUCATION
