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GENERAL STATEMENT OF THE PROBLEM Freshmen who enter North Carolina College at Durham are required to take a battery of tests for placement. This battery, which is made up of the California Mental Maturity Test, Advanced, and the California Achievement Tests, Advanced, 1957 Edition: Language, Mathematics and Reading , serves as an aptitude test battery as well as an achievement test battery. As an achievement bat tery, the scores made by freshmen on these tests determine their placement in English and mathe matics, subjects considered basic to liberal arts education. In deciding placement, the scores made on the tests determine which students will be placed in what levels of English and mathematics courses. Hence, while some students are placed in regular freshman work in these subjects, others may be required to take sub-freshman work in one or both subjects. It should be pointed out here that although the mental maturity test is given as a part of the fresh men placement battery, greatest attention in place ment is given to the total scores made by students on the language and mathematics tests; classroom subject matter teachers determine the diagnostic weaknesses of students in areas of English and mathematics once they have been assigned to these courses. To this end, then, and in this respect, the placement testing program of the College is al| so an aptitude testing program. In fact, in some respects, it is probably more of an aptitude testing ! program than a placement program. This study I therefore is one of differential prediction, that is , j a study of the differences between two test batterI ies in predicting success of freshmen in E ngl is h, mathematics, and in total courses taken. With the above background in mind, the purpose W.N. SMITH

Objective timed tests are an integral part of the University of Utah’s admissions and placement testing. The purpose of this study was to further investigate Yates’ findings of the effect of time limits on results obtained from such tests. The sample consisted of seventy freshman students who had been identified, on the basis of scores obtained on the Cooperative English Expression Test, as lacking the English skills necessary for satisfactory university work and had been assigned therefore to a remedial English class. Alternate forms of the same test were administered to these students during the first class meeting and at the conclusion of the 10-week course. The effect of additional time produced results of the same magnitude as the remedial English course. It was also noted that if scores obtained with extended time limits had been used for placement rather than scores obtained by students on the entrance battery, 41 percent of the sample would not have been placed in remedial English. Implica...