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1. Survey of Political Science Department Chairs on the Exploration of the Customization of the Major Field Achievement Test in Political Science. Final Report.

Author

Educational Testing Service, Princeton, NJ. and Burns, Richard L.

Abstract

In an exploration of customizing the Major Field Achievement Test in Political Science (MFATPS), developed by the Educational Testing Service, a questionnaire was sent to the heads of political science and joint departments which offer a bachelor's degree in Political Science. A total of 1,017 departments were surveyed in January 1990; 293 department heads (29%) responded. The three alternative customization approaches presented were: (1) use of the present MFATPS; (2) the current test plus three optional modules in subareas of United States politics; and (3) a revised multiple-choice test plus four supplemental modules. Respondents were asked to state which alternative was preferable, how much use could be expected, and what developmental work might be required. Results do not clearly support the need for or attractiveness of either of the customization models, suggesting retention of the present test. Eighteen tables illustrate the sample and responses. Twelve appendices provide supplemental information, largely concerning the conduct of the survey. (SLD)

Published
1990

2. THE COUNCIL ON COLLEGE-LEVEL EXAMINATIONS AND THE COMPREHENSIVE COLLEGE TESTS.

Author

American Personnel and Guidance Association, Washington, DC. and BURNS, RICHARD L.

Abstract

THE TESTS ARE MEANS AVAILABLE TO THE INDIVIDUAL TO SEEK RECOGNITION FOR LEARNING OBTAINED FROM A CORRESPONDENCE COURSE, PRIVATE INSTRUCTION, TV COURSES, ON-THE-JOB TRAINING, GROUP DISCUSSIONS, AND PRIVATE LECTURES. THE COUNCIL BELIEVES THAT ACADEMIC CREDIT BY EXAMINATION FOR THESE UNAFFILIATED STUDENTS IS THE KEY TO THE FLEXIBILITY, INNOVATION, AND INDEPENDENT STUDY THAT WILL BE ESSENTIAL IN EDUCATION IN THE FUTURE. OTHER USES OF THE TESTS INCLUDE ASSISTANCE WITH THE EVALUATION OF TRANSFER STUDENTS, EVALUATION OF FOREIGN STUDENT EDUCATIONAL BACKGROUNDS, AND INSTITUTION SELF-EVALUATION. FIVE GENERAL EXAMINATIONS COVERING ENGLISH COMPOSITION, HUMANITIES, MATHEMATICS, NATURAL SCIENCE, AND SOCIAL SCIENCE-HISTORY ARE DESIGNED TO MEASURE UNDERGRADUATE ACHIEVEMENT. FRESHMAN AND SOPHOMORE NORMS ARE BASED ON A SAMPLE OF ENROLLEES IN 2- AND 4-YEAR COLLEGES. SPECIFIC SUBJECT EXAMINATIONS ARE DEVELOPED FOR WIDELY TAUGHT UNDERGRADUATE COURSES AND MAY BE USED TO AWARD CREDIT FOR THE COURSE IN QUESTION. THESE NORMS ARE BASED ON COLLEGE STUDENTS COMPLETING COURSES IN THE AREAS BEING TESTED. THIS SPEECH WAS PREPARED FOR THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (WASHINGTON, D.C., SESSION 290, APRIL 6, 1966). (RM)

Published
1966

4. Graduate Admissions and Fellowship Selection Policies and Procedures. Part I.

Author

Educational Testing Service, Princeton, NJ. and Burns, Richard L.

Abstract

A 45-item questionnaire was sent to the 287 member graduate schools of Council of Graduate Schools in the United States in the fall of 1969. The purpose of the questionnaire was to determine graduate admissions and fellowship selection policies and procedures. A total of 245 usable questionnaires were returned for an 85 percent response rate. The sample was representative of the total graduate school population. The data were analyzed by: (1) total group; (2) high Ph.D. institutions; (3) low Ph.D. institutions; and (4) institutions granting master's degrees only. In addition, some questions were analyzed in terms of the broad fields of humanities, social science, and science. Some of the major findings were: (1) almost all graduate schools have some form of overall admissions policy; (2) most of the high Ph.D. institutions report the use of admission quotas for some or all departments; (3) more students are supported in fellowships and assistantships in science than in the humanities and social sciences; and (4) the relative importance of need versus merit in awarding a fellowship varies by type of institution; 65% of the high Ph.D. institutions consider merit only, while only 21% of the master's only institutions do so. (Author/AF)

Published
1970

5. Case Studies of Graduate Admissions and Fellowship Selection Policies and Procedures.

Author

Graduate Record Examinations Board, Princeton, NJ. and Burns, Richard L.

Abstract

A series of case studies of graduate admissions and fellowship selection policies and procedures is presented, representing several kinds of graduate schools (such as large, small, public, private, established, emerging, more and less centralized). The following six graduate schools were visited for three days by members of the Graduate Record Examinations Board Services Committee: Claremont Graduate School, Kent State University, Northwestern University, University of Texas at Austin, University of California at Los Angeles, and Yale University. Each case study consists of the following sections: introduction; institutional organization and structure; admissions policies and procedures; fellowship selection policies and procedures; departmental policies and procedures; and conclusion and appendices. (BD)

Published
1971

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