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THIS STUDY APPLIED GUTTMAN'S SCALOGRAM ANALYSIS METHODOLOGY TO TEST CONSTRUCTION, AND DEVELOPED EVALUATION PROCEDURES ON THE RELIABILITY, VALIDITY, AND ITEM ANALYSIS OF THE OBTAINED TESTS. THE METHODOLOGY FOR CONSTRUCTION WAS APPLIED IN FIVE AREAS OF ARITHMETIC ACHIEVEMENT--(1) ADDITION, (2) SUBTRACTION, (3) NUMERATION, (4) TIME-TELLING, AND (5) MONETARY CONCEPTS. SUBJECTS WERE OBTAINED FROM TWO ELEMENTARY SCHOOLS FOR TEST EVALUATIONS. A COMPARISON OF THE SCALED TEST RESULTS TO THE RESULTS OF THE "METROPOLITAN ACHIEVEMENT TESTS" WAS EMPLOYED. INCONSISTENT RESULTS APPEARED. THE CONCLUSIONS INDICATED THAT IT WAS POSSIBLE TO CONSTRUCT SEQUENTIALLY-SCALED ACHIEVEMENT TESTS IN CERTAIN AREAS OF ARITHMETIC. FURTHER RESEARCH WAS SUGGESTED AT ALL GRADE LEVELS IN SUCH ARITHMETIC ACHIEVEMENT AREAS AS MULTIPLICATION, DIVISION, AND FRACTIONS. (RS)

THIS WORKING PAPER IS CONCERNED WITH THE DEVELOPMENT OF SEQUENTIALLY SCALED TESTS FOR STUDENTS RECEIVING INDIVIDUALIZED INSTRUCTION. THESE TESTS WERE DESIGNED TO INDICATE MASTERY OF DESIRED BEHAVIORS RATHER THAN TO DISCRIMINATE AMONG INDIVIDUALS. OBJECTIVES WERE IDENTIFIED AND ARRANGED SEQUENTIALLY. TESTS WERE GIVEN TO KINDERGARTEN, FIRST-GRADE AND SECOND-GRADE CHILDREN IN ORDER TO OBTAIN A WIDE RANGE OF ABILITY LEVELS. THE RESULTS INDICATED THAT IT WAS POSSIBLE TO DEVELOP A SEQUENTIALLY SCALED ACHIEVEMENT TEST. (LP)