ED 069 722

TITLE. Test Analysis Manual.INSTITUTION

DOCUMENT RESUME

NOTE

EDRS PRICEDESCRIPTORS

TM 002 174

Escambia County School Board, Pensacola, Fla.Evaluation Services.23p.

MF-$0.65 HC-$3.29Ccaputers; Evaluation; Evaluation Methods;Information Processing; Instructional Programs; *ItemAnalysis; *Manuals; Performance Tests; *Services;Standardized Tests; Student Evaluation; *Testing;Tests

ABSTRACTThis manual has four purposes. They are: (1) to list

test analysis services available to teachers, (2) to explaininformation on the analysis printouts, (3) to provide help ininterpreting analysis results, and (4) to suggest possible uses oftest analysis data. It is noted that test analyses services areavailable to teachers for teacher-made tests and surveys if standardanswer sheets are used, as well as for some standardized tests. Anyone or all of the following services may be selected: (1) classperformance analysis, (2) item analysis, (3) frequency distribution,and/or (4) response analysis. It is felt that by using the datagenerated, teachers will be helped in planning instruction, inevaluating student progress, and in improving test items. (Author)

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Table of Contents

Page

AcknowledgMents 2

Introduction 3

Analysis Services

Class Performance Analysis 4

Sample Printout

Explanation 6

Item Analysis 7

Sample Printout 8

Explanation 9

Frequency Distribution 10

Sample Printout 11

Explanation . 12

Response Analysis 13

Sample Printout 14

Explanation IS

Obtaining Services

Steps for Obtaining Test Scoring and Analysis Services 16

Request Form 17

Standard Answer Sheet 18

Acknowledgments

The Test Analysis Manual was developed in response to needs of andrequests from instructional personnel in Escambia County. The handbookwas compiled by participants and consultants in a workshop sponsored byEvaluation Services and funded through Educational Improvement Expenseallocations (EIE).

Participants were:

James 0. BradyMrs. Lydia BrossettMrs. Juanita DavisonWilliam R. EubanksMrs. Harriett GlennHarold HicksMrs. Bessie LockeBarron E. Mayo, Jr.Mrs. Katie MintonMrs, Ann OwensMrs. Jackie ReynoldsMrs, Lala ReynoldsMrs, Edna Rivers

Consultants were:

Dr. Jacob G. Beard

Pensacola High SchoolEdgewater Elementary SchoolBrownsville Middle SchoolWorkman Middle SchoolBrown-Barge Elementary School_Washington High SchoolCordova Park Elementary SchoolBrownsville Middle SchoolWoodham High SchoolPensacola High SchoolEscambia High SchoolSuter Elementary SchoolWashington High School.

Associate ProfessorDepartment of Educational ResearchFlorida State Universityand Director, Florida State-WideNinth-Grade Testing Program

Dr. Howard W. Stoker Professor and Acting ChairmanDepartment of Educational ResearchFlorida State University

H. George Loiselle Supervisor of TestingDade County Public Schools

Dr. Helen B. Franke Coordinator of Evaluation ServicesEscambia County Public Schools

2

Introduction

This manual has four purposes:

1. To list test analysis services available to teachers.2. To explain information on the analysis printouts.3. To provide help in interpreting analysis results.4. To suggest possible uses of test analysis data.

Test analysis services are available to teachers for teacher-made tests and surveys if standard answer sheets are used.These services are also available for some standardized tests.

Answer sheets are scored and analyzed; results are returned onprintout sheets. Any.or all of the following services may beselected:

A. Class performance analysis.B. Item analysisC. i:requency distributionD. Response analysis

Use of data can help teachers in planning instruction, inevaluating student progress and in improving test items.Suggestions have been listed for using each printout; more-over, additional ways of utilizing these printouts will befound through use.

3

Class Performance Analysis

Class performance analysis printouts provide a completepicture of each individual student's performance on a test.This sheet shows the per cent and total number of correctanswers, the total number of incorrect answers and the totalnumber of items not answered for each student. Theprintout also shows the specifiC- response of each studentto each item as well as listing-standard scores for students.

The class performance analysis aids the teacher in:

1. Scoring and arranging results of tests in usableform.

2. Diagnosing strengths and weaknesses of individualstudents.

3. Grouping-students according to varied levels ofinstruction.

4. Making individual pupil comparisons of pre- andpost-test results.

S. Grading by use of per cent or standard score.

4

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Explanation:. Class Perfoivance Analysis Printout

The numbers below refer to the numbers circled on the sample printout.

General information includes:1. Reading from left to right, subject, tite, grade, section

number, school number and teacher's name.2. Number of students and number of questions.S. Marking Code:

a. Dash (-) indicates a correct answerb. Letters A through E indicate incorrect answers.c. Asterisk ) indicates no answer was given.

4. Question Number. To read one-digit numbers, use the first groupof numbers 1 -9 on the bottom scale. For two-digit numbers, readthe top number as a multiple of 10 and add the bottom digit.

2

EXAMPLE: 1 2 3 4 5 6 7 8 9 0 l 2 3 4 5 6 7 9 0To read Item 18, read the 1 on the top scarceas ten, then locate the eight to the right.

5. Key. The row of letters to the right of the word KEY indicatesthe correct response for each item. Read the number of thequestion; then directly below find the letter of the alphabetwhich indicates the correct answer. For example, C is thecorrect answer for Item 1.

Information for each student includes:6. %. Per cent of questions answered correctly.7. RIGHTS TOT. Total number of correct responses.8. WRONGS TOT. Total number of incorrect responses.9. N-A. Total number of items not answered.

10. ST NO. Student's identification number if used.11. STMENT NAME. Student's name.12. STD SCR. Standard scores on the printout apply only to the group

for whom the particular frequency distribution is listed. Standardscores are units of measurement which tell the distance agivenscore is from the mean. Standard scores used in Escambia Countyrange from a low of 20 to a high of 80. The mean of a standardscore distribution is 50; the standard deviation is 10. In a normaldistribution, 68% of pupils' scores will lie between 40-60; 95%between 30-70; and 99% between 20-80.

Example: Mark Ashby had a raw score of 32 and correctly answered64% of the total number of items. He had five wrong answers; thirteenquestions were not answered. His answer for Item 37 was B; the cor-rect answer was C. Mark correctly answered ten out of the firsteleven questions; however his answer for Item 12 was incorrect. lie

failed to answer Items 40-44. His standard score was 56 which indi-cated that the score was just above the mean.

8 6

Item Analysis

Item analysis printouts record the performance of the totalgroup on each item and the frequency with which the high- andlow-scoring groups chose alternate responses to each item.Both the difficulty level and the discrimination index arealso listed for each item.

The item analysis aids the teacher in:

1. Analyzing pupil performance on each test item.2. Detecting learning difficulties of the class

as a whole.3. Identifying areas or skills needing initial

instruction, review or remediation.4. Indicating pupil achievement of objectives.S. Selecting items for development of a test.6. Identifying structural or content defects in

test items.7. Revising and refining tests.

7

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Explanation: Item Analysis Printout

The Irribers below refer to the number circled on the sampla printout.

1. Reading from left to right, subject, date, grade, secticn number,school number and teacher's name.

2. Number of students and number of questions.

3. Dash: Indicates correct response to an item. % indicates per centcorrect.

4. ITEM: The number of the test question( Odd-numbered items arc on theleft; even-numbered items are on the right. The printout shows thenumber of responses to each alternative (A, B, C, D, E) for each item.The top row lists responses for the upper third of the group based ontotal rights; the second row lists the lower third of the group; thethird row lists the total group.

Example. Item 5. 11 students in the upper third of the group choseB which is the correct answer; one student in the lower third choseanswer B; 20 students in the total group selected B. No students inthe upper third selected A, C, U, or E; in the lower third no studentchose A but two selected C, to selected 0 and two selected E; in thetotal group no one selected A but three selected C, three selected I)and three selected E.

5. % (per cent). Indicates the level of difficulty of each item. Liststhe per cent of students correctly answering each item.

Example. Item 5. 100% of the students in the upper third answeredItem 5 correctly; 9% of the lower third answered correctly; 580 of thetotal group correctly answered Item 5.

6. DISC INDEX (Discrimination Index). A measure of how well each itemdiscriminates or distinguishes between those who scored high on thetest and those who scored low on the test. The discrimination indexranges from +1.0 to -1.0. A positive correlation indicates that theitem was answered correctly by more high scorers than low scorers; azero correlation indicates that the item was answered correctly by asmany low scorers as high scorers; a negative correlation indicates thatthe item was answered correctly by more low scorers than high scorers.

Example. On Item 22, 7 students in the upper third answered correct-ly; no students in the lower third answered correctly; the discrim-ination index is .64. However on Item 17, 7 students in the upperthird answered correctly; 10 students in the lower third; the discrim-ination index is -.27 since more students in the lower group answeredcorrectly. On Item 1, 11 students in the upper group answeredcorrectly and 11 students in the lower group answered correctly;therefore the discrimination index of the item is .00 since the samenumber of students in each group answered the item correctly.

12 9

Frequency Distribution

Frequency distribution printouts are graphic presentations ofstudents' scores indicating relative performance on a particu-lar test. This sheet lists the distribution and the frequencyof the students' total scores based on total right answers.Also included are mean, median, standard deviation, standarderror of measurement, KR-20 reliability coefficient andstandard scores.

The frequency distribution aids the teacher in:

10

1. Determining the average performance of the group.2. Indicating the variability or spread of the scores.3. Determining the reliability of the test.4. Comparing a pupil's performance with the group's

perfocnnnc.?.

5. Making group comparisons between pre- and post-testresults.

6. Comparing one group to other groups on the same test.

13 FOLD OUT FORSAMPLE PRINTOUT 11110.

RUN BY EEDPC ONI FREGUENCY DISTRIBUTION07/15/71

11-4 ALM DAiI 001 00/ 00

STAT I ST 1 CS I N RAW SCORESPLOTOf F-RE-11U5N-C-T-01-S TR-/-11U1-10NSCR--R-L-ST U0- UALS 1

00 50 0

049-048

10 47 0III 46 013 45 0111 44--0

42 010

70 0 41 1--- M40 0

-011

3065 38 1 M

37 -062 36 2 MM

35 01 39 34 3 MMM

3-7-33 2MM

"I Is a a

51 29 3 MMA5 0 24 2 NH

1 M31 48 27

6 26 /25

)31 A 3 2A 2 MM3' 23 0111 AO 22 1 64

39 21 4m loot14 37 20 2 101!I 19 0)0: 18Is 17 0

16 011 15 0

14 0010 13

12 00

21 10 1 N00

9 04 0

00

76iti

13 5 014

II 3 02 0

is

11

14

FREQUENCY DISTRIBUTION PAGE(64INIUMBER OF STUDENTS 3

......_SE cTI.Ott___3_0S c II 0 0 l.... 60 40NE S 71. U 148E ft_CIFOLIE in0 Ns 0110le) MP Li 28.29 ,7%.

ST 0Ev = 6.31@)*STATISTICS IN RAN SCORES ()MEDIAN = 29.00

STANDARD ERRCR = 2.821.1P-20 RELIABILITY (R) = .SE L@ : +

1'

11

7:

71

n

0

47

5 ,

Explanation: Frequency Distribution Printout

The numbers below refer to the numbers circled on the sample printout.

1. Reading from left to right, subject, date, grade, sectionnumber, school number and teacher's name.

2. Number of students and number of questions.

3. STD SCR. Standard scores on the printout apply only to the groupfor whom the particular frequency distribution is listed. Standardscores arc units of measurement which tell the distance a given scoreis from the mean. Standard scores used in Escambia County range froma low of 20 to a high of 80. The mean of a standard score distributionis 50; the standard deviation is 10. In a normal distribution, 68% ofpupils' scores will lie between 4C-60; 95% between 30-70; and 99%between 20-80.

4. TOT RT. Total right answers.

S. # OF STUDENTS. Number of students making a designated score.

6. PLOT OF FREQUENCY DISTRIBUTION. M EQUALS 1. Indicates how manystudents are represented by each M.

7. M. Tallies indicating individual scores.

S. STATISTICS IN RAW SCORES. The following are computed in raw scores:mean, standard deviation, median, standard error and KR-20 reliability.

9. MEAN. An arithmetic "average" of a set of scores.

10. STANDARD DEVIATION (S.D.). A measure of the variability or "spread" ofa set of scores. The closer the scores are to the mean, the smaller thestandard deviation. In a normal distribution, 6S% of the scores arewithin the range from one S.D. below the mean to one S.D. above the mean.

11. MEDIAN. A point dividing scores into two equal groups. The "middle" score.

12. STANDARD ERROR. No test has perfect reliability with the result that anindividual should be considered as scoring within a range from severalpoints below to several points above the obtained score on a test. For

example, a test has a standard error of 4 points. This means that thereare two out of three chances that the true test score of a person who hasa raw score of 60 could be as much as 4 points above or 4 points belowthat score; thus the true score might be as low as 56 or as high as 64.

13. KR-20 RELIABILITY COEFFICIENT (R). An indication of whether similar resultswould be obtained if the same test or an equivalent form were administeredto the same students; the consistency with which a test is measuring whatit does measure. If the reliability coefficient is high (.75 or greater),one can be reasonably confident that an individual's score would not changesubstantially if he were to retake the same test or an alternate form.

16 12

Response Analysis

Response analysis printouts are tabulatiors of the responsesof the total group to each item. The printout lists thenumber and the per cent of students responding to each alter-native (A, B, C, D, E) for each item.

The response analysis aids the teacher in:

13

1. Evaluating surveys and attitudinal questionnaires.2. Analyzing responses on each item.

FOLD OUT FORSMPI.E FRINTOIJT r+

RUN BY EEDPC07/15/71

(2)SCNODLL61___ORADEI_Vil___SECTION1_3.0_TtACHER1

ONt

jONES..___ESPOUSE S

RESPONSE ANALYSIS

_

_ _ .

_ .. . . _. . ......

_ ___ .. ____. _

_ . . _ _

___.

. A

O. 00 .0.000.00

88.240.00- _ .

11.76 .8.82_

85 .29

.._ 53.8820.59--17.65_85 .29------2.94_

85 .24 _. 5.88

14.7.1..

0.00-____ 14.11-

.. 11.760.00--

85.292.94.14.7150.0041.18

_7 0.5929.41

._ _ 20.5911117617.65

2.94

'I

14

QUEb I-1 UN A B C. 0 E NA4_.- 0 0 -0-1---OL-0--1.

2 0 32- o 1 1 o0 o 32-0 1 13

:I 4 30 0 1 1. 1 1

O. 20 3 3 3 5Ii 5a 6 4 1 0 29 a o41

7 3 15 6 2 6 2o 29 1 1. 0 2 1..-8

9 6 23 1 -----3 1

o 1010

1 0 -.--- 0_ ____13.. __ - 1Ii

11-197- 3 3 -7 I, 01-......... 4

11 1 2.-.- 6 7 7 7_ .011: 13

-/-29 3 -2 0- 0- 0-

11, 0 16 1- -11 5..to --I4'1 15 --29 2---- 0 0 3 0

2 0 3 17 12 _. O. ._27 311

to 16

:1 1a-1

9-5-11 _L9n 20- .o .9 _ I.. _14_ 7 . 3

_5 1- 25_ __I_ .2- 021of _____ _------- .-.- _4 _9_ . 3

0 1 02324 29 1 1 - 0 3 0

1 4 19 -1 4 5ni 25n

21_ 17 5_ .5 i I - -3-27n 28 14 3 2 6 6 311'

1- 29 24 0 3 4 5 13/ 30 10 0 - .13 2 _7_ .2.-..L 0 0 24___-.2______1... _11 3_131

33, 33 6 5 8 3 10 211. 9 I I- a 0 -

1- 25 1 5 2--34

P,.... 35 ---11310 22 _3 6 _ 3. 0

1 a a 3 9 5____ _ _0 . 00

'a -31l7al aa 4 4 _5 9 7 _5

4 7 2 0_ 211.76_

3.9_ 2.94

II 41

.--1 _0

-_____L__-____I. 0 0 29 3___________ 38.24 . .

2.9442- 7 8 3_ 3 20.59_

"i 43_10 _3

3 14--8 4 4 _3

0 29 3

_

/4940 .130.__5.88_..

oo 44oz1 45

-1 -0 --1-0 1 33_ OL_o 0

u 46 2 1.

U. 47.29_ .1_ ---0 .1

0 .5o

-1 _L-._ _22 _--5

3 0 1

___ _ 35.248.82_oo 49

11 SO--22--

2 25_____1 .0.00

_son-

14

RLSPONSE ANALYSIS

ES .

PAGE NO4

0 NUMBEB QF ST uous, 34-TES trilATE. _00/00/0_0-

(§) PER CENT =J'

-0.00---1.00.00 0.00 0.00 0..00 _110.00 94112 ..0. 00- 2.94- .... .2.94 -0. 00-- -__

- - - 0 00-- -0 .10-14 ...12____-0.-00 2.94_ .813424 _.000- -2.2.94_2. 9A 2.94 2. 94_._._

_.0.00___58462_____.8.82____8.12____8482-- 16.71 ,

_11..76_ 2,94 o. 85.29.- 0.00 0.00- - . 12 17-.-65--5 ._88 17.65 5.88. .2 94 _ ..00--5. 88.- 2.94_ -.0..00 _671.65 2.-914 8.82- 2.94

-.55 .88..... -2..94. ----- O. 00- -0 ..00---313.-24----.2._91_. 20.59 8.62 29.44l._ . _ 7 65--20

- - 85..29 8 88--- 0.90 04-00---0.00- - - - 2494-- .-0* 00 1

- .5.88... _- 00--0.10-8.82-----0. 005..68.. -0900 _ 8 .82-50 oo_J5.. 0la If

- - - _ 82 _ . _2.1.4_5 1 p..0_.QI14.7.1_ 23.03. 32.35 -0.10

_ _ _ . _ 26 47_ - 141.71- _ 47 06__5.. 68.0.00- .26.47_ .2..9.4 41. 16- _20.59 88_82_14.71--- -2.91- -73 .53.--2.1-1 *78 -- -35. 29 .88----11 .7-6__26. a 82_---.11. 06- 2..94. _26..17-.6 1.65 2.3-4 -OA ao

. . . . . . _85.29_ .._... 2.94.. - . ...2 94 .00 ---- 8.112-0400---- -55.88 2.94

.14471. 4.1..18 32.35. 5.08. 5.88 0.so. oo. 14. 71 14 .71._ 8.82 .2..9.4

. 41.16 8.82 . 5.88... 17.65 .._ _ _ _____70.59__ 0.00 -

29.41 _ 0.00 38.24 . . ..88..-___20.59...... 0.00 . 0.00.---70.59----5.88 .11

-11.76 64.71 2.94 17.65- -2.94 0.00----------- 11

- 14s71- 23.53 .-. -6 .82.---29.41 5.88 !J%

26.47_ __32135 23.53 0.005.88

_e.o0_ 64.71 8.82... 8.82 0.00___.2a 94--23...53 - 23.53.. _BA 82--26. 47 1.4..-7111.76 11.7.6. .14.71 26.47 20.59 -1_4171

_ 20 ..59___56 82 5.88 0. 0038.24_11.76 20.59 _ 17 .65 .._ 2.94._

.0.00_ _0100. 65.2_9_ _8.82 .11

20.59____23153.- -29.41- _8.62_ .e.a2 .8.82_ 11

17..65- -114 76 11.76 8.820.94--0.00 0.00 -2.94 _85.2.9 _8.82..Oita 2.94 97.06 0.90 0.00 0.0.0_

-5.88-85.29 .2.94_ 0.00 -

-204 0.00-_ 2.94 _. 64.71 -__._.35.29..___2.94 _2.94 ... 20.59 -17.65 ... 20.59.......

_8 cm__ 2.94_ 64. 7.1.---2.94 20.590.00. 0.00.-13.00_5.88- _7.3.53 --20.59

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19if

Explanation: Response Analysis Printout

The numbers below refer to the numbers circled on the sample printout.

1. Number of students.

2. Reading from left to right, school number, grade, section numberand teacher's name.

3. Subject and date of test.

4. Responses. Shows the number of responses to each alternative(A, B, C, 0, E) for each item. The NA column indicates thenumber of students not responding to the item.

S. Per cent. Shows the per cent of responses to each alternative(A, B, C, 0, E) for each item. The NA column indicates theper cent of students not responding to the item.

6. Total. Lists the total(A, B, C, 0, E) for the

7. Total. Lists the total(A, B, C, 0, E) for the

number of responses to each alternativeentire test.

per cent of responses to each alternativeentire test.

Example: Item 9. Six students or 17.65% selected alternative A; nostudents or 0.0% selected B; 23 students or 67.65% chose C; onestudent or 2.94% responded 0; three students or 8.82% chose E; onestudent or 2.94% did not respond to Item 9.

- 2015

Steps for Obtaining Test Scoring

and Analysis Services

A. Standard Answer Sheets

1. The school office can requisition standard answer sheets fromthe Materials Warehouse. Use the warehouse requisition whenordering.

2. Students should record responses on standard answer sheets.3. #2 pencils must be used in marking the answer sheets. Do not

use hall -point or felt pens.4. Student names should be gridded on the answer sheets: however

do not grid names if it is desired that responses be anonymous.5. Students numbers should be gridded on the answer sheets when

appropriate. If pre-post evaluation is desired, studentnumbers must be gridded. The same student number shouldnot be assigned to any two students; a student should use thesame number for both tests.

B. Form: Request for Test Scoring and Test Analysis

1. The school office should have a supply of the yellow requestforms. Forms can be requested by telephone from EvaluationServices and will be sent by courier upon request.

2. Complete all information requested on the form.3. Check the services requested.

C. Preparing Materials for Scoring and Analysis

1. Prepare keys and answer sheets as indicated on the requestform.

2. Send or bring completed request form, key and answer sheetsto:

Evaluation ServicesEducational Services Center5404 Lillian Highway

D. Receiving Test Results from Evaluation Services

1. Scoring Services: If answer sheets are sent to EvaluationServices by courier, allow 3-4 days for results to hereturned. If answer sheets are delivered personally, it willrequire 10-15 minutes to score the answer sheets provided youcall to schedule processing time; however remember to callahead.

2. Analysis Services: If answer sheets are sent to EvaluationServices by courier, allow 7-8 days for printouts to bereturned to the school. If answer sheets are deliveredpersonally, allow 3-4 days for printouts to be returned tothe school; however remember to call ahead to scheduleprocessing time.

For further information, call Evaluation Services: 456-8631, ext. 226 or 227.

16

REQUEST FOR TEST SCORING AND TEST ANALYSIS

1.0 COMPLETE THE FOLLOWING INFORMATION.

1.1 School Name

1.2 Teacher's Name

1.3 Subject Name

1.4 Date (use numerals)

1.5 Grade

1.6 Section Number

1.7 Number of Student AnswerSheets Attached

1.8 Number of Questions

1.9 Number of Sections Using the Same Key

2.0 CHECK THE SERVICES REQUESTED.

2.1 Scoring (printing the number of total rights oneach answer sheet)

2.2 Class Analysis

2.3 Item Analysis

2.4 Frequency Distribution

2.5 Response Analysis

2.6 Test Analysis Printouts (includes 2.2-2.5)

I

3.0 PREPARE A KEY AS INDICATED BELOW.3.1 Mark the correct answers on an answer sheet.3.2 In the space for city, write the word "KEY".

4.0 PREPARE ANSWER SHEETS AS INDICATED BELOW.4.1 Separate answer sheets by section.4.2 Place one copy of this form on top of each section of answer sheets.4.3 Enclose the KEY with each section of answer sheets. (If the same

key is to be used in scoring more than one section of answer sheets,attach only one key.)

3.0 SEND OR BRING THIS FORM, KEY AND ANSWER SHEETS TO:Evaluation ServicesEducational Services Center5404 Lillian Highway

5.0 FOR FURTHER INFORMATION, CALL EVALUATION SERVICES: 456-8631, ext. 226 or 227.

17

Standard Answer Sheet

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S 3

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.--- _,..USC PENCIL 0,41.1" ERASE COWLETELY ANY VAPKS YOU WIN TO CtIANA

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meatt 'Oast .11.801 "Ca, Oata .0.154 Oat. ( et7 7 13 17 17 5:...... milf211 SCOI ..(2, "a2,1 ..... I C 2

1 3 11 1E 71 :1C 1 ..... 0 D 1 ..... a 2 5 1 2 4C et

4 9 I4 19 73 79 21 21..... a 2 I ..... a : I .... I5 19 13 70 7: 50,

U 1 46 51 56 51 71.

47 4; 57 57 67 47 72 77..... C I I I a 2 ....................si 49 53 58 53 6". 73 72at . I 0 c.c.

044

C c49 54.... Cl

59..........6t 61 "co. 74"coo 79.....

u o 45 7.3 55 50 65 7" 75 EC

SIDI26 96 101 106 111 !ft.... m .e, 'SCSI c., ..........17 92 97 137 107 112 117

:a 93 98 103 108 117 118

4 59 94 99 104 109 114 119cs.15 93 95 130 105 110 115 120... "CC. 'loll .........................

X171 125 131 13e 141 146 151 150

I?? 1:7 117 117 147 147 157 157

o 121 I:E 131 519 133 143. 153

124 179 134 129 144 14? 154 159

I- (211 12, 11(111 OfOlt .......... C

125 135 140 145 110 150 101

Contact Evaluation Services if you plan to use any answer sheet other

than the one above.

18

23

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