AI Transcription, Pages 276-300
Page 276
November 5. The use of Form 3 of the test
will require increased supervision by the
school and one-half hour of additional test-
ing time. Requests for the use of Form 3 of
the PSAT must be received before September ⟦illegible⟧
What schools may give the PSAT?
Any secondary school anywhere in the world
may administer the PSAT. The decision to give
the test should be based on: first, judgment
by the school of the value of the PSAT in its
guidance program; and, second, whether or
not some of its students are eligible for and
wish to qualify for one or more of the various
scholarship programs requiring PSAT scores.
The College Board urges the school to offer
the PSAT to all eligible students who plan to
submit their scores to scholarship sponsors
requiring the test.
Who administers the PSAT?
The test is administered in the secondary
school by the school principal or his desig-
nated representative. Schools register for and
make arrangements to give the test through
the PSAT Program Director at Educational
Testing Service, which operates the program
for the College Board. The testing time is two
hours, but an additional 20 minutes should
be allowed for administrative details.
Registered schools are sent test booklets,
answer sheets, and other materials by ETS.
After giving the test, schools destroy the book-
lets and return the answer sheets to ETS for
scoring. Publications explaining the meaning
of PSAT scores and reports of the students'
scores are subsequently sent by ETS to the
schools.⟦illegible⟧
⟦illegible⟧ the test fee?
The fee due the College ⟦illegible⟧ for the PSAT
is 50 cents for each student ⟦illegible⟧. Schools
are responsible for collecting this fee which
is charged to cover the costs of providing the
test. After giving the test, principals forward
to Educational Testing Service 50 cents for
each student who has taken the PSAT. Schools
giving the test on Saturday or otherwise in-
curring special expenses are free, if they wish,
to charge an additional fee to defray those
expenses.
How do students enroll for the test?
All students enroll for the PSAT with their
school principal or his designated PSAT repre-
sentative. The procedures for enrolling stu-
dents can be handled in any way the school
⟦illegible⟧ost convenient.
⟦illegible⟧ do schools register to give the test?
School registration forms are sent ⟦illegible⟧ sec-
ondary schools in the United States ⟦illegible⟧ ring
May and again in September. ⟦illegible⟧ may
register to give the test by returning the regis-
tration form or by writing directly to the
address given on the inside front cover.
Schools are urged to register in the spring. In
registering, schools give estimates of the num-
bers of students for whom they will need sup-
صفحات لا يمكن فصلها من أجل تصويرها
Page 277
plies. These estimates are not final, for schools
may revise their spring estimates in the fall.
Delivery of materials in time for the test can-
not be guaranteed for registrations t⟦...⟧
received later than the following ⟦...⟧
tember 30 for schools in the United ⟦...⟧,
and September 16, for foreign schools.
To whom are the scores reported?
The students' test scores are reported to their
schools and to the scholarship programs for
which the students wish to qualify. Each stu-
dent's scores are reported to the school on four
duplicate score report labels. These labels are
backed by a pressure-sensitive adhesive and,
at the school's option, may be affixed to the
student's interpretive leaflet and to his school
record forms. Score reports are mailed to t⟦...⟧
schools in December. All reports are sent from
the Princeton office of Educational Testing
Service.
What interpretive materials are provide⟦d?⟧
C⟦op⟧ies of two interpretive publications, ⟦on⟧e
prepared for students and one for counselo⟦rs⟧,
will be sent to the principal of each participat-
ing school after it has given the test and before
it receives PSAT score reports. There is no
charge for these publications. Th⟦ey are⟧ pro-
vided to assist school personnel and students
in understanding the use of test scores in col-
lege guidance and planning.
The leaflet for students discusses the use of
PSAT scores in planning for college. In it, PSAT
scores are related to national norms and to the
pages cannot be separated for imaging
scores of freshmen at various types of colleges.
One copy of the leaflet will be sent for each
student tested at the school.
⟦...⟧ participating school will also receive
⟦...⟧ booklet prepared for use by guid
⟦...⟧ unselors, school administrators, and
teachers who advise students on their college
plans. The counselor's booklet explains the
interpretation of PSAT scores and tells how to
convert them to equivalent scores on the
widely used SAT. The booklet also disc⟦...⟧ses
the more general pr⟦...⟧lems involved in en-
couraging able students to attend college,
⟦.⟧nderstanding the complexities of college ad-
mi⟦...⟧ion, and financing a college education.
⟦illegible⟧
90
210
916 1961
⟦illegible⟧
صفحات لا يمكن فصلها من أجل تصويرها
Page 279
Preliminary Scholastic Aptitude Test (PSAT)
PRINCIPAL'S COPY OF SCHOOL REGISTRATION FORM
Do NOT return to ETS
[Marginalia] Posted on 2/8/1960
This school will administer PSAT on (check one) ⟦bracket_start⟧ ☐ Form 1, Tuesday, October 18, 1960 ⟦bracket_end⟧ to an estimated ⟦box⟧ students.
⟦bracket_start⟧ ☐ Form 2, Saturday, October 22, 1960 ⟦bracket_end⟧
The registration form must be received at ETS by September 30 or shipment cannot be guaranteed.
ETS must be notified immediately if adequate test supplies do not arrive by October 10.
CONDITIONS WHICH ⟦...⟧ BE MET BY SCHOOLS USING PSAT:
1. All test booklets kept un⟦...⟧il administration date.
2. Test administered only ⟦...⟧ecified date--that is, PSAT Form 1 admin-
istered only ⟦...⟧uesday ⟦...⟧er 18; PSAT Form 2 administered only on
Saturday, Oc⟦...⟧er 22.
3. Test administered in ⟦...⟧ compliance with directions given in Supervisor's
Manual to ensure standard test conditions at all secondary schools.
4. E⟦...⟧ry test booklet collected at the end of the testing period.
5. Answer sheets returned as soon as possible after the administration.
6. Every test booklet, used or unused, destroyed October 18 or October 22,
as appropriate.
Page 280
EDUCATIONAL TESTING SERVICE
20 NASSAU STREET, PRINCETON, NEW JERSEY
Advanced Placement
Fees.
Settled
[Stamp] PRINCETON
[Stamp] JUN -6'60
[Stamp] N.J.
[Stamp] ⟦P.B. METER 366999⟧
[Stamp] PRINCETON
[Stamp] JUN -7'60
[Stamp] N.J.
[Stamp] U.S. POSTAGE
[Stamp] 04 :
[Stamp] P.B. METER 366999
[Marginalia] ⟦illegible⟧
Page 281
EDUCATIONAL TESTING SERVICE
20 NASSAU STREET, PRINCETON, NEW JERSEY
TELEPHONE: WALNUT 1-9000 • CABLE: EDUCTESTSVC
May 31, 1960
MEMORANDUM
Your enclosed invoice for the Advanced Placement Examinations was
computed on the basis of information supplied by each student on the
Master Record card. The amount due was determined in the following
manner: Number of candidates tested at $5.00 per candidate and number
of examinations taken at $8.00 per test used. From this total, we sub-
tracted a Coordinator's retainer of $5.00 and in addition $1.00 for
each examination administered. As explained on page six of "Information
for Coordinators", these deductions are intended to help the schools
meet some of the administrative expenses of giving these examinations to
their students.
We regret any confusion occasioned by mention of the Summary Voucher
in the Coordinator's Manual. As schools administer these examinations to
their own students, the Advanced Placement Examinations are an institu-
tional program. Referring to page seven of the "Supervisor's Handbook"
you will note that sections of the book which have been starred (*) do
not apply to institutional programs.
We hope this information will be helpful and if we can be of further
assistance, please do not hesitate to let us know.
[Signature] Institutional Programs Section
APE-2
Page 282
S⟦...⟧ SECONDARY SCHOOL
New Alwiyah - Baghdad
Tel. No. 91693
⟦line⟧
مدرسة شماش الاعدادية
بغداد
علوية الجديدة
تلفون ٩١٦٩٣
⟦line⟧
No. ⟦line⟧ العدد ⟦line⟧
Date 26th August, 1960 التاريخ ⟦line⟧
To:
Educational Testing Service,
Box 592,
Princeton, New Jersey,
U. S. A.
Dear Sirs,
I have arranged with the Ottoman Bank, Baghdad,
to remit to you by air mail through their New York
Correspondents, the First National City Bank of New
York, 55 Wall Street, New York, the sum of $ 19.00
in settlement of you Invoice No.0847 dated 31st May
1960, a copy of which is herewith enclosed.
Please acknowledge receipt.
Yours faithfully,
[Signature] ⟦signature⟧
[Signature] A.S.Obadiah,
[Signature] Principal.
Page 283
SHAMASH SECONDARY SCHOOL
New Alwiyah - Baghdad
Tel. No. 91693
مدرسة شماش الاعدادية
بغداد
علوية الجديدة
تلفون ٩١٦٩٣
No.:
العدد:
Date: <del>26th August, 1960</del>
التاريخ:
To:
Educational Testing Service,
Box 592,
Princeton, New Jersey,
U. S. A.
Dear Sirs,
I have arranged with the Ottoman Bank, Baghdad,
to remit to you by air mail through their New York
Correspondents, the First National City Bank of New
York, 55 Wall Street, New York, the sum of $ 19.00
in settlement of your Invoice No. 0847 dated 31st May
1960, a copy of which is herewith enclosed.
Please acknowledge receipt.
[Signature] Yours faithfully,
[Signature] ⟦signature⟧
[Signature] A.S.Obadiah,
[Signature] Principal.
Page 284
ceeb
College Entrance Examination Board
c/o Educational Testing Service
P. O. Box 592
Princeton, New Jersey
[Marginalia] About
[Marginalia] Writing Sample
[Stamp] PRINCETON
[Stamp] MAY 27 '60
[Stamp] N.J.
[Stamp] U.S. POSTAGE
[Stamp] .08
[Stamp] P.B. ⟦illegible⟧
[Marginalia] ⟦23 May 1960⟧
Shamash Secondary School
New Alwiyah, Baghdad
Baghdad, Iraq
990210
ATTENTION:
GUIDANCE
DIRECTOR
Page 285
ceeb COLLEGE ENTRANCE EXAMINATION BOARD
475 Riverside Drive, New York 27, N. Y., University 5-9500
JOHN A. VALENTINE
Director of Examinations
May 23, 1960
MEMORANDUM TO SCHOOLS
We hope that the enclosed announcement of a new College
Board offering will be helpful to you in preparing to
advise students who will apply for college admission
during the 1960-61 academic year.
It is apparent that many Board member colleges will
require or recommend that their candidates submit a
Writing Sample, as explained in the enclosed announce-
ment, and will inform schools and students accordingly
through their catalogue statements and other communi-
cations. At the present time, however, the individual
colleges are in the process of determining whether they
will use the Writing Sample, and if they do, what its
relation will be to their other entrance requirements.
Because this is a period of decision for the colleges,
we will be unable to provide you with a summary report
of ⟦th⟧eir requirements until later in the year. We are
requ⟦es⟧ting this information from the col⟦leg⟧es with the
hope that it can be sent to you in conve⟦ni⟧ent form in
August or September at latest.
Sincerely yours,
[Signature] John A. Valentine
John A. Valentine
Page 286
COLLEGE ENTRANCE EXAMINATION BOARD
475 Riverside Drive, New York 27, N. Y., University 5-9500
WRITING SAMPLE TO BE ADDED TO BOARD PROGRAM IN DECEMBER AND JANUARY
The College Entrance Examination Board announces that an English essay
exercise to be known as the Writing Sample will be offered on two of its scheduled
testing dates in the academic year 1960-61. Students applying for admission to
colleges that ask applicants to submit the Writing Sample will register for either
the December 3, 1960 or January 14, 1961 date on which the new offering will be
provided at Board testing centers.
The introduction of the Writing Sample was approved by vote of the Board's
members last fall, following a request by a number of the member colleges for a
writing exercise conducted under conditions which would guarantee the authenticity
of the student's work. A subsequent survey by a special committee disclosed that
⟦at⟧ least 100 of the member colleges were interested in using the Writing Sample as
an indica⟦tor of the wr⟧iting ability of their candidates. Secondary school members
of the Board, at the same time, expressed a preference for in⟦cluding⟧ the Writing
⟦Sample⟧ in the admission testing schedule rather than offering ⟦it⟧ under any separate
and different adminis⟦trati⟧ve plan.
After considering the place of the Writing Sample in the Board's total pro-
gram, the Committee on Examinations summarized its views in the following statement:
"Members of the College Board are unanimous in their belief that learning
to write clearly and accurately is of first importance to intellectual growth. It
is of concern to them that many school and college students fall short of reasonable
standards of writing ability. In appointing a Commission on English, charged to
Page 287
⟦W⟧riting Sample - 2
explore ways of improving the teaching of English in school and college, the Board
has made a major effort to find good long-range solutions in this critical problem area.
"As an intermediate measure, and in response to a majority vote by the
Board as a whole and the explicit wishes of at least a third of its member colleges,
the Board will introduce the Writing Sample in its regular testing program for the
academic year 1960-61. Students who register for this one-hour exercise will be
asked to write essays on a prescribed topic. The essays will not be graded by the
Board. Copies will be distributed to the colleges to which the students are applying
for admission and to their schools. No copies of the essays will be retained by the
Board. The Writing Sample will supplement other information (school grades, English
Composition Test scores, etc.) about the ability of candidates to write clearly and
correctly.
"The Board will undertake (a) to survey the various uses colleges make of
⟦the⟧ essays of candidates, (b) to evaluate the contribution of the Writing Sample to
⟦the⟧ whole admissions process, and (c) on the basis of experience and research to
⟦develop⟧ recommendations regarding its most effective use."
The ⟦Writing Sam⟧ple will be available to students ⟦on⟧ the December date in
conjunction with the administration of the afternoon Achievement Tests. Candidates
may take the Writing Sample as one of the three Achievement ⟦T⟧est options covered by
⟦the⟧ Achievement Test fee of $6, or may take only the Writing Sample at a fee of $2.
⟦On⟧ the January date, when the Achievement Tests will not be given, the Writing Sample
will be offered in the afternoon at the $2 fee. A description of the Writing Sample
and complete details of the registration procedure will be provided in publications
to be sent to schools and colleges in September.
May 1960
Page 288
SHAMASH SECONDARY SCHOOL
New Alwiyah - Baghdad
Tel. No. 91693
مدرسة شماش الاعدادية
بغداد
علوية الجديدة
تلفون ٩١٦٩٣
[Stamp] ⟦triangular stamp with illegible text⟧
No.:
العدد:
Date: 17th May, 1960.
التاريخ:
To:
Educational Testing Service,
Box 592,
Princeton, New Jersey,
U. S. A.
Dear Sirs,
1. Kindly supply me with an official bill
showing your fee charge to this School for the Advanced
Placement Examination in Mathematics for May 17th, 1960.
Only two students of this School have taken this
Examination. I need at least one extra copy of the
bill in order to be able to settle your account
officially through the Exchange Control Department
in Baghdad.
2. It will be much appreciated if you will
kindly send the Math. Examination grade of the above
two student to this School as early as July next if
possible.
Yours faithfully.
[Signature] A. S. Obadiah,
[Signature] Principal.
[Marginalia] sent inside envelope No. 1
⟦illegible blue carbon copy text at bottom⟧
Page 289
SHAMASH SECONDARY SCHOOL
New Alwiyah - Baghdad
Tel. No. 91693
مدرسة شماش الاعدادية
بغداد
علوية الجديدة
تلفون ٩١٦٩٣
[Marginalia] 90-210
No.:
العدد:
Date: 17th May, 1960.
التاريخ:
To:
Educational Testing Service,
Box 592,
Princeton, New Jersey,
U. S. A.
Advanced Placement Examinations
Coordinator's Report Form
Please note: In the shipment of the Advanced Place-
ment Examination materials for May 17th, 1960, the
Coordinator's Report Form was not included. Nor was
there any mention of this Form in your shipping
order No. 293, dated 28/4/60, sent to this School
under a separate cover.
As a substitute, I give on this sheet below
an account for examination books and answer sheets
returned to ETS from my Centre:
2 Used answer sheets (Mathematics sec I)
2 Used section II exam. book in Math. (pink)⟦etc⟧
[Marginalia] sent inside envelope No. 1
Faithfully yours
[Signature] ⟦A. S. Obadiah⟧
A. S. Obadiah,
Principal.
Page 291
⟦1960⟧ Bulletin for Students:
Preliminary
Scholastic Aptitude Test
This leaflet is written for high school students who have registered
with their principals to take the Preliminary Scholastic Aptitude
Test (PSAT) on Tuesday, October 18, or Saturday, October 22, 1960.
Because the PSAT can be helpful to you in planning your future be-
yond high school, it is important that you understand not only the
value of the PSAT scores but also how to prepare for and to take the
test.
Growing numbers of students are seeking admission to our col-
leges in response to the increasing national demand for college-
educated men and women. As a student in high school, you should
thoughtfully consider continuing your education. If you decide to
go to college you will need to consider both the choice of suitable
colleges to which you might go and their requirements for admis-
sion. Many factors in addition to your test scores, such as your
grades and your school’s recommendations, are of prime importance
in arriving at these decisions.
Your PSAT scores permit a direct comparison of your scores with
those of national and college groups outside of your own school, and
hence can assist you, your parents, and your counselor by providing
an estimate of your ability to succeed at the college of your choice.
The PSAT is a two-hour version of the Scholastic Aptitude Test (SAT),
a test required for admission by about 400 colleges. The PSAT is
intended for use in the high school guidance program as a “pre-
liminary” SAT. The parallel nature of these two tests and the specially
developed interpretive materials that will be provided give the PSAT
a unique value in the guidance of students toward college. As an aid
in interpreting your scores, an interpretive booklet will be sent to
your school in December for distribution with your test scores. In
addition, your counselor will be provided with more detailed infor-
mation so that he can help you to understand your scores.
1
Page 292
Preparing to take the PSAT
Since the PSAT tests your ability to reason and not your ability to
recall facts, short-term specific preparation for it is unprofitable. The
greater part of your preparation for the test has already taken place.
If you have observed the world about you thoughtfully, if you have
read widely and well, and if you have studied conscientiously, you
have completed the most effective preparation for the PSAT. It will be
to your advantage, however, to read attentively the section in this
leaflet that describes the test and explains the various types of
questions you may be asked. You should also become familiar with
the description of the answer sheet which you will be required to
fill out when you take the PSAT.
When you take the PSAT, remember...
• Read the directions carefully.
• Work attentively and rapidly.
• Keep in mind that the test is two hours long and that you will be
allowed to work one hour on the Verbal section and one hour on the
Mathematical section.
• Take the questions in order; skip the difficult ones and try them
again later if you have time.
• Do not be disturbed if you cannot answer all of the questions in a
section of the test or if you do not have time to finish it. Many of the
students who take the test do not attempt all of the questions, and no
one is expected to know the answers to all of them.
• When the test is scored, a percentage of the wrong answers is sub-
tracted from the number of right answers as a correction for hap-
hazard guessing. It is improbable, therefore, that mere guessing will
improve your scores significantly; it may even lower your score. If,
however, you are not sure of the correct answer but have some
knowledge of the question and are able to eliminate one or more of
the answer choices as wrong, your chance of getting the right answer
is improved, and it is to your advantage to answer such a question.
• No books, slide rules, or papers of any kind may be used during the
test.
2
Copyright 1960 by College Entrance Examination Board
⟦illegible⟧ student may give assistance to any other student during the test.
Test booklets and answer sheets must be handed back to the super-
visor; they may not be removed from the test room.
• For use in taking the PSAT, you must bring with you several sharp-
ened No. 2 pencils or a mechanical pencil with soft lead and an
eraser. You should make solid black marks that completely fill the
boxes on your answer sheet, so that the electronic scoring machines
can record your responses.
Completing the answer sheet
When you take the PSAT, you will be given an answer sheet on which
you will record your answers by blackening-in one of the five boxes
that follow the number of each question. As you will see in the sec-
tion that describes the test, each question has five possible answers,
lettered (A), (B), (C), (D), or (E). When you have selected your
answer, fill in the appropriate box completely. If you make an era-
sure, be sure to do a thorough job. The following example illustrates
how the answer to a question should be indicated on your answer
sheet:
30. Chicago is a
(A) state
(B) city
(C) country
(D) town
(E) village
Sample Answer Spaces:
A B C D E
30 ▯ ▮ ▯ ▯ ▯
There will also be a section of the answer sheet on which, if you
are eligible, you will be asked to blacken the appropriate box for any
scholarship program for which you would like to be considered.
In the center of the answer sheet you will find a series of boxes
that have been set off by a dark rule from the rest of the answer sheet.
The information that you will provide here is important, because it
will be used by electronic machines to "read" automatically the in-
formation you have given and to compute a code number for you.
3
Page 293
Sample of completed center portion of answer sheet
| F | I | E | L | D | I | N | G | | | A | L | E | X | A | N | D | | | C | R | O | M | W |
F I E L D I N G | A L E X A N D | C R O M W
⟦Alphabetical bubble grid A-Z for each column; bubbles for F, I, E, L, D, I, N, G, A, L, E, X, A, N, D, C, R, O, M, W are filled in their respective columns⟧
SEX: 1 MALE (filled), 2 FEMALE
GRADE: SOPHOMORE, JUNIOR (filled), SENIOR, OTHER
YOUR BIRTH DATE: Month: 1 0, Day: 0 3
YOUR STATE OF BIRTH: 1 4
MONTH PARENTS WERE BORN: Mother: 0 2, Father: 0 5
SECONDARY SCHOOL Code Number: 0 5 0 8 1 5
4
You will need to provide the following information in the center
portion of your answer sheet: your last and first names, your moth-
er's maiden name, the month and day of your birth, your sex, your
grade in school, the state where you were born, the month of your
mother's birth, and the month of your father's birth. It will be very
helpful if you will make sure beforehand that you can record all of
the above information readily and correctly at the time you take the
PSAT. With this in mind, a blank sample and a completed sample of
this portion of the answer sheet have been included here. After you
have studied the completed sample, fill in the blank sample with your
own information for practice.
Looking first at the completed sample portion of the answer sheet,
you will notice that the top two-thirds of the sheet has three main
groups of boxes running down the alphabet from A to Z. If you look
from left to right across the top of the columns and count, you will
see that the first group of columns has 13 boxes for the letters of the
student's last name, the second set of columns has boxes for 7 letters
of his first name, and the third set has boxes for the first 5 letters of
his mother's maiden name.
Our hypothetical student, Alexander Fielding, whose mother's
maiden name was Cromwell, first printed his last name in the empty
boxes at the top of the left-hand set of columns. If his last name had
contained more than thirteen letters, he would have filled in only the
first thirteen. Moving to the right to the "First Name" column, he
filled in seven letters of his first name: "Alexand." Over the columns
to the far right he printed the first five letters of his mother's maiden
name: "Cromw."
Alexander was then asked to blacken the lettered box in each
column that corresponded to the letter in his name at the top of that
column. Note that he blackened only one box in each column.
The bottom third of the center portion of the answer sheet has five
groups of columns of boxes to be filled in: (1) your sex, and your
grade in school, (2) the month and day of your birth, (3) the code
number of the state in which you were born, (4) the month in
which your mother was born and your father's month of birth, and
(5) the code number of your secondary school. (A list of state code
numbers and your secondary school code number will be provided
at the time you take the PSAT.)
To return to our example, Alexander blackened the boxes labeled
"male" and "junior" in the first lower column. Since he was born on
5
Page 294
October 3, he wrote the digits “10” and “03” in the empty boxes at
the top of the birth-date columns. Note that, since the day of Alex-
ander’s birth has only one digit, “3,” he wrote “03” in the boxes.
Two digits must be placed in each set of this series of boxes. (For
instance, if Alexander had been born in January, he would have
written “01” in the first two of this series of boxes.) Then Alexander
blackened the appropriate box below each number that corre-
sponded to the number at the top of each column.
The third column has a double series of boxes running from
1 to 0 (standing for “10”). Alexander was born in Chicago and
therefore he wrote “14,” the Illinois code number, in the empty
boxes at the top of the state of birth columns. He then blackened
the corresponding number below in each column. In the fourth set
of columns he blackened the box for his mother’s month of birth,
February. Then he blackened the box for May, his father’s month
of birth.
You are now ready to fill in the blank sample answer sheet on page
7 for practice. Make up your own code numbers for the state in
which you were born and for your secondary school.
A description of the PSAT
The two-hour PSAT uses the same kinds of multiple-choice questions
and measures the same verbal and mathematical abilities as the
three-hour SAT. In order that each student may have the best possible
chance to demonstrate his ability, the test includes several different
types of questions, some verbal and some mathematical. These types
have been chosen because they are closely related to skills that are
needed in college work. The Verbal section emphasizes materials
that test your ability to understand word relationships and to com-
prehend what you read; the Mathematical section emphasizes mate-
rials that test your ability to understand and solve problems.
The sample questions that follow are examples of the kinds of
questions you will find in the PSAT and of the general range of diffi-
culty within parts of the test. Do not consider them as a complete
sample test, either in the number of questions given or in the order
in which they appear.
6
Blank sample
⟦Grid of 20 columns containing rows A through Z⟧
⟦Separate grid of 5 columns containing rows A through Z⟧
SEX: 1 [ ] MALE
2 [ ] FEMALE
GRADE: SOPHOMORE [ ]
JUNIOR [ ]
SENIOR [ ]
OTHER [ ]
7
Page 295
Verbal section
Four kinds of questions are used in the verbal section of the PSAT:
opposites, sentence completions, analogies, and reading comprehen-
sion. Each type is described and illustrated in the following sections:
Opposites. These questions are designed to test the extent of your
vocabulary. In each question a word is given and you are asked to
select from the five choices that follow it the one most nearly oppo-
site in meaning to it. The vocabulary used in this section includes
words most high school students should have met in their general
reading, although they may not be the kind you use in everyday
speech.
Directions: Each question below consists of a word printed in capital
letters, followed by five words or phrases lettered A through E.
Choose the lettered word or phrase that is most nearly opposite in
meaning to the word in capital letters. Since some of the questions
require you to distinguish fine shades of meaning, consider all the
choices before making your decision.
1. AGILE: (A) humble (B) clumsy (C) useless (D) timid (E) ugly
Since agile means quick, dexterous, and easy in movement, the best
answer is "clumsy" (B), which means slow, awkward, and ungainly
in movement. If you know the meaning of this word, answers (A),
(C), (D), and (E) are obviously incorrect. This is a relatively easy
question.
2. ALLEVIATE: (A) lower (B) aggravate (C) finish (D) control
(E) amuse
This is a relatively difficult question. "Alleviate" means to lighten or
lessen (usually physical or mental troubles). The meaning most
nearly opposite is "aggravate" (B), which means to increase (usu-
ally physical or mental troubles). To one who understands the
meaning of "alleviate," (C) and (E) are obviously incorrect.
"Control" (D) can be thought of in relation to physical or mental
troubles, but the act of controlling would not provide the opposite
of "lightening or lessening"; the correct answer must imply increas-
ing or magnifying. "Lower" (A), in a sense, carries the same mean-
ing as alleviate, although alleviate usually refers to physical or
mental problems, while the word "lower" is much more general.
It is certainly not the opposite of alleviate.
8
Handbook Order Card
Tear off this tab to release card from book.
ou to complete a
⟦illegible⟧. They provide a
⟦illegible⟧: your ability to
d style with other
nplications of the
that best fulfils its
of topics familiar
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a broad general
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individual words
decide what idea
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where the world
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is sufficient.
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Page 296
Verbal section
Four kinds of ques
opposites, sentence
sion. Each type is d
Opposites. These q
vocabulary. In each
select from the five
site in meaning to
words most high sc
reading, although t
speech.
Directions: Each qu
letters, followed by
Choose the lettered
meaning to the wor
require you to disti
choices before maki
1. AGILE: (A) humble
Since agile means q
answer is "clumsy"
in movement. If yo
(C), (D), and (E)
question.
2. ALLEVIATE: (A) low
(E) amuse
This is a relatively
lessen (usually phy
nearly opposite is "
ally physical or m
meaning of "allev
"Control" (D) can
troubles, but the ac
of "lightening or le
ing or magnifying.
ing as alleviate, a
mental problems,
It is certainly not t
Handbook Order Card
Tear off this tab to release card from book.
8
Handbook Order Card
The College Handbook presents in comparable form descriptions of member colleges of the College
Board, together with information about location, size, terms of admission, programs of study,
freshman year, costs, financial assistance, and where to write for further information. These
statements were prepared by the colleges themselves. General sections contain scholarship
and ROTC information.
The price of the Handbook is $2. If you wish to order a copy, fill out the address lines on the
back of this card, enclose the card in an envelope with a check or money order for $2, and
mail to:
College Entrance Examination Board
Box 592, Princeton, New Jersey
or Box 27896, Los Angeles 27, California
Be sure to fill in the other side!
Allow three weeks for delivery.
D70R1100—254180
you to complete a
g. They provide a
n: your ability to
nd style with other
mplications of the
that best fulfils its
of topics familiar
widely and studied
depend on special-
philosophy, social
, a broad general
kely to be helpful.
more spaces, each
neath the sentence
to choose the one
ntence, best fits in
ern to him; that it
ws (E) triumphs
individual words
o decide what idea
ld is going” of the
“moves” (C) pro-
r where the world
s” or “grows” or
ey all imply some-
s is sufficient.
the experience of
uires some under-
that it enables us
otice that if (B),
space, they would
om the experience
Page 297
Verbal section
Four kinds of ques
opposites, sentence
sion. Each type is d
Opposites. These q
vocabulary. In each
select from the five
site in meaning to
words most high sc
reading, although t
speech.
Directions: Each qu
letters, followed by
Choose the lettered
meaning to the wor
require you to disti
choices before maki
1. AGILE: (A) humble
Since agile means q
answer is “clumsy”
in movement. If yo
(C), (D), and (E)
question.
2. ALLEVIATE: (A) low
(E) amuse
This is a relatively
lessen (usually ph
nearly opposite is ‘
ally physical or n
meaning of “allev
“Control” (D) can
troubles, but the a
of “lightening or le
ing or magnifying.
ing as alleviate, a
mental problems,
It is certainly not t
8
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or Box 27896, Los Angeles 27, California
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Sentence completions. These questions require you to complete a
sentence in which one or two words are missing. They provide a
measure of one aspect of reading comprehension: your ability to
select those choices that are consistent in logic and style with other
elements in the sentence. If you understand the implications of the
sentence, you will be able to select the one answer that best fulfils its
meaning. The sentences deal with a wide variety of topics familiar
to the secondary school student who has read widely and studied
seriously. Understanding the sentences does not depend on special-
ized knowledge in science, literature, music, philosophy, social
studies, or other such fields. On the other hand, a broad general
knowledge covering a wide range of topics is likely to be helpful.
Directions: Each of the sentences below has one or more spaces, each
blank indicating that a word has been omitted. Beneath the sentence
are five lettered words or sets of words. You are to choose the one
word or set of words that, when inserted in the sentence, best fits in
with the meaning of the sentence as a whole.
3. Where the world is going is of no particular concern to him; that it
........... is sufficient.
(A) flourishes (B) acts (C) moves (D) grows (E) triumphs
The problem here is to comprehend not only the individual words
in the sentence but also the logic of the sentence—to decide what idea
provides a proper balance for the "where the world is going" of the
first part. A careful analysis will reveal that only "moves" (C) pro-
vides this balance. To a person with no concern for where the world
is going, knowledge that it "flourishes" or "acts" or "grows" or
"triumphs" would also be of no concern since they all imply some-
thing about direction or destination. That it moves is sufficient.
........................... makes it possible for us to profit by the experience of
past generations as if this experience were our own.
(A) Language (B) Democracy (C) Progress
(D) Truth (E) Economy
This relatively difficult sentence completion requires some under-
standing of one important function of language, that it enables us
to profit by the experience of past generations. Notice that if (B),
(C), (D), or (E) were to be fitted into the blank space, they would
fit no better than their opposites. We can profit from the experience
9
Page 298
of past dictatorships as well as from past democracies. Falsehood
has its lessons as well as Truth. Thus there is nothing particularly
fitting about any of the choices except "Language" (A). Lacking a
language, it would be almost impossible for one generation to com-
municate with another. Given a language, the experiences of Democ-
racy, Progress, Truth, or Economy—or their opposites—of one
generation can be used by a succeeding one.
Analogies. These questions test your understanding of relationships
between words and ideas. You are asked to analyze relationships and
to recognize those that are similar to each other. Some of the ques-
tions will involve cause and effect relationships; in others you will
be asked to carry an analogy from a concrete, tangible relationship
to a more abstract and less tangible one. Explore each relationship
thoroughly and select as your answer the choice that comes closest to
satisfying all of the demands.
Directions: In each of the following questions, a related pair of words
or phrases is followed by five lettered pairs of words or phrases.
Select the lettered pair which best expresses a relationship similar to
that expressed in the original pair.
5. FOOTBALL: SPORT::
(A) frame:picture (B) clock:time (C) gourmet:food
(D) cherry:fruit (E) intelligence:personality
This is a relatively easy analogy. Since football is one of a number
of sports, the correct answer must involve some object that is in-
cluded in a larger group described by the second part of the answer.
The choice that best fits this description is (D), "cherry:fruit."
6. AXIOM:HYPOTHESIS::
(A) self-evident:tentative (B) concrete:abstract (C) fact:fancy
(D) assume:conclude (E) adage:maxim
This relatively difficult analogy requires that you analyze the rela-
tionship between "axiom" and "hypothesis" in order to arrive at the
correct answer. Since an axiom is a self-evident truth, while a hy-
pothesis is a tentative statement assumed as a basis for reasoning,
the best answer is (A).
Reading comprehension. Approximately half of the time on the Ver-
bal section of the PSAT is devoted to measures of reading comprehen-
sion, because it is important that college students be able to read with
10
understanding, insight, and discrimination. The selections come
from a variety of fields, such as history, social science, physical sci-
ence, biological science, music, art, literature, and philosophy.
Reading comprehension is tested at several levels. Some of the
questions depend simply on an understanding of the plain sense of
what has been directly stated. To answer other questions, you must
be able to interpret and analyze what you have read. Still other ques-
tions are designed to test your ability to recognize reasonable appli-
cations of the principles or opinions expressed by the author. And
some of the questions require you to judge what you have read—to
observe good and bad points in the presentation, to recognize how
far the author has supported his statements by evidence, and to rec-
ognize and evaluate the means used by the author to get his points
across.
Directions: Each passage in this group is followed by questions based
on its content. After reading a passage, choose the best answer to each
question. Answer all questions following a passage on the basis of
what is stated or implied in that passage.
(The passages for this test have been adapted from published mate-
rials to provide the candidate with significant problems for analysis
and evaluation. The ideas contained in the passages are those of the
original author and do not necessarily represent the opinions of the
College Entrance Examination Board or Educational Testing Service.)
Talking with a young man about success and a career, Doctor Sam-
uel Johnson advised the youth “to know something about everything
and everything about something.” The advice was good—in Doctor
Johnson’s day, when London was like an isolated village and it took a
week to get the news from Paris, Rome, or Berlin. Today, if a man
were to take all knowledge for his province and try to know something
about everything, the allotment of time would give one minute to each
subject, and soon the youth would flit from topic to topic as a butterfly
from flower to flower; life would be as evanescent as the butterfly
that lives for the present honey and moment. Today commercial,
literary, or inventive success means concentration.
7. The author implies that a modern scientist
(A) makes discoveries by accident
(B) must bend his mind in a specific direction
(C) is able to contribute only if he has a background of general
knowledge
11
Page 299
(D) must be well versed in the arts
(E) must be successful, whatever the cost
This is a "plain-sense" question. The author gives Dr. Johnson's
view, which he says was good in Dr. Johnson's day, and then gives
his own view of what is true today. He says that success in a particu-
lar field—science, as well as any other—today demands concentration
within that field. The answer, then, is (B). Some students answer
(C); but (C) is true of Dr. Johnson's view and is directly contrary
to the author's.
Question 8 is harder, but still requires only an understanding of
the plain sense of the selection.
8. According to the passage, if we tried now to follow Doctor Johnson's
advice, we would
(A) lead a more worthwhile life
(B) have a slower-paced, more peaceful, and more productive life
(C) fail in our attempts
(D) hasten the progress of civilization
(E) perceive a deeper reality
The author has tried to show that it is impossible today to follow
Dr. Johnson's advice; in one minute per topic, no one could learn
much of anything. So the answer to question 8 is (C). Some students
answer (B) and some answer (D); however, the author nowhere
implies that we could or should turn the clock back. These may
be the students' own views, but the question is not asking for them.
9. Why does the author compare the youth to a butterfly (next-to-last
sentence)?
(A) Butterflies symbolize a life of luxury and ease.
(B) The butterfly, like the youth, exhausts a present source of energy.
(C) The butterfly, like the youth, has no clear single objective.
(D) The butterfly, like the youth, is unaware of the future.
(E) The butterfly lives but a short time and thus retains the inno-
cence of youth.
To answer this question, you should understand why it suits the
author's purpose to compare the youth to a butterfly. All five of the
choices state comparisons that could reasonably be made. But only
one of the comparisons, (C), deals with "concentration," or the
"single objective," which the author is driving at.
12
10. In which one of the following comparisons made by the author is the
parallelism of the elements least satisfactory?
(A) Topics and flowers
(B) The youth and the butterfly
(C) London and an isolated village
(D) Knowledge and province
(E) Life and the butterfly
Sometimes an author uses comparisons that are not very reasonable
ones. In question 10 you are asked to look critically at what has
been said.
The same kind of thinking needed in the analogies is called for
here. The comparisons in (A) and (B) are satisfactory. The au-
thor’s statement that “the youth would flit from topic to topic as a
butterfly from flower to flower” is a clear and effective comparison.
Choice (C) is also satisfactory; by today’s standards, Johnson’s
London was very much like an isolated village. The word “province”
(D) is often used to refer to a person’s sphere of interest or activity
and the philosopher who took all knowledge as his province is well
known—whether or not his name comes to mind; so (D) is satisfac-
tory. But in (E) the comparison is a little shaky. What the author
really means is that human life would be like the life of a butterfly—
aimless and evanescent—not that human life would be like the butter-
fly itself. The least satisfactory comparison, then, is (E).
Mathematical section
Some questions in the Mathematical section require you to apply
graphical, spatial, numerical, symbolical, and logical techniques to
situations already familiar to you; these may be similar to exercises
in your textbooks. In other questions you are presented with novel
situations and are called upon to do original thinking and problem-
solving. You will not be expected to use mathematical knowledge
beyond elementary algebra or the geometry implied by the formulas
printed for your reference at the beginning of each Mathematical
section of the test. Although no specific knowledge of subject matter
beyond that just described is required, well-taught courses in mathe-
matics preceding and following the ninth grade will probably im-
prove your performance on the PSAT and will provide a stronger
foundation for your college-level work.
13
Page 300
The following sample questions illustrate both the types of prob-
lems and the range of difficulty to be expected in the PSAT.
Directions: In this section solve each problem, using any blank space
in the booklet for figuring. Then select the one correct answer.
The following information is for your reference in solving some of
the problems:
Circle:
area = πr²
circumference = 2πr
degrees of arc in a circle = 360°
Straight angle = 180°
Triangle:
sum of the angles of a triangle = 180°
If CD is perpendicular to AB, then
(1) area of △ABC = AB × CD / 2
(2) AC² = AD² + DC²
C
/|\
/ | \
/ | \
/ | \
A____D____B
Definitions of symbols:
< means "is less than"; > means "is greater than";
≤ means "is less than or equal to"; ≥ means "is greater than or equal
to";
⊥ means "is perpendicular to"; ∥ means "is parallel to."
Note: Figures accompanying problems are not necessarily drawn to
scale.
11. If there are P girls and R boys in a class, what is the ratio of the num-
ber of girls to the total number of boys and girls in the class?
(A) P - R / P + R (B) P / P + R (C) P / R (D) R / P (E) P + R / P
This question requires the construction of a ratio. One might first
think of the answer in this form: girls / class and then in this form:
girls / girls + boys. Direction letter substitution gives us: P / P + R.
14
12. City R is 200 miles directly east of city T, and city H is 150 miles
directly north of T. What is the shortest distance (in miles) between
H and R?
(A) 50√7 (B) 175 (C) 250 (D) 300 (E) 350
This question involves the Pythagorean Theorem and the recogni-
tion of a right triangle. One must see that the ratio 150/200 is the same
as 3/4, thus making this a 3-4-5 right triangle or a 150-200-250 right
triangle.
13. A square and an equilateral triangle have equal perimeters. What is
the length of a side of the triangle if the area of the square is 9?
(A) 3 (B) 4 (C) 6 (D) 9 (E) 12
If the area of the square is 9, its side is 3 and its perimeter is 12. If
the perimeter of an equilateral triangle is also 12, its side is 4.
——————————
(◯)← 80 pounds
(◯)← 20 pounds
(◯)← 35 pounds
(◯)← 45 pounds
(◯)← 20 pounds
[——]
| W |
[——]
14. The chain in the figure above has 5 links. The maximum weight that
each link can hold is shown. What is the maximum weight W, in
pounds, that the chain can hold?
(A) 20 (B) 35 (C) 45 (D) 80 (E) 200
Since "a chain is no stronger than its weakest link," this chain can
hold no more than 20 pounds.
15. If the area of a certain triangle is equal to one-half the product of two
of its sides, what kind of triangle is it?
(A) Equilateral (B) Acute (C) Right (D) Obtuse
(E) It cannot be determined from the information given.
15
[Marginalia] ⟦illegible⟧
[Marginalia] ⟦illegible⟧
[Marginalia] ⟦illegible⟧