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Contents: Psychometry
California Math Scale by Greg A.
Grove
Mysterium Exam II by Greg A. Grove
California Math Scale ~
by Greg A. Grove, Ph.D.
Copyright © 1992
PART I
Directions: Some people experience anxiety
in math-related situations. Use the numbers below to indicate
how much anxiety you would probably experience throughout each
of the following events. Write your answers on the lines
provided.
1 =
Very High Anxiety
2 = High Anxiety
3 = MODERATE ANXIETY
4 = Low Anxiety
5 = Very Low Anxiety
_____ (1) Taking a college math placement test.
_____ (2) Learning to figure a new math
problem.
_____ (3) Refiguring incorrectly answered
problems.
_____ (4) Asking the teacher to repeat the
explanation of an equation.
_____ (5) Answering questions based on
statistical tables, charts, or graphs.
_____ (6) Solving story problems similar to
this one:
A train ran 2/5ths
of the distance between A and B
at an average speed of 24 miles an
hour. For the
remainder of the trip, its speed was
increased 1/3rd,
requiring 12 hours to complete the
trip. What was
the distance between A and B?
PART II
Sample: ____ 3 6 9 12 15 18 ____ ____ ____
Directions: Look at the sample problem
above. The row has six numbers arranged in some order. Figure
out the numbers that begin and end the series. Write your
answers on the lines provided.
Since the numbers in the Sample increase by
3s, the series begins with 0 and ends with 21, 24, 27.
You have 5 minutes to fill in the
missing numbers below, just as you did the Sample. Use space on
your paper to figure answers. BEGIN!
____ 512 256 128 64 32 16 ____ ____ ____
____ 75 57 74 47 73 37 ____
____ ____
____ 9 3 25 5 49 7 ____
____ ____
____ 89 17 85 13 87 15 ____
____ ____
____ 842 2y 428 5x 284 8w
____ ____ ____
____ 31 34 33 36 34 37
____ ____ ____
This concludes the California Math Scale
The purpose of the California Math Scale
(CMS) is to provide a brief screen of math anxiety and numerical
reasoning in adults ages 16 and older.
Math anxiety is defined as a persistent and
irrational fear of numbers or computing problems; of learning
terms, concepts, and processes, of taking tests; of interacting
with the math teacher relative to math instruction, and so
forth, that results in physical discomfort such as tension,
fatigability, heart pounding, upset stomach, high resting pulse,
worry, difficulty in concentrating, and diarrhea. Numerical
reasoning pertains to figuring number sequences using addition,
subtraction, multiplication, and division.
Scoring Procedures: Part I is scored by
summing the numbers written to the left of each event. Items
not rated receive no points. If more than one response to an
item is indicated, the lower value is used. Record your total
here: _______ (Range 0-30 points.)
Part II is scored by referring to the
answer key below. Each correct answers receives 1 point. Wrong
answers, or problems not answered, receive no credit. Sum the
number of correctly answered items and record your total here:
________ (Range 0-24 points.)
Answer Key
Row 1: 1024
8, 4, 2
Row
2: 67
72, 27, 71
Row
3: 1
81, 9, 121
Row
4: 15
83, 11, 85
Row
5: -1z
842, 11v, 428
Row
6: 31
34, 37, 33
COMPOSITE SCORE: Now add both part
scores and record your answer here: _______ (Range 0-54
points.) Refer to the table below to determine your level of
performance.
Levels %iles
Part I Part II
TOTALS Grades
Excellent 98-99
26-30 21-24 43-54 A
Superior 91-97 24-25
18-20 40-42 A-
Well-Adjusted 75-90 22-23
15-17 36-39 B
NORMAL 26-74 18-21
10-14 28-35 C
Below Normal 10-25 16-17 7-9
24-27 D
Help Needed 3-9 15
4-6 21-23 D-
Help Urgent 1-2 0-14
0-3 0-20 E
Psychometric Data:
The above norms were based on 54 students
enrolled in a general education course at a community college in
northern California. The average age was 22. The average IQ as
measured by the Vocabulary subtest of the California Test of
Mental Maturity (1963 edition) was IQ 105. Further
statistics follow:
N = 54
Mean SD
SEM Skew Kurtosis
Part I 19.6 2.8
.38 .12 2.7
Part II 11.9 4.4
.59 .05 2.9
TOTAL 31.5
5.8 .78 .04 2.6
Biserial Item Analysis
Part I vs. Total Test
Part II vs. Total Test
Item 1
.16 Item
1 .36
Item 2
.48 Item
2 .42
Item 3
.31 Item
3 .62
Item 4
.35 Item
4 .44
Item 5
.35 Item
5 .43
Item 6
.55 Item
6 .45
TOTAL
.66
TOTAL .87
The average item correlation for Part I is
.37 and .45 for Part II. The Pearson correlation between Parts
I and II is .23 (p < .09), which suggests that each part
is testing a different domain (anxiety vs. computation). The
internal consistency of the Total Test on the sample norming
population was .79. Another administration of the test (N=26)
yielded .92.
Part II
Grade Equivalents
Raw
G.E. Raw
G.E. Raw
G.E.
1 2.6 7
6.5 19 14.8
2
3.2 8
7.3 20 15.6
3
3.8 9
8.1 21 16.2
4
4.6 10
8.7 22 17.0
5
5.2 11
9.3 23 17.8
6
6.0 12
10.4 24 18.4
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MYSTERIUM
ENTRANCE EXAMINATION - 2
Copyright © 2000, 2001
by Greg A. Grove, Ph.D.
Directions:
Do not commence testing until you have sufficient time to
complete both parts at one sitting. Reference and memory aids
are not allowed so that all responses will be entirely your own.
An undisturbed environment is recommended for maximum
concentration. There is no time limit, however, most people
finish the Exam within 15 minutes.
The Mysterium
Entrance Examination-2 is intended as an alternate form to the
original Exam. A qualifying score at or above the 98th
percentile admits to the Mysterium fellowship. To determine your
performance level, submit only the answers to Part A and
Part B to ggrove141@aol.com,
and a score report will reach you within one week. Good luck.
PART A
Do not spend too
much time on any one question. Make educated guesses if you are
not sure of an answer, for there is a correction for haphazard
guessing that will nullify credit given for any answer due to
pure chance.
Many questions
in this part have more than one "good" answer; some have no
"good" answer. In either case, select from the choices the one
choice per question which you consider the best answer.
1. Dentist is
to Caries as Policeman is to ?
a. Convicts b. Justice c. Crime d. Conduct
2. Satin is to
Gingham as Platinum is to ?
a. Burlap b. Gold c. Lead d. Diamond
3. Principal is
to ? as Medium is to Wave.
a. School b. Interest c. Idea d. Recess
4. Diamond is
to Rhinestone as Wool is to ?
a. Cotton b. Orlon c. Mohair d. Nylon
5. Its is to
Babies as Their is to ?
a. You b. Ladies c. Your d. We
6. Streptococci
is to Pneumonia as Malnutrition is to ?
a. Dysentery b. Malaria c. Beri-Beri d. Death
7. Russia is to
Steppes as Argentina is to ?
a. Pampas b. Plateaus c. Valleys d. Moraine
8. Tsar is to
Caesar as Kaiser is to ?
a. President b. Caesar c. Governor d. Napoleon
9. Serfdom is
to Feudalism as Entrepreneurs is to ?
a. Laissez-Faire b. Capitalism c. Socialism d.
Mercantilism
10. Spaghetti
is to Vodka as ? is to Don.
a. Florence b. Henry c. Liquor d. Food
11. Einstein is
to Dorogi as Yippee is to ?
a. Chamois b. Hashish c. Kindergarten d. Swipe
12. Toluene is
to Rubber as Fountain Pen is to ?
a. Crayon b. Pencil c. Brush d. Chalk
13.
Clairvoyance is to Telepathy as Intuit is to ?
a. Foresee b. Learn c. Transport d. Imply
14. Humours is
to Antiquated as Magic is to ?
a. Simulated b. Attendant c. Outdated d. Psychological
PART B
Write T (True) or
F (False) for each statement below.
- I would
rather be a senator than a philosopher.
I would
rather be an efficiency expert than a musician.
I would
rather be an engineer than an artist
I get my
best ideas by daydreaming rather than relying on books,
well-established authorities or other people.
If I had the
talent, I would enjoy being a composer.
I would
rather edit than write a book.
I would
rather be a leader than an inventor.
I prefer
teachers who give well-organized courses and clear
assignments to those who require independent reports and
papers.
I often make
judgments by first impressions and feelings rather than by a
careful thinking through of the situation.
I solve
intellectual problems by careful, logical thinking.
If I had the
talent, I would enjoy being a sculptor.
I think I am
a practical rather than an imaginative person.
My friends
think of me as an objective rather than an emotional person.
I am more of
a realist than an idealist.
THIS CONCLUDES THE EXAM.
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