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is the extent to which they have developed certain kinds of abilities, and little purpose is served by rigid distinctions between these types of measures (see Anastasi & Urbina, 1997, chap. 17). With this in mind, the discussion that follows traces brie y the development of four measures of achievement/aptitude and interest that have deep roots in the history of assessment psychology and enjoy continued widespread use: the Wide-Range Achievement Test, the Strong Interest Inventory, the Kuder Occupational Interest Survey, and the Holland Self-Directed Search. Wide-Range Achievement Test In the United States, formal achievement testing began in the schools during the early 1920s. Tests of speci c competencies (e.g., spelling) had been developed prior to that time, but group-administered batteries for assessing a broad range of academic skills began with the 1923 publication of the Stanford Achievement Test (SAT), which was designed for use with elementary school students. This was followed in 1925 by the Iowa High School Content Examination, later called the Iowa Test of Basic Skills, designed for use with older students. Contemporary versions of the Stanford and Iowa scholastic achievement measures remain widely used for group testing in elementary and secondary schools. Individual assessment of academic skills can be traced to the late 1930s, when Joseph Jastak (1901 1979), then at Columbia University, became acquainted with David Wechsler s work on developing scales for the WechslerBellevue. Jastak came to the conclusion that fully adequate assessment of cognitive functioning required supplementing Wechsler s scales with some measures of basic learning skills, especially reading, writing, and calculating. To this end, he began constructing measures that involved recognition and pronunciation of words, a written spelling test, and a written arithmetic test.An instrument comprising these three measures was published as the Wide-Range Achievement Test (WRAT) in 1946 (Jastak, 1946). Later versions of this instrument, consisting of essentially the same reading, spelling, and arithmetic tests as the original, have appeared as the WRAT-R (Jastak & Wilkinson (1984) and the WRAT3 (Wilkinson, 1993). In common with most of the other measures discussed in this chapter, the WRAT has been remarkable for its longevity and widespread use. Its normative data make it applicable for age 5 through adulthood, and it has become a standard assessment tool not only in academic settings but in clinical and neuropsychological practice. The previously cited survey of test usage by Camara et al. (2000) show the WRAT as the seventh most frequently used test by clinical psychologists and ninth most frequently used test by neuropsychologists.

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