Non-standard Test Research Articles

Consolidation parameters in silts from varied rate CPTU tests

<abstract> <p>The interpretation of dissipation tests from cone penetration tests (CPTU) in silt is often considered challenging due to the occurrence of an unknown degree of partial consolidation during penetration which may influence the results significantly. The main objective of the present study is to investigate the influence of penetration rate and hence partial consolidation in silt deposits on the interpretation of consolidation parameters. Rate dependency studies have been carried out so as to give recommendations on how to establish design consolidation parameters in silts and consider the effect of partial consolidation on the development of design parameters. A comprehensive field and laboratory research program has been conducted on a silt deposit in Halsen-Stj?rdal, Norway. Alongside performing various rate penetration CPTU tests with rates varying between 0.5 mm/s and 200 mm/s, dissipation tests were executed to analyze the consolidation behaviour of the soil deposit. Furthermore, a series of soil samples have been taken at the site to carry out high quality laboratory tests. Correction methods developed for non-standard dissipation tests could be successfully applied to the silt deposit indicating partial consolidation. The results revealed an underestimation of the coefficient of consolidation if partial consolidation is neglected in the analysis, emphasizing the importance of considering the drainage conditions at a silt site thoroughly. To study the drainage conditions of a soil deposit a recently proposed approach has been applied introducing a normalized penetration rate to differentiate between drained and undrained behaviour during penetration. It is suggested that a normalized penetration rate of less than 0.1–0.2 indicate drained behaviour while a normalized penetration rate above 40–50 indicate undrained behaviour. Finally, available dissipation test data from a Norwegian Geo-Test Site (NGTS) in Halden, Norway have been used to successfully verify the recommendations made for silts.</p> </abstract>

Determination of the material model and damage parameters of a carbon fiber reinforced laminated epoxy composite for high strain rate planar compression

The progressive failure of a 0°/90° laminated carbon fiber reinforced epoxy composite was modeled in LS-DYNA using the MAT_162 material model, including the strain rate, damage progression and anisotropy effects. In addition to conventional standard and non-standard tests, double-shear and Brazilian tests were applied to determine the through-thickness shear modulus and the through-thickness tensile strength of the composite, respectively. The modulus reduction and strain softening for shear and delamination parameters were calibrated by low velocity drop-weight impact tests. The rate sensitivities of the modulus and strength of in-plane and through-thickness direction were determined by the compression tests at quasi-static and high strain rates. The fidelity of the determined model parameters was finally verified in the in-plane and through-thickness direction by the 3D numerical models of the Split Hopkinson Pressure Bar compression tests. The numerical bar stresses and damage progressions modes showed acceptable correlations with those of the experiments in both directions. The composite failed both numerically and experimentally by the fiber buckling induced fiber-matrix axial splitting in the in-plane and the matrix shear fracture in the through-thickness direction.

Fostering literacy skills and self-efficacy in a Chinese EAL learner with dyslexia

ABSTRACT This single-case study discusses literacy skills and self-efficacy development in English as an additional language learner with dyslexia, whose first language was Mandarin. The participant attended 12 one-to-one intervention sessions, during which he was taught basic reading and writing skills and strategies using the multisensory, structured and explicit approach. The sessions were video-recorded and used specific learning objectives and carefully planned word reading and spelling tasks. The data collected were both quantitative and qualitative, including, among others, pre- and post-tests, multiple assessments of retrieval of the words learnt during the intervention, and self-evaluation of the performance in word reading and spelling tasks and in future similar tasks. Both standardised and non-standardised tests were used. Findings suggest a positive effect of the intervention on both literacy skill development and self-efficacy beliefs; however, differences were observed in self-evaluation and specific skill development. Pedagogical implications of the findings are discussed.

A simple and low cost measurement technology for solar PV modules

The appropriate measurement of solar power output plays a critical role in the performance analysis of any solar power plant or a photovoltaic array. The performance under standard test conditions (STC), as mentioned by the manufacturers, is seldom attained as measurements of a PV module/array are done in outdoor terms. To evaluate the efficiency of performance, a photovoltaic module/array accurately, an on-line characterization of such photovoltaic (PV) set-ups at non-standard test conditions (NSTC) is always necessary. In the backdrop of the absence of reliable and competitively priced PV module characterization systems, a smart, digital and portable test set-up seem to be highly significant, and such a model has been developed and analyzed in this work. This system uses supercapacitors as the load to the PV module under test. At present, such characterizations are carried out using imported devices, which cost around INR 200-300 thousand. The system so developed will cost around INR 30 thousand and is aimed at import substitutions of such measurement devices. This is very important with regard to field installations testing and will also be of extreme help to researchers in the laboratories, who require all cannot use extensive testing and costly imported instruments. Proper attention has been paid in this work to determine the suitability of the method concerning I-V plotting time and accuracy. Thus it becomes imperative that the quality of the new PV metrology be verified experimentally and duly validated to instill confidence among the users. A detailed investigation regarding the quality of measurements has been carried out, taking into consideration the effect of a wide range of climatic variations. It has been found that these values are consistently in good agreement with the results obtained at the standard Electronics Regional Test Laboratory (ERTL Govt. Of India) test set-up. Statistical analysis of the PV measurements is ensured by regression analysis (RA) of the respective electrical parameters and the standard deviation (SD) of fill factor (FF) values. Experimental evaluation of quality parameters like Fill-Factor (FF) has yielded satisfactory ranges of 70% to 79% for FF. Elaborate regression analysis (RA) of principal PV parameters has yielded consistently high values exceeding 99%. At this time, when India is planning to install large-scale PV plants, there is a significant need to measure the electrical parameters of PV modules of different technologies and, after that, choose the appropriate one for optimum performance in a specific region.

Investigation of the Interlaminar Shear Properties of Fiber-Reinforced Polymers via Flexural Testing Using Digital Image Correlation

Determination of the interlaminar properties of laminate composites to date have included a few direct measurement techniques: the standardized short beam test via three-point flexural testing and the double beam shear test via five-point flexural testing. These test methods are limited to a determination of the apparent interlaminar strength, while the full stress-strain behavior cannot be determined. The double beam shear test allows for a calculation of the shear modulus, provided that four additional elastic, in-plane properties have been determined in advance via three additional types of tests. The present work includes a comparison of the three-point short beam test, the non-standardized four-point flexural test and the double beam shear test (requiring small span-length-to-thickness ratios for the shear loading to become dominant). The tests are carried out on unidirectional carbon fiber reinforced composite (CFRP-UD) with a symmetric layup. The experiments are accompanied by photomechanical investigations using digital image correlation (DIC) to visualize the phenomenology of shear deformation. The novelty of this approach includes the use of the DIC determined shear strains, which show a parabolic distribution across the specimen's thickness. The DIC calculated maximum shear strain across the thickness is used for a full description of the stress-strain behavior with a focus on the elastic loading range to evaluate the shear modulus. Interlaminar shear strengths and shear moduli determined from all three types of tests are compared to the intralaminar shear properties.

Self-Identity of Adolescents in the Cross-Cultural Aspect (on the example of Mongolian and Russian Adolescents)

The article represents the empirical research results on self-identification of Mongolian and Russian adolescents. The research hypothesis is the assumption that there are culturally determined differences in the structure and content of the components of Mongolian and Russian adolescents’ personal and social identities. The sample of subjects consists of 185 adolescents aged 12 to 15 years (94 adolescents living in the city of Khovd (Western Mongolia) and 91 adolescents living in Biysk (Altai Region). The main research method is a non-standardized test of M. Kuhn, T. McPartland “The Twenty Statements Test”. Statistically significant differences in the content components of identity are obtained, which are determined by the respondents’ nationality and gender. On the basis of the hierarchical cluster analysis, the self-description content and structural differences in the adolescents of different nationalities are distinguished.

Peningkatan Keterampilan Menulis melalui Model Project-Based Learning di Kelas II SD Islam Plus Al-Azhar Kota Mojokerto semester ganjil Tahun Pelajaran 2019/2020

Project-Based Learning is one of active learning by involving students independently with the criteria that in this learning it will also increase students' thinking power towards metacognitive such as critical thinking about projects that will be worked on through problems that are found by students. Project-Based Learning is authentic, so indirectly this learning will involve learners in constructive investigations. This study aims: 1) Describe teacher activities in learning to improve writing skills through the Project-Based Learning Model in Grade II SD Islam Plus Al-Azhar, Mojokerto City, even semester of the 2019/2020 Academic Year. 2) Describe student activities in learning to improve writing skills through the Project-Based Learning Model in Grade II SD Islam Plus Al-Azhar, Mojokerto City, even semester of the 2019/2020 Academic Year. 3) Describing learning can improve writing skills through the Project-Based Learning Model in Grade II SD Islam Plus Al-Azhar, Mojokerto City, even semester of the 2019/2020 Academic Year. This research is a collaborative classroom action research. The design of problem situations, and ways of collaboration with children, are the main focus of the meetings that take place between teachers and researchers. This research was conducted at SD Islam Plus Al-Azhar, Mojokerto City, even semester of the 2019/2020 academic year. The subjects of this study were 25 students of Grade II. Action research procedures are cyclic, namely: 1) planning, 2) implementation, 3) observation, and 4) reflection, through a series of cycles. Data collection through observation (observing), artifacts and documents (testing) and non-standard tests. Instrument test items with validity test, reliability test, calibration test (level of difficulty) and distinguishing power test. The whole data analysis process is interactive through the Miles and Huberman model with the final mix method analysis. The results of the study concluded: 1) The teacher's activity increased in Pre-Action, which resulted in 62.86 percent and increased in Cycle I by 75 percent and increased in Cycle II by 87.86 percent; 2) Student activity increased in Pre-Action to get 42.86 percent and increased in Cycle I by 65 percent and increased in Cycle II by 86.43 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action, getting 68.4 percent results and an increase in Cycle I by 72.8 percent and an increase in Cycle II by 86 percent. Classical learning completeness has increased in Pre-Action obtained a yield of 52 percent and increased in Cycle I by 80 percent and increased in Cycle II by 88 percent.

Propagation tests with uniformly distributed cellulosic fire load

In the recent past, the necessity to have a better understanding of fire dynamics and of the full structural response under real fires was the motivation for several large-scale non-standard fire tests. Nowadays, the novel need to better comprehend the fire dynamics behind the so called “travelling fires” underlined the limitations of those non-standard fire tests. The lack of standardised procedures does not allow making effective comparisons and drawing scientific conclusion from these tests. The fire group of Liege University performed eleven non-standard or “natural fire” tests within the context of the RFCS research project TRAFIR sponsored by the E.U. Commission (grant N°754,198). The aim of this experimental campaign was to determine a uniformly distributed fuel arrangement that would lead to a medium fire growth as recommended for office buildings in Eurocode 1. This paper presents the test results in terms of fire growth rate, flame length, temperature along the flame centreline, fluxes at a distance from the fire and temperatures on wood sticks. The outcomes define a uniformly distributed fuel load arrangement leading to a desired fire development and also provide valuable experimental information on the fire dynamics related to fire spread. In conclusion, a well-established methodology to perform natural fire tests has been defined, from the ignition system up to the exact fuel arrangement. This methodology could be used in the future for natural fire tests in order to allow a comparison of different conditions (ventilations, geometry, nature of the boundaries, etc.) while considering the same fire load distribution to understand, for example, the conditions in which a travelling fire can develop or not. The experimental results reported here can also be used to validate or calibrate various existing or future sub-models developed by other authors.

Teachers’ Perception of Letter Grading System and Its Challenges a Qualitative Study in Vyas Municipality of Tanahun

This article has been written on the issues of teachers’ perception of the Letter Grading System (LGS) and its challenges in the context of Vyas Municipality of Tanahun along the current academic years of 2020. Its purpose is to explore the teachers’ perception of LGS and identify how to face the major challenges of it. This study is based on phenomenological design and preferred to social constructivism on the concern of postmodernism. I employ purposeful sampling methods and use a tool of a semi-structured interview protocol for data collection. Basically, the teachers’ experience is found about the LGS that is positively relevant, applicable, enthusiastic, and appropriate for challenging the education system in Nepal. However, students and their parents’ perceptions are being simply ensuing liberal promotion policy with an upgrade to their child without any obstructions. Thus, there is a gap between the practices of the evaluation procedure and the perception of teachers about the LGS for getting betterment of students ‘output. As I explore, the LGS has measured the student’s competency and cognitive domain on the basis of nine progressive scales in regard to their providing performance opportunity. At last but not least, through the opinion of experience teacher, I conclude that LGS has, however, biased less, accountable, fruitful, and merit-based measuring tools of evaluation in the field of education without incorporated non-standardized tests in school evaluation at present. If possible, to incorporate non-testing devices as assignment, LGS has far better in evaluation procedure in school evaluation system in modern times.

Descriptive analysis of a simplified approach to low-risk drug hypersensitivity reactions

BackgroundEvaluation of drug allergy is intricate because of nonstandardized testing and challenge method variability. ObjectiveTo determine the clinical and epidemiologic characteristics of a large group of patients with suspected drug allergies who underwent 1 or more provocation tests (PT), and to establish whether performing this test in fewer steps is safe and effective. MethodsA cross-sectional descriptive study was conducted in patients with suspected drug allergies who underwent a provocation test at the allergy service of Fundación Valle del Lili, Cali, Colombia, from January 2011 to August 2017. ResultsA total of 508 patients underwent 615 PTs; the median age was 34.5 years (range, 1-87 years) and 332 were women (65.3%). The most frequently implicated drugs were nonsteroidal anti-inflammatory drugs in 362 patients (58.9%), followed by beta-lactam antibiotics in 170 (27.6%), and non–beta-lactam antibiotics in 21 (3.4%). The most typically described manifestations were cutaneous urticaria in 282 patients (45.8%) and angioedema in 220 (35.7%). Most patients underwent the PT without performing other previous tests, which were done in only 92 patients (18.3%). Skin prick tests and intradermal reaction tests were performed in 81 patients (15%); all results were negative. In 519 patients (84.3%), the PT was performed in 2 steps without a placebo. Of the PTs performed in 2 steps, 492 (94.8%) had negative results. In addition, PT was performed in 195 patients (37.6%) in whom 2 equal doses of the drug was administered; 186 patients (95.4%) had negative results. ConclusionPerforming an open PT (without previous tests) in 2 steps among patients with low-risk drug reactions is safe. However, every case must be analyzed individually in terms of the risk-benefit ratio.

The MOVE-C Cervical Artificial Disc - Design, Materials, Mechanical Safety.

PurposeThere are various cervical disc prostheses on the market today. They can be subdivided into implants with a ball-and-socket design and implants with a flexible core, which is captured between the implant endplates and sealed using various sheaths. Implants with an articulating surface are mostly metal-on-metal or metal-on-UHMWPE designs and, thus, do not allow for axial damping. The aim of this study is to provide mechanical safety and performance data of the MOVE-C cervical disc prosthesis which combines both an articulating surface and a flexible core.Materials and MethodsMOVE-C consists of a cranial and caudal metal plate made of TiAl6V4. The cranial plate is TiNbN coated on its articulating surface. The caudal plate has a fixed polycarbonate-urethane (PCU) core. The TiNbN coating is meant to optimize the wear behavior of the titanium endplate, whereas the PCU core is meant to allow for a reversible axial deformation, a pre-defined neutral zone and a progressive load-deformation curve in all planes.ResultsVarious standard testing procedures (for example, ISO 18192–1 and ASTM F2364) and non-standard mechanical tests were carried out to prove the implant’s mechanical safety. Due to the new implant design, wear and creep testing was deemed most important. The wear rate for the PCU was in maximum 1.54 mg per million cycles. This value was within the range of the UHMWPE wear rates reported for other cervical disc prostheses (0.53 to 2.59 mg/million cycles). Also in the creep-relaxation test, a qualitatively physiological behavior was shown with a certain amount of remaining deformation but no failure.ConclusionThe mechanical safety of the MOVE-C cervical disc prosthesis was shown to be comparable to other cervical disc prostheses. Since PCU wear particles were elsewhere shown to be less bioactive than cross-linked UHMWPE particles, wear-related failure in vivo may be less frequent compared to other prostheses. This, however, will have to be shown in further studies.

The application of non-standardized test to behavioral medicine in eight-year program students

The application of non-standardized test to behavioral medicine in eight-year program students

АПРОБАЦІЯ ТЕСТОВИХ ЗАВДАНЬ ТА АНАЛІЗ ЇХ ЯКОСТІ ДЛЯ НЕСТАНДАРТИЗОВАНИХ ТЕСТІВ

Актуальність. Питання підвищення якості підготовки фахових молодших бакалаврів передбачає значне поліпшення контролю результатів навчання студентів як важливого засобу управління освітнім процесом. За допомогою педагогічного контролю розкривають рівень знань випускників та отримують інформацію про стан знань студентів у освітньому процесі. Шляхом контролю здійснюється систематичний зворотний зв’язок, що дозволяє будувати адаптивну компетентнісно орієнтовану програму навчання та своєчасне коригування дій викладачів і студентів у освітньому процесі. Тестовий контроль знань, як метод вимірювання і оцінювання знань, умінь та навичок студента найбільш повно відповідає вимогам законодавства у сфері освіти, щодо забезпечення релевантності, прозорості, надійності та об’єктивності оцінювання результатів навчання. Мета: метою даної статті є висвітлення методики апробація тестових завдань та аналіз їх якості для нестандартизованих тестів. Методи: теоретичного аналізу – для дослідження існуючих підходів до методики розроблення тестів, тестових завдань та перевірки якості тестових завдань; експертної оцінки – для визначення правильності формулювання тестових завдань та точності питань, і терміну виконання тестових завдань; апробація (пілотажне дослідження) – для перевірки розробленого інструментарію; коефіцієнта кореляції Пірсона – для визначення коефіцієнта кореляції балів завдання з сумарними балами тесту. Результати: розкрито зміст понять тест та тестовий контроль, визначено відмінність між стандартизованими та нестандартизованими тестами, охарактеризовано особливості здійснення експертної оцінки ефективності тесту та його перевірки в освітньому процесі в рамках пробного тестування, розкрито алгоритм аналізу якості тесту, визначено основні показники відбору завдань для нестандартизованих тестів та їх розрахунок. Висновки: У статті розглянуто апробацію нестандартизованих тестових завдань, їхня експертна перевірка на правильність формулювання завдань, точність формулювання питань, умови здійснення пробного тестування; критерії відбору тестових завдань: потенціал трудності; дисперсія балів; коефіцієнт кореляції балів завдання з сумарними балами тесту. Проте, подальшими напрямками розвідок є робота у напрямку проведення спеціального методологічного експерименту для створення стандартизованих тестів, а саме: перевірка надійності та валідності на основі репрезентативної вибірки.

Implications of Change to USMLE Step 1 Scoring for Otolaryngology Residency Programs.

Otolaryngology is a competitive specialty, with 398 US seniors applying to an offered 328 positions in 2019. Recent changes to US Medical Licensing Exam (USMLE) Step 1 scoring raise many questions for both medical student applicants and program directors. Otolaryngologists are known to be collegial and thoughtful physicians. Focusing on other nonstandardized testing scores may help the specialty "reboot" and refocus on recruiting the best people, not just applicants with a high Step 1 score and Alpha Omega Alpha (AOA) status.

The Assessment Process of Learning Difficulties: Designing a Non-Standardized Assessment Test for Adolescents

This article presents the process of the assessment and a non-standardized test which was designed by special teachers working at a Public Centre for Diagnosis of Adolescents' Learning Difficulties in Greece. This diagnostic test for learning difficulties (DΤLD) is based on the Greek curriculum and aims at identifying the student's cognitive and learning deficiencies by assessing their cognition in listening, speaking, reading, spelling, writing and maths. We use it to determine the type of learning difficulties in combination with standardized tests. We take the results of the assessment test (DΤLD) into account in conjunction with the reports from the school teachers, speech therapists, psychologists, social workers and psychiatrists to clearly understand adolescents’ deficiencies. Furthermore, questionnaires and interviews are applied to parents and adolescents in order to help experts to understand students’ educational profile, which is substantial to the assessment. As a result, the above procedure assists diagnostic evaluation and reveals the cognitive and socio-emotional profile of each student, which can then be used by the multidisciplinary team to propose the structure of the appropriate educational program and interventional techniques. Moreover, the test axes are designed by the authors based on learning difficulties literature so the assessment test (DΤLD) can be used by school teachers to identify adolescents’ deficiencies and to create early and tailor-made interventions depending on the particular needs and educational deficiencies of each student. Keywords: assessment, learning difficulties, assessment test DOI: 10.7176/JEP/11-20-01 Publication date: July 31 st 2020

The Assessment of Learning Difficulties: Designing a Non-Standardized Assessment Test for Preschool and Primary School Age

This article presents a non-standardized assessment test (DΤLD-P.S.A.) which was been designed by special education teachers for preschool and primary education children. It is based on the Greek curriculum and aims on identifying the student's cognition and learning deficiencies. Specifically, it is a tool that examines childrens’ cognition of listening, speaking, reading, spelling, writing and maths. Teachers may use it in combination with other standardized tests in order to determine precisely types of learning disfunctions. Moreover, the test axes are designed by the authors based on learning difficulties literature so the assessment test (DΤLD- P.S.A.) can be used by special education teachers not only to identify children’s deficiencies but also to create early and tailor-made interventions depending on their needs and educational deficiencies. Keywords: assessment, learning difficulties, assessment test DOI: 10.7176/JEP/11-21-01 Publication date: July 31 st 2020

Forensic assessment may be based on common sense assumptions rather than science

Forensic assessments must be scientifically founded, because courts should obtain expert evidence with acceptable evidential value. In Slovenia, professional guidelines of forensic personality assessment are too general and not always in line with international professional recommendations. Thus, experts have no strict guidelines which would lead them to scientifically grounded expert opinions. The aim of the research was to establish which tests are employed in forensic assessment in Slovenia and to what extent the professional guidelines for expert opinions are followed. A total of 166 forensic personality assessments were reviewed, representing the majority of expert opinions issued in the period 2003–2018. The results of the analysis revealed that questionable projective tests are most commonly used. Typically, an expert opinion was rendered based on two tests, at least one of which was projective. What is more, expert opinions did not include hypotheses, in-text citations, reference lists, or proof of the expert witness's competence. The tests and their results were mentioned briefly and inadequately, without mention of their reliability and validity. Possible malingering of the person being evaluated was not detected. Professional guidelines were not followed and non-standardized tests without normative values and of questionable scientific merit were predominantly used, despite lack of proof that they truly measure what they claim to be measuring. These findings significantly differ from the results of similar research, raising serious concerns over the credibility of expert opinions in Slovenia.

Pressure and flow properties of dual-lumen cannulae for extracorporeal membrane oxygenation.

In the last decade, dual-lumen cannulae have been increasingly applied in patients undergoing extracorporeal life support. Well-performing vascular access is crucial for efficient extracorporeal membrane oxygenation support; thus, guidance for proper cannulae size is required. Pressure-flow charts provided by manufacturers are often based on tests performed using water, rarely blood. However, blood is a shear-thinning and viscoelastic fluid characterized by different flow properties than water. We performed a study evaluating pressure-flow curves during standardized conditions using human whole blood in two commonly available dual-lumen cannulae used in neonates, pediatric, and adult patients. Results were merged and compared with the manufacturer's corresponding curves obtained from the public domain. The results showed that using blood as compared with water predominantly influenced drainage flow. A 10-80% higher pressure-drop was needed to obtain same drainage flow (hematocrit of 26%) compared with manufacturer's water charts in 13-31 Fr bi-caval dual-lumen cannulae. The same net difference was found in cavo-atrial cannulae (16-32 Fr), where a lower drainage pressure was required (Hct of 26%) compared with the manufacturer's test using blood with an Hct of 33%. Return pressure-flow data were similar, independent whether pumping blood or water, to the data reported by manufacturers. Non-standardized testing of pressure-flow properties of extracorporeal membrane oxygenation dual-lumen cannulae prevents an adequate prediction of pressure-flow results when these cannulae are used in patients. Properties of dual-lumen cannulae may vary between sizes within same cannula family, in particular concerning the drainage flow.

Evaluation of Fracture and Fatigue Cracking Characterization Ability of Nonstandardized Semicircular-Bending Test for Asphalt Concrete

AbstractReclaimed asphalt pavement (RAP) has been used recently in warm-mix asphalt (WMA) as a part of sustainable and green pavement design. The main issue of using high RAP content in WMA is asso...

Do the Mega and Titan Tests Yield Accurate Results? An Investigation into Two Experimental Intelligence Tests

The Mega and Titan Tests were designed by Ronald K. Hoeflin to make fine distinctions in the intellectual stratosphere. The Mega Test purported to measure above-average adult IQ up to and including scores with a rarity of one in a million of the general population. The Titan Test was billed as being even more difficult than the Mega Test. In this article, these claims are subjected to scrutiny. Both tests are renormed using the normal curve of distribution. It is found that the Mega Test has a higher ceiling and a lower floor than the Titan Test. While the Mega Test may thus seem preferable as a psychometric instrument, it is somewhat marred by a number of easy items in its verbal section. Although official scores reported to test-takers are too high, it is likely that the Mega Test does stretch to the one in a million level. The Titan Test does not. Testees who had previously taken standard intelligence tests achieved average scores of 135–145 IQ on those. Since the mean of all scores on the Mega and Titan Tests was found to be IQ 137 and IQ 138, respectively, testees had considerable scope to find their true level without ceiling effects. Both are unusual and non-standard tests which require a great deal of effort to complete. Nevertheless, they deserve consideration as they represent an inventive experimental method of measuring the very highest levels of human intelligence and have been taken by enough subjects to allow norming.