PRESENT-DAY achievement tests are usually constructed to measure several areas of achievement and, consequently, present a battery of subtests, each of which purports to measure one particular aspect of achievement. Test buyers are constantly concerned with problems of selecting a valid and reliable test, with considerations for the information available from the test, and with cost factors. Test users on the other hand must consider the meaning of test scores (e.g., Cronbach, 1960, pp. 69-87), the diagnostic and prognostic value of the test scores, and a reasonable summary of an individual's achievement record. The latter problem is often resolved by means of a profile pattern indicating an individual's standing on each subtest (viz., achievement area) in relation to population norms. An over-all achievement level, however, is not obviously available from an individual's profile, and so the user is left with no over-all estimate of a student's achievement. Moreover, several other problems are encountered in the summary and interpretation of achievement test results.