Developed by Jerry Epstein
Purpose  To assess fundamental skills in mathematics and basic quantitative reasoning. 

Format  Short answer 
Duration  30 min 
Focus  Mathematics Content knowledge (quantitative reasoning, basic algebra skills, arithmetic skills, measurement basics) 
Level  Intro college, High school 
more details
This is the lowest level of research validation, corresponding to at least one of the validation categories below.
Research Validation Summary
Based on Research Into:
 Student thinking
Studied Using:
 Student interviews
 Expert review
 Appropriate statistical analysis
Research Conducted:
 At multiple institutions
 By multiple research groups
 Peerreviewed publication
The questions on the BSDT were developed by the author based on student thinking. They were tested at multiple institutions with many different populations of students. The BDST is discussed in one peerreviewed article and the results are available in one unpublished article.
References

J. Epstein, Cognitive development in an integrated mathematics and science program,
Jour. of Coll. Sci. Teach., 27 (3), (1997).
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Typical Results 

Overall results on the BSDT for a variety of courses and institutions from (Epstein, 2002). A description of each course represented in this table is given below. During the years 1989  1992 this test was given to a variety of student populations at Hofstra University. The students there are generally middle class, suburban, with SAT scores close to the national average. The test was given to students in Computer Science 005, 015 and 132. Students in CS005 were liberal arts majors. Students in CS015 were Freshman C.S. majors plus a variety of other. These students all had had math at least through precalculus. Students in CS132 were senior C.S. majors and a few engineers. All had had 3 semesters of calculus, differential equations, and calculuslevel probability and statistics. The test was given also to students in Math 298, Math 011, Math 015, Math 10E, Math 009 and in the CSTEP and STEP programs at Hofstra. Math 298 is taken by graduate students, largely in math and science education. Math 11 is a pretty standard precalculus course. Math 10E and Math 9 are the required math courses for Business majors, 10E being a onesemester calculus course. Math 015 is largely taken by liberal arts majors and Education majors. CSTEP students took the test in the summer prior to their regular entrance into Hofstra. These are minority students in a program designed to help them succeed in the professional tracks. The STEP students were high school students all enrolled in "Sequential II", the second year of "integrated" algebra, geometry. Nearly all were 10th graders, all were minority students. In 199192 the test was given to populations of 15 and 18 year olds in Canada, to several populations at Wellesley College, and in 199395 to several groups of students at City University of N.Y. The population in Canada was from Lincoln County, Ontario. The students taking the test were selected from classes considered typical crosssection in nature. The grade 10 students were early in their second year of algebra. The grade 13 students in many cases had four years of high school math including precalculus. At CUNY the test was administered to:
Wellesley College is a highly selective college for women with mean SAT scores in math of about 625. At Wellesley the test was taken home and returned, while all other classes gave the test inclass. The test was given to 20 students in Writing125 (Freshmen), 17 students in Chemistry281 (Sophomore) and 10 students in Math305 (upper level). During 1995, the test was given to 3 populations at New York University.
The General Physics students were in the second semester. They are not representative of the students entering this program since the first semester had about a 20% attrition rate. The high school teachers were mostly biology teachers. Finally in 1995 the test was given to two sections of calculus based introductory physics at the University of Utah. Here, the test was taken home and returned with not all students returning it. Thus we have the same selfselection problem as above. The test was given to over 200 students. A random sample of 60 was used for the results shown below. In 1999, the test was given at Polytechnic University to about 100 students in MA105 (precalculus). A random sample of 35 was chosen for the results below. 
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The latest version of the BDST, released in 1997, is called v1.