Educational measurements and the class room teacher

In the single semester frequently given to this work, they do not wish to include a consideration of the intelligence test or other psychological measures, and thus need a manual with the major emphasis upon the use of the achievement test. The study of the intelligence test will come in a separate course, as will the factors of supervision and administration as related to measurement"--Preface. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

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"In the single semester frequently given to this work, they do not wish to include a consideration of the intelligence test or other psychological measures, and thus need a manual with the major emphasis upon the use of the achievement test. The study of the intelligence test will come in a separate course, as will the factors of supervision and administration as related to measurement"--Preface. (PsycINFO Database Record (c) 2009 APA, all rights reserved)."@en
"A certain emphasis, then, should be put upon the fact that achievement tests are valuable instruments for the teacher to understand and use independently of, or in cooperation with, the supervisor. The teacher should understand that she may handle her own work more intelligently, with more successful results, in proportion as she makes the greater use of proper measures of her effort. The second great need refers to two aspects of the work in classes in education in normal schools and colleges which deserve a rather different emphasis than has hitherto been given. On the one hand is the class of students preparing primarily for class-room teaching, who wish to study the technique and meaning of achievement tests at the same time that they are given practice in their use and evaluation."@en
""In presenting an addition to the list of books treating of the general subject of educational measurements, some definite justification must be offered. The authors of the present text feel that there is a twofold need which has been but partially met by the otherwise admirable books now before the public. The first is the need for a text which may be used as a handbook for guidance of the teacher in service; the second is the need for a class-room text adapted to the use of prospective class-room teachers. As to the first, there seems to be a haziness in the minds of many class-room teachers in both elementary and secondary schools as to the use they may make of tests and scales in their own work. They are too often of the opinion that tests are primarily supervisory instruments, and so too difficult in operation and too abstruse in interpretation to be of any real aid to the individual teacher. A certain emphasis, then, should be put upon the fact that achievement tests are valuable instruments for the teacher to understand and use independently of, or in cooperation with, the supervisor. The teacher should understand that she may handle her own work more intelligently, with more successful results, in proportion as she makes the greater use of proper measures of her effort. The second great need refers to two aspects of the work in classes in education in normal schools and colleges which deserve a rather different emphasis than has hitherto been given. On the one hand is the class of students preparing primarily for class-room teaching, who wish to study the technique and meaning of achievement tests at the same time that they are given practice in their use and evaluation. In the single semester frequently given to this work, they do not wish to include a consideration of the intelligence test or other psychological measures, and thus need a manual with the major emphasis upon the use of the achievement test. The study of the intelligence test will come in a separate course, as will the factors of supervision and administration as related to measurement"--Preface."@en
""In presenting an addition to the list of books treating of the general subject of educational measurements, some definite justification must be offered. The authors of the present text feel that there is a twofold need which has been but partially met by the otherwise admirable books now before the public. The first is the need for a text which may be used as a handbook for guidance of the teacher in service; the second is the need for a class-room text adapted to the use of prospective class-room teachers. As to the first, there seems to be a haziness in the minds of many class-room teachers in both elementary and secondary schools as to the use they may make of tests and scales in their own work. They are too often of the opinion that tests are primarily supervisory instruments, and so too difficult in operation and too abstruse in interpretation to be of any real aid to the individual teacher."@en
""In presenting an addition to the list of books treating of the general subject of educational measurements, some definite justification must be offered. The authors of the present text feel that there is a twofold need which has been but partially met by the otherwise admirable books now before the public. The first is the need for a text which may be used as a handbook for guidance of the teacher in service; the second is the need for a class-room text adapted to the use of prospective class-room teachers. As to the first, there seems to be a haziness in the minds of many class-room teachers in both elementary and secondary schools as to the use they may make of tests and scales in their own work. They are too often of the opinion that tests are primarily supervisory instruments, and so too difficult in operation and too abstruse in interpretation to be of any real aid to the individual teacher. A certain emphasis, then, should be put upon the fact that achievement tests are valuable instruments for the teacher to understand and use independently of, or in cooperation with, the supervisor. The teacher should understand that she may handle her own work more intelligently, with more successful results, in proportion as she makes the greater use of proper measures of her effort. The second great need refers to two aspects of the work in classes in education in normal schools and colleges which deserve a rather different emphasis than has hitherto been given. On the one hand is the class of students preparing primarily for class-room teaching, who wish to study the technique and meaning of achievement tests at the same time that they are given practice in their use and evaluation. In the single semester frequently given to this work, they do not wish to include a consideration of the intelligence test or other psychological measures, and thus need a manual with the major emphasis upon the use of the achievement test. The study of the intelligence test will come in a separate course, as will the factors of supervision and administration as related to measurement"--Preface. (PsycINFO Database Record (c) 2009 APA, all rights reserved)."@en
""In presenting an addition to the list of books treating of the general subject of educational measurements, some definite justification must be offered. The authors of the present text feel that there is a twofold need which has been but partially met by the otherwise admirable books now before the public. The first is the need for a text which may be used as a handbook for guidance of the teacher in service; the second is the need for a class-room text adapted to the use of prospective class-room teachers. As to the first, there seems to be a haziness in the minds of many class-room teachers in both elementary and secondary schools as to the use they may make of tests and scales in their own work. They are too often of the opinion that tests are primarily supervisory instruments, and so too difficult in operation and too abstruse in interpretation to be of any real aid to the individual teacher. A certain emphasis, then, should be put upon the fact that achievement tests are valuable instruments for the teacher to understand and use independently of, or in cooperation with, the supervisor. The teacher should understand that she may handle her own work more intelligently, with more successful results, in proportion as she makes the greater use of proper measures of her effort. The second great need refers to two aspects of the work in classes in education in normal schools and colleges which deserve a rather different emphasis than has hitherto been given. On the one hand is the class of students preparing primarily for class-room teaching, who wish to study the technique and meaning of achievement tests at the same time that they are given practice in their use and evaluation. In the single semester frequently given to this work, they do not wish to include a consideration of the intelligence test or other psychological measures, and thus need a manual with the major emphasis upon the use of the achievement test. The study of the intelligence test will come in a separate course, as will the factors of supervision and administration as related to measurement"--Preface. (PsycINFO Database Record (c) 2009 APA, all rights reserved)."

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