DeepDyve eBooks - Measurement in today's schools.

Ross, C. C.

Pages: 3 –31

After acknowledging the importance of measurement in the modern world, the author discusses two main types of measurement: measurement in the sciences, and measurement in education. He first describes the role of measurement in scientific method and the place of measurement in any particular...

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The historical development of measurement in education.

Ross, C. C.

Pages: 32 –71

Tests and measurements of one kind or another have played a far more prominent role in human history than is generally recognized. Nor has their use by any means been confined to the schools. Some kind of measurement seems inevitable in education. It seems inherently an essential part of the...

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The characteristics of a satisfactory measuring instrument.

Ross, C. C.

Pages: 72 –109

What are the earmarks of a good test, examination, or other measuring instrument? As a rule, the same characteristics are essential in an informal test made by the classroom teacher as in a standard test bought ready-made from a publisher. In any satisfactory measuring instrument three qualities...

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General principles of test construction.

Ross, C. C.

Pages: 113 –137

There are at least three reasons why the development of proficiency in constructing informal teacher-made tests is important. In the first place, the vast majority of tests in use by classroom teachers are of this type. In the second place, both traditional examinations made and marked by...

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Principles of constructing specific types of objective tests.

Ross, C. C.

Pages: 138 –164

The principal types of objective test items used by classroom teachers may be listed as follows: (1) recall types (simple and completion); and (2) recognition types (alternative response, multiple choice, matching, rearrangement, identification, analogy, and incorrect statement). This chapter...

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The construction and use of essay examinations.

Ross, C. C.

Pages: 165 –180

To limit the use of informal teacher-made tests to those classified as objective in type is an unwarranted restriction. The so-called traditional test or essay examination still has a legitimate place in the modern school. This chapter will consider some of the advantages and limitations of this...

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Steps in the testing program.

Ross, C. C.

Pages: 183 –224

This chapter argues that all testing should have a program to guide it. One of the chief weaknesses of many attempts to use standard tests is that there has been no program worth of the name. After providing examples of various testing programs, the author notes that, regardless of its scope, the...

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The statistical analysis of test results.

Ross, C. C.

Pages: 225 –264

This chapter makes no pretense of being a complete treatment of statistical methods. It will attempt to present the minimum essentials only. The mathematics involved will not exceed that of sixth-grade arithmetic. The primary purposes of the chapter are two in number: 1. To develop in the pupil...

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The graphical representation of educational data.

Ross, C. C.

Pages: 265 –291

The graphical representation of educational data is a valuable supplement to statistical analysis and summarization. The psychological value of graphs in the testing program may be considered under three headings: They attract attention, they clarify the meaning, and they aid retention. In this...

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The uses and limitations of norms.

Ross, C. C.

Pages: 292 –330

It is self-evident that the value of test scores will be dependent largely upon how well they are understood. The two preceding chapters (see records 2009-01175-009 and 2009-01175-010, respectively) have considered the summarization of scores by statistical and graphical methods as an aid to...

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Measurement in today's schools.

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Measurement in today's schools.

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