CONTENTS:- 1. Measurement, Evaluation and the classroom teacher. 2. Development of educational and mental measurement. 3. Educational and mental measuring instruments and techniques. 4. Essential qualities of a good measuring instrument or technique. 5. Constructing and using standardized tests. 6. Constructing and using oral and essay tests. 7. Constructing and using informal objective tests. 8. Constructing and using performance tests. 9. Constructing and using evaluation tools and techniques. 10. Using Intelligence and aptitude tests.
DESCRIPTION
Measurement of human behaviour with primary reference to the capacity and educational attainments of school children can well be divided roughly into three periods. During the first period, from the beginning of historical records down to about the nineteenth century A.D., educational measurements were naturally quite crude. Although the fact that individuals differ widely in their capacities and abilities has been recognized for several thousand years and educational measurement made formal entrance to the school as early as medieval times, relatively little progress in educational testing was made until the nineteenth century. During the second period, embracing approximately the nineteenth century, educational measurement began to assimilate from various sources the ideas and the scientific and statistical techniques which were later to result in the modern objective testing movement. The brief third period, dating form about 1900 to the present, has been characterized by tremendous advances in statistical techniques, in the measurement and evaluation of achievement, intelligence and personality, and in the classroom use of test results.
