A MODEL FOR USING THE FINAL EXAMINATION AS A MEASURE OF THE AMOUNT LEARNED IN CLASSROOM LEARNING1

Abstract

A student's score on the final examination in a classroom learning situation does not necessarily represent the amount learned during the course. Various measures of gain have been advanced to measure the amount learned, but all have subsequently been found inadequate. It is hypothesized that the relationship between test scores and knowledge is curvilinear. A rationale is presented for the curvilinear nature of the posited relationship and for the fit of the model to classroom learning. From hypothetical data conforming to the model expressed in a mathematical formula, it was shown that it is possible for the final examination to be the best indicant of amount learned, even though individuals are not equal in proficiency at the beginning of the learning task. Based upon several considerations it was concluded that, at present, the best indicant of amount learned in many classroom situations is the final examination.