Intelligence Tests and the Classroom Teacher

Abstract

Tests, either intelligence or achievement, may be given for three reasons: (i) for the purpose of collecting data; (2) for the purpose of satisfying the curiosity of the teacher ; (3) for the purpose of bringing a definite constructive help to the teacher in guiding and aiding her in dealing with some of the problems with which she is confronted. Up to the present, much of the work of educational measure ment has been concerned with the first step. This is important. It has made it possible to establish standards, it has confirmed the theories that the educational product is variable and not con stant, it has emphasized and placed on a more or less scientific basis, perhaps, the greatest educational fact of the past genera tion, namely, individual difference. There is still need for a great deal of work to be done along this line. This research work is the work of universities, foundations, and similar bodies and not the work of city departments, which are supported by public money. Their research work, per se, is a by-product. It is a good sign to see the teacher's curiosity aroused to know what her class will do with certain tests. Perhaps she has a sus picion that her class will not show marked signs of individuality because her class was a selected group and because children of about the same grade of ability were put together in her room. Therefore she is curious to see if some of the theories of the savants can not be exploded and is much surprised to find that there is, perhaps, as great variation in her room as in another room not so carefully selected. The teacher who is curious to know what will happen when a test is given should be greatly encouraged, because out of the knowing is going to come doing. Out of the knowledge of where each pupil stands is going to come a better directed effort 389