Abstract
SINCE 1938, when educational tests were last reviewed in the same issue with psychological tests, a number of milestones in educational measurement have been passed. In the meantime, readers of the REVIEW have been apprised of these developments in each cycle by chapters on Tests and Measurements in the issues on Methods of Research and Appraisal in Education. The readers of this chapter are specifically directed to the chapter by Schrader and Conrad in the December 1948 REVIEW for independent analysis and comment on some of the items reviewed here. Because validation studies and applications of achievement tests often include validation and application of tests of intelligence, aptitude, and personality, readers are also advised to consult the several other chapters of this issue to which discussion of certain articles has occasionally had to be arbitrarily assigned.
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