Abstract
Do the factual and interpretative types of standardized tests measure different reactions to school experiences? Is the standardized test mainly a tool for rating pupils on the number of concepts retained by the individual up to the time of the test? Is the factual information obtained in a high school course retained for any appreciable length of time? Does the last grade completed in high school have any significant bearing on the scores made in two types of standarized tests?the factual type test and the inter pretive reading type test?
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