Tests and Measurements

Abstract

ACHIEVEMENT testing, broadly conceived, constitutes the basic topic of the present chapter. In preparing this summary, recognition has been given to the fact that certain other issues of the REVIEW cover measurement in specific subjectmatter fields. Some overlap may occasionally be observed within the fields of intelligence, special aptitudes, or personality, in the case of studies having implications for achievement testing. Persistent attention to long-standing objectives characterized achievement testing during this triennium. Basic conceptions in achievement testing were clarified and extended. Progress toward greater directness of measurement was substantial, tho gains in this direction were generally made at the expense of objectivity or factorial purity. The distinction between the measurement of detailed subjectmatter content and the evaluation of general educational outcomes was sharpened. Numerous large-scale testing programs were energetically conducted. Promising fields in which too little work was reported included: (a) utilization of research data offered by cumulative records; (b) long-term, follow-up studies of the retention of knowledge and skills during and after the school years; (c) effect of differing motivation and curriculum emphases upon intercorrelations of achievement test scores; and (d) development of improved criteria for validating aptitude and achievement tests. In general, the greatest needs at present relate to test evaluation, test methodology, and the effects of testing upon broad educational objectives.