GROWTH TOWARD maturity is a basic goal in lists of the objectives of education. The maturity of a learner is revealed by his self-motiva ted behavior?how he thinks, feels, and acts. However, more than cus tomary measurements which involve factual memory are needed for its evaluation. Successful students frequently remember more information than others but achieve no more in the basic attitudes and behaviors that are characteristic of mature individuals. A degree of maturity is revealed by the quality of what a student reads. To appraise this level and to measure and stimulate growth, a ready instrument for evaluation is needed. The Inventory of Reading Experiences (8) is devised to do this, but scoring the weighted multiple response items has been difficult. A simplified scoring process should be helpful in using the instrument. Just as the test can measure factual mastery, the questionnaire can be used to evaluate performance. Tests are made to find out what a stu dent remembers; questionnaires to find out what he does. (12) Learners generally express themselves freely and truthfully on questionnaires. (2) The reliabilities are high because the factor of difficulty is usually ab sent. An obstacle to their extensive use in education has been the tea cher-pupil rapport that must exist. They do not provide an incentive mark that can be placed on a report. Questionnaires have been devised to measure in quantitative terms many phases of behavior, interest, and attitudes. Several thousand suc cessful ones are reported in the literature. Many are used by psychia trists and by personnel workers in industry. Wherever such self-evalu ation is used, the development of human resource has become increasing ly effective. The difficulty of scoring, however, has been the cause of several attempted short cuts when procedures involve the weighting of multiple-response items, such as Like, Indifferent, and Dislike, with values extending from -4 to +4.