General. Four textbooks concerned with the general problems of educational testing have appeared during the year in this country. Ruch and Stoddard (58) give a brief sketch of the history and present status of measurement in high schools. The uses and limitations of tests at this level are discussed and the point is made that the greatest possible benefits are not being obtained in secondary school testing at present, due mainly to the inaccuracies of measuring instruments, on the one hand, and to current misunderstanding among school officials of the meaning of results, on the other. Symonds (63) summarizes the reasons why better measurement is needed in high schools. One of his main points is that ordinary school marks at present are seriously unreliable, and he recommends the use of standardized tests and new type informal examinations as means for the improvement of conditions. The values of tests in predicting success in academic work, clerical and mechanical pursuits are examined in detail. Kelley (38) deals with the general problem of interpretation of test results in light of their reliabilities and validities. He makes distinctions among the various purposes for which tests are used. Minimal reliabilities required of a test for these various purposes are discussed.
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