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 achieve ment 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 em phases upon intercorrelations of achievement test scores; and (d) de velopment 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 ob jectives.
Textbooks and Reference SourcesThe late C. C. Ross (104) completed a revision of his textbook on ed ucational measurement, taking account of recent contributions in the field, but placing relatively little emphasis on statistical developments. He also prepared a workbook (103) to accompany the revised text. Another workbook was prepared by Remmers and Gage (101), for their measure ment text. Adkins et al. (1), wrote a practical, generally useful book on achievement test construction, with particular reference to civil service work. The chapter on performance testing should be especially valuable. A new book on guidance technics by Traxler (138) includes an annotated list of widely used achievement tests, along with other valuable material on the use of tests. Crawford and Burnham (25), in their book on forecasting success in college, presented a thoughtful analysis of achieve ment testing at the college level. Wood and Haefner (154) wrote a book on guidance and testing in a highly popularized style. 448 at FLORIDA INTERNATIONAL UNIV on May 25, 2015 http://rer.aera.net Downloaded from
