The psychological basis of the modern curriculum: 7. How the curriculum is evaluated and modified through educational measurement.

Abstract

Current tests of educational achievement are designed to measure skill, or information, or understanding in a specified school subject, or group of subjects.Everyone here knows that most tests of educational achievement are devoted to measuring the amount of information recalled, or skills and techniques acquired (as in reading and arithmetic). These devices are educationally useful, but to a very limited degree. And I believe they are very inadequate for the evaluation of the most significant educational objectives.Tests placing emphasis upon problem-solving, drawing inferences from subject-matter (that is, inductive thinking), application and generalizations to specific stituations (deductive thinking), and attitudes and appreciations developed through the study of course materials-these types of tests are 1 very few in number, although they have been receiving increased attention. As educational tests they are superior to those mentioned a moment ago. Yet they too have serious deficiencies as pedagogical devices.We are all familiar with the types of items included in most achievement tests; namely, simple recall, two-alternatives (such as true-false), multiple-choice, completion, matching, analogies, and check lists. Pupils and students taking these tests, excepting the completion items, have only to distinguish the correct from the incorrect, and then make a mark. Such activity makes few demands upon psychological processes other than 'recognition.' Experiments on memory have shown that tests of recognition are the easiest type; they yield the highest scores; they demand less cerebration than tests of anticipation, recall, and organization. Completion tests are somewhat superior, in terms of mental activity; for they, at least, require that the student supply the answer himself, even though within a rather rigid framework.

Tests and Measurements

“…A recurrent theme in these discussions is the need for testing to push into new fields, to develop new technics, and to exploit existing technics more thoroly. Adkins (2), Deutsch (31), F. S. Freeman (55), and Wrightstone (156) have suggested specific areas needing active exploration, among the most important of which are critical thinking, originality, and work-study skills. Brownell (18) urged that the appraisal of learning in research studies should stress: (a) the process of performance; (b) the retention of knowledge and skills, especially as measured by the relearning method; and (c) the transferability of learning.…”

Chapter II: Growth, Development, Learning, and Maturation as Factors in Curriculum and Teaching

“…Specific relationships of educational measurements and of a knowledge of individual differences to the curriculum were pointed out by Freeman (35) and Cook (24) respectively. Williams (86), after a survey of 223 titles, analyzed the approaches directed toward reducing and controlling intergroup tensions to which curriculum activities can make an important contribution.…”

Growth, Development, Learning, and Maturation as Factors in Curriculum and Teaching

“…Gesell ( (67), and Trow (79). Specific relationships of educational measurements and of a knowledge of individual differences to the curriculum were pointed out by Freeman (35) and Cook (24) respectively. Williams (86), after a survey of 223 titles, analyzed the approaches directed toward reducing and controlling intergroup tensions to which curriculum activities can make an important contribution.…”