Read this and then write the answers. Read it again as often as you need
to.
It may seem at first thought that every boy and girl who goes to school
ought to do all the work that the teacher wishes done. But sometimes
other duties prevent even the best boy or girl from doing so. If a boy's
or girl's father died and he had to work afternoons and evenings to earn
money to help his mother, such might be the case. A good girl might let
her lessons go undone in order to help her mother by taking care of the
baby.
1. What is it that might seem at first thought to be true, but really is
false?
.......................................................................
2. What might be the effect of his father's death upon the way a boy
spent
his
time?.................................................................
3. Who is mentioned in the paragraph as the person who desires to have
all lessons completely
done?..............................................
.......................................................................
4. In these two lines draw a line under every 5 that comes just after a
2,
unless the 2 comes just after a 9. If that is the case, draw a line
under
the next figure after the 5:
5 3 6 2 5 4 1 7 4 2 5 7 6 5 4 9 2 5 3 8 6 1 2 5 4 7 3 5 2 3 9 2 5 8 4 7
9 2 5 6
1 2 5 7 4 8 5 6
* * * * *
Many tests have been devised which have been thought to have more
general application than those which have been mentioned above for the
particular subjects. One of the most valuable of these tests, called
technically a completion test, is that derived by Dr. M.R. Trabue.[29]
In these tests the pupil is asked to supply words which are omitted from
the printed sentences. It is really a test of his ability to complete
the thought when only part of it is given. Dr. Trabue calls his scales
language scales. It has been found, however, that ability of this sort
is closely related to many of the traits which we consider desirable in
school children. It would therefore be valuable, provided always that
children have some ability in reading, to test them on the language
scale as one of the means of differentiating among those who have more
or less ability. The scores which may be expected from different grades
appear in Dr. Trabue's monograph. Three separate scales follow.
* * * * *
_Write only one word on each blank_
_Time Limit: Seven minutes_ NAME ..........................
TRABUE
LANGUAGE SCALE B
1. We like good boys................girls.
6. The................is barking at the cat.
8. The stars and the................will shine tonight.
22. Time................often more valuable................money.
23. The poor baby................as if it.....................sick.
31. She................if she will.
35. Brothers and sisters ................ always ................ to
help..............other and should................quarrel.
38. ................ weather usually................ a good effect
................ one's spirits.
48. It is very annoying to................................tooth-ache,
................often comes at the most................time
imaginable.
54. To................friends is always................the........
it takes.
_Write only one word on each blank_
_Time Limit: Seven minutes_ NAME..........................
TRABUE
LANGUAGE SCALE D
4. We are going................school.
76. I................to school each day.
11. The................plays................her dolls all day.
21. The rude child does not................many friends.
63. Hard................makes................tired.
27. It is good to hear................voice.......................
..........friend.
71. The happiest and................contented man is the one........
........lives a busy and useful.................
42. The best advice................usually................obtained
................one's parents.
51.................things are................ satisfying to an ordinary
................than congenial friends.
84.................a rule one................association..........
friends.
_Write only one word on each blank_
_Time Limit: Five minutes_ NAME ............................
TRABUE
LANGUAGE SCALE J
20. Boys and................soon become................and women.
61. The................are often more contented.............. the
rich.
64. The rose is a favorite................ because of................
fragrance and.................
41. It is very................ to become................acquainted
................persons who................timid.
93. Extremely old..................sometimes..................almost as
.................. care as ...................
87. One's................in life................upon so............
factors ................ it is not ................ to state any
single................for................ failure.
89. The future................of the stars and the facts of............
history are................now once for all,................I
like them................not.
* * * * *
Other standard tests and scales of measurement have been derived and are
being developed. The examples given above will, however, suffice to make
clear the distinction between the ordinary type of examination and the
more careful study of the achievements of children which may be
accomplished by using these measuring sticks. It is important for any
one who would attempt to apply these tests to know something of the
technique of recording results.
In the first place, the measurement of a group is not expressed
satisfactorily by giving the average score or rate of achievement of the
class. It is true that this is one measure, but it is not one which
tells enough, and it is not the one which is most significant for the
teacher. It is important whenever we measure children to get as clear a
view as we can of the whole situation. For this purpose we want not
primarily to know what the average performance is, but, rather, how many
children there are at each level of achievement. In arithmetic, for
example, we want to know how many there are who can do none of the
Courtis problems in addition, or how many there are who can do the first
six on the Woody test, how many can do seven, eight, and so on. In
penmanship we want to know how many children there are who write quality
eight, or nine, or ten, or sixteen, or seventeen, as the case may be.
The work of the teacher can never be accomplished economically except as
he gives more attention to those who are less proficient, and provides
more and harder work for those who are capable, or else relieves the
able members of the class from further work in the field. It will be
well, therefore, to prepare, for the sake of comparing grades within the
same school or school system, or for the sake of preparing the work of a
class at two different times during the year, a table which shows just
how many children there are in the group who have reached each level of
achievement. Such tables for work in composition for a class at two
different times, six months apart, appear as follows: