CONTENTS:- Preface 1. Educational measurement: Historical perspectives. 2. Measurement and the process of education. 3. What should achievement tests measure? 4. How should achievement be measured? 5. How to plan a classroom test. 6. The characteristics and uses of essay tests. 7. True-false test items. 8. How to write multiple-choice test items. 9. How to administer and score an achievement test. 10. Test score statistics. 11. Marks and marking systems.
DESCRIPTION
Before and during World War II, a variety of testing programmes and services were developed. They were uncoordinated, and some were financially and professionally weak. Some educational leaders, particularly president james B. conant of Harvard, felt that there would be great advantages to combining as many as possible of these into a single strong testing agency. After several years of planning and negotiating, the educational testing service was established in 1947. Both the American council on education and Carnegie foundation for the advancement of teaching turned over their testing programes and services to ETS and got out of the business themselves. The college entrance examination board turned over to ETS the operation of its programmes but remained in existence itself as a policy-making association of colleges and secondary schools.
