CONTENTS:- Preface; The college makes decisions; Who shall be admitted?; How shall students choose appropriate curriculums?; How shall we counsel students?; How shall we measure our outcomes?; How are testing services organized?; How do we measure behaviour?; Testing foreign students for admission to universities; University selection procedures in Chile; The Ontario tests for admission to college and university: What background? What Future?; Methods of screening by higher educational institutions; Economical and objective procedures for the conduct of intermediate examinations at universities; A critical appraisal of one national testing programme; A scholastic aptitude test and educational change; Motivation to study for essay and multiple-choice tests; Influence on a student's learning of the type of test to be administered; Changes of attitude towards statistics after objective testing; Essay or objective test?; Teachers' perceptions of their tests and measurements needs; Teachers and testing techniques; Helping teacher to make better use of test results; The application of test results by teachers to improve instruction; Presentation of test results to teachers in England, and their interpretation with special reference to ranking and grading problems in that country;
DESCRIPTION
The last half of the nineteenth century was the establishment or public higher education in America, the enlargement of this education to include such fields as agriculture, engineering, and medicine, and a growing acceptance of the philosophy of the German and English universities, which regarded the intellectual growth of students as the primary responsibility of the institution. The conception of higher education in America changed form concern for the students as person to concern for the student as a pure intellect. There was a corresponding change in methodology from individualization to mass treatment. Students went along in lock step, and those who could not keep step dropped out or were pushed out with little consideration. The educational philosophy of this period tended to be one of intellectualism, and the methodology seemed production-line in character.
