CONTENTS:- Preface; Measuring achievement in the secondary grades; Performance-activity areas; Intelligence; Personality and character; School-wide testing programmes; measuring and evaluating in the receptive language arts; Measuring and evaluating in the expressive language arts; Measuring and evaluating in the foreign languages; Measuring and evaluating in the social studies; Measuring and evaluating in the social studies; measuring and evaluating in the mathematics; Measuring and evaluating in the sciences; Using personality instruments and techniques.
DESCRIPTION
The problems of producing standardized achievement tests for secondary school classes are somewhat different from those encountered by the maker of tests for the elementary grades. In the first place, there is not such a well-established core in the high school programme as there is at the elementary level. The most common areas of study in high school are English, social studies, science and mathematics. Practically all high school pupils take courses in English and social studies, but content and emphases vary widely. For instance, social studies courses may include anything from civics to ancient history, and may be taught in a year's time or over a period of four years. About half the secondary school population takes a course in school, and while most pupils take some mathematics in high school, many graduate without taking any.
