Harvard Educational Review, Volume 17"The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 1
EVER since the earliest days of the test movement , the problems of edu- cational objectives and of test valid- • Revision ... both in the clarity of educational objectives and in the validity of the corresponding educa- tional tests .
EVER since the earliest days of the test movement , the problems of edu- cational objectives and of test valid- • Revision ... both in the clarity of educational objectives and in the validity of the corresponding educa- tional tests .
Page 2
A test of motivation thus defined is not necessary . All that is needed is a test of school success . Tests of literary appreciation are demanded , but nobody has explained what literary appreciation is , how it can be observed ...
A test of motivation thus defined is not necessary . All that is needed is a test of school success . Tests of literary appreciation are demanded , but nobody has explained what literary appreciation is , how it can be observed ...
Page 302
nomical procedure by which a subset of these tests having the greatest dis- criminatory power can be identified and the generalized T obtained for this subset without going through the tedious process of trying out one subset after ...
nomical procedure by which a subset of these tests having the greatest dis- criminatory power can be identified and the generalized T obtained for this subset without going through the tedious process of trying out one subset after ...
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Contents
On the Concepts of Growth and Ability | 1 |
Albert S Anthony Frederick E Ellis | 2 |
SUMMER 1947 No | 3 |
25 other sections not shown
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ability action adjustment American areas aspects associated attempt basic become behavior called child client common concept concerning conditioned considered constitutional counseling counselor course culture Dalton direct effect emotion established exist expected experience fact factors fear field forces function girl give given growth hand human important increase individual institutions interest interpretation involved kind learning less living means measure ment method nature necessary observed organization parents Plan position possible practice present principle problem question reason relatives response result seems sense serve situation social society suggested teachers teaching tests theory things thought tion understanding Unesco United University York