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Educators and laymen have always expressed opinions with respect to the efficiency of our schools. In recent years there has been developed, along with a refinement in the technique of investigation in education, a remarkable public interest in the attempts to evaluate our educational practice. School inquiries, investigations, or surveys have been conducted, or are planned, in a great many cities throughout the United States. In each case there is the supposition that such an inquiry or investigation will measure the efficiency of the schools. It has not always been clear, either to those making the survey, or to those who read the reports, that three distinct types of measurement have been employed, or three sets of standards or tests applied. It is possible to characterize each investigation, or each part of some of the larger surveys, by one of the three following methods of measurement--first, measurement by personal opinion; second, measurement by comparison; or third, measurement by more or less well-established standards or units. Greater progress will be made in the establishment of standards and tests, and in the development of more adequate measurements of the efficiency of school systems, when we establish a committee, a board, or commission on school efficiency. It is of the utmost importance that this committee or board be representative of the most significant scholarship and of the best administrative practice known to our profession. The body should be constituted by the National Council of Education. Its functions should be as follows: (1) It should offer encouragement, expert advice, and opportunity for publication to those engaged in scientific work in the direction of the derivation of scales of measurement, in the application of such scales or units to actual school situations, or in the establishment in any other manner of standards in relation to public education; (2) It should offer expert advice with respect to the nature and scope of surveys, investigations, or inquiries to be undertaken in any part of the United States; and (3) It should offer to members of our profession engaged in administrative work the opportunity to secure a scientific investigation of their systems of schools under the direction of professional experts. A bibliography is included. [Best copy available has been provided.].
Excerpt from Report of the Committee of the National Council of Education on Standards and Tests for Measuring the Efficiency of Schools or Systems of Schools Chancellor, William E. The genuine democracy oi the unique school system of Buffalo. American school board journal, 56 9-12, 53-55, March 1913. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from Report of the Committee of the National Council of Education on Standards and Tests for Measuring the Efficiency of Schools or Systems of Schools, 1913 Waite, H. Estimation of the general intelligence of school. Children. Biometrika, 8: 79 - 93. Wallin, J. E. W. Danger signals in clinical and applied psychology. Journal oi educational psychology, 3: 224 - 26. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Fifteenth Yearbook of the National Society for the Study of Education, Vol. 1: Standards and Tests for the Measurement of the Efficiency of Schools and School Systems In the pages which follow, the Committee on Standards and Tests Of the National Council of Education presents a series of reports pre pared by its own members and by others who have, upon invitation of the committee, been willing to contribute results Of their study or investigation. The committee feels that these reports furnish most satisfactory evidence Of the progress which has been made in the field of educational measurement during the past few years. The papers of the several contributors may, in general, be classified as contributing (i) to the derivation of scales or units of measurement, and (2) to the application of such units or scales of measurement as have been derived in the field Of educational administration or supervision. In printing, the papers have been grouped as indicated above. It seems unnecessary with this report in hand to argue in favor of the use of the more precise methods of measurement which have recently been developed. Those interested in the improvement of our schools have always attempted by some method or other to estimate the effi ciency of individual schools or school systems. Often this measurement has been based upon an Opinion not acceptable to another student or investigator, and not frequently upon attempts to measure which have been extremely crude. The examination system as we have commonly had it, not only has been responsible for judgments with respect to the efficiency of schools, or Of school systems, but has also determined in very considerable measure in most school systems the progress of children. In the studies which are reported here, more precise measures give to the student of education a better basis in knowledge of conditions upon which to base his criticism or to develop his improved method Of instruction or administration. The measurement Of results of any sort, whether of the achievements in School subjects, of the cost of any unit or function, or of the rate of progress, and the like, furnishes primarily a knowledge of the situation which makes clear the problems involved, and which may suggest a method of experiment that looks toward the improvement desired. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Excerpt from The Fifteenth Yearbook of the National Society for the Study of Education, Vol. 15: Part 1; Standards and Tests for the Measurement of the Efficiency of Schools and School Systems In the pages which follow, the Committee on Standards and Tests of the National Council of Education presents a series of reports pre pared by its own members and by others who have, upon invitation of the committee, been willing to contribute results of their study or investigation. The committee feels that these reports furnish most satisfactory evidence of the progress which has been made in the field of educational measurement during the past few years. The papers of the several contributors may, in general, be classified as contributing (i) to the derivation of scales or units of measurement, and (z) to the application of such units or scales of measurement as have been derived in the field of educational administration or supervision. In printing, the papers have been grouped as indicated above. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.