A study of classroom evaluation techniques with special reference to application of knowledge.

Abstract

Data were collected from 100 students enrolled in educational psychology, and 30 variables were intercorrelated and the factors analyzed. Of 7 factors extracted, 3 appeared of special importance: a factor of general achievement ability, which indicated that performance on case study tests was related to general ability to achieve; a factor of applicational ability, which indicated that case study tests may also be related to the ability to apply knowledge and included such favorable things as a good attitude toward teaching; a factor of knowledge of facts and principles that may be desirable in some situations but is not necessarily related to desirable qualities for a future teacher.

The evaluation of programmed instruction: A problem in decision making

“…These test makers are frequently the first to recognize that it has not been possible to distinguish -clearly among instructional variables, general ability variables and motivational variables. Some students' performance on achievement tests bears little relationship to prior instruction in the subject matter (Bartlett, Ronning & Hurst, 1960). Some of these students show special ability on objective examinations and some show a general achievement ability which overrides the instruction variable.…”