Standards for test users [electronic resource] / George E. Hill.
Tests, as self-revelatory devices, must be interpreted with the primary purpose of enhancing the child's self-understanding. Testing programs need the coordinating leadership of top-notch professionals who are both technically and humanely qualified. School staffs, parents, and the general publ...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1968.
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| Subjects: |
MARC
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| 100 | 1 | |a Hill, George E. | |
| 245 | 1 | 0 | |a Standards for test users |h [electronic resource] / |c George E. Hill. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1968. | ||
| 300 | |a 19 p. | ||
| 500 | |a ERIC Document Number: ED019698. | ||
| 520 | |a Tests, as self-revelatory devices, must be interpreted with the primary purpose of enhancing the child's self-understanding. Testing programs need the coordinating leadership of top-notch professionals who are both technically and humanely qualified. School staffs, parents, and the general public need constant assistance with their growth in sophistication regarding test usage. Child study and individual appraisal efforts need the broadest possible base, and they require skillful use of a variety of methods for enhancing self-understanding and staff understanding of the child. Everything known about a child requires rigorous and exacting standards of validity, freshness, completeness, and developmental wholeness. Testing can and must be managed with minimal emphasis upon pressure and competitiveness. The most significant use of test results is in individual counseling or in procedures which help the student understand, retain, and apply sensibly what tests reveal. School testing programs require periodic evaluations by the whole staff. Sensitive understanding and application of ethical standards is needed. This address was delivered at the Michigan school testing conference (ann arbor, Michigan, march 6, 1968). (wr) | ||
| 650 | 0 | 7 | |a Child Development. |2 ericd. |
| 650 | 0 | 7 | |a Cooperative Programs. |2 ericd. |
| 650 | 0 | 7 | |a Coordination. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Individual Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Moral Values. |2 ericd. |
| 650 | 1 | 7 | |a Program Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Self Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Staff Development. |2 ericd. |
| 650 | 1 | 7 | |a Standards. |2 ericd. |
| 650 | 0 | 7 | |a Test Interpretation. |2 ericd. |
| 650 | 1 | 7 | |a Testing. |2 ericd. |
| 650 | 0 | 7 | |a Testing Problems. |2 ericd. |
| 650 | 1 | 7 | |a Testing Programs. |2 ericd. |
| 710 | 2 | |a University of Michigan. | |
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