Impact of Testing on Student Development [electronic resource] / Ralph W. Tyler and Others.
The impact of testing on student development, administration, counseling, and instruction is considered. Although in the past, testing has not had many constructive effects on student development, future tests will seek to discover early indications of potential that can be developed and utilized. T...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1969.
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| Subjects: |
MARC
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| 100 | 1 | |a Tyler, Ralph W. | |
| 245 | 1 | 0 | |a Impact of Testing on Student Development |h [electronic resource] / |c Ralph W. Tyler and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1969. | ||
| 300 | |a 24 p. | ||
| 500 | |a ERIC Document Number: ED035894. | ||
| 500 | |a ERIC Note: Papers were presented at the Michigan School Testing Conference, The University of Michigan, Ann Arbor, Michigan, March 5, 1969. |5 ericd. | ||
| 520 | |a The impact of testing on student development, administration, counseling, and instruction is considered. Although in the past, testing has not had many constructive effects on student development, future tests will seek to discover early indications of potential that can be developed and utilized. Tests have been used administratively as a tool for attacking educational systems, but their use must be redirected so that they become a more integral part of education and a means to evaluate and improve our total educational program. The impact of testing on counseling is unclear, and consequently it is more realistic to consider the interplay between the two. Tests should be used to obtain pre-counseling diagnostic information, information for the counseling process, and information for post-counseling decisions. In regard to instruction, too much emphasis has been placed on evaluating the pupil and not enough emphasis on evaluating the teacher's instructional procedure. If used effectively, tests can have a positive impact upon instruction by helping define educational objectives, improving teaching and learning, and motivating both pupil and teacher to obtain maximal benefits from the learning experience. (RSM) | ||
| 650 | 1 | 7 | |a Administration. |2 ericd. |
| 650 | 1 | 7 | |a Counseling. |2 ericd. |
| 650 | 0 | 7 | |a Educational Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Educational Quality. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Guidance. |2 ericd. |
| 650 | 1 | 7 | |a Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Student Development. |2 ericd. |
| 650 | 0 | 7 | |a Student Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Student Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Test Construction. |2 ericd. |
| 650 | 1 | 7 | |a Tests. |2 ericd. |
| 710 | 2 | |a University of Michigan. |b Bureau of School Services. | |
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