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Book Review: Davis, Frederick B. Educational Measurements and Their Interpretation. Belmont, Calif.: Wadsworth Publishing Co., 1964. ix + 422. $7.50.:

Book Review: Davis, Frederick B. Educational Measurements and Their Interpretation. Belmont,... BOOK REVIEW DAVIS, FREDERICK B. Educational Measurements and Their Interpreta­ tion. Belmont, Calif.: Wadsworth Publishing Co., 1964. ix + 422. $7.50. In today's schools, two types of educational measures are extensively used. The more common is the teacher-made test used to evaluate stu­ dents' progress. Such tests may be given weekly, monthly, or at less fre­ quent intervals, but measuring what has been taught is part of the edu­ cational program of all teachers. The second type is the standardized test. It has been estimated that well over a hundred million such tests were administered last year, and there are very few teachers who are not involved in some way in the administration, scoring, and interpretation of these instruments. However, even a casual inspection of trends in education makes it clear that measurement in education is going to in­ crease greatly in the next several years. Not only will there be more measurement but there will be need for more sophistication in measure­ ment. Since this text is intended for the training of teachers, counselors, school psychologists, and school administrators, it seems appropriate to examine it from the point of view of how well it can be expected to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Book Review: Davis, Frederick B. Educational Measurements and Their Interpretation. Belmont, Calif.: Wadsworth Publishing Co., 1964. ix + 422. $7.50.:

American Educational Research Journal , Volume 2 (4): 2 – Jun 23, 2016

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Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312002004247
Publisher site
See Article on Publisher Site

Abstract

BOOK REVIEW DAVIS, FREDERICK B. Educational Measurements and Their Interpreta­ tion. Belmont, Calif.: Wadsworth Publishing Co., 1964. ix + 422. $7.50. In today's schools, two types of educational measures are extensively used. The more common is the teacher-made test used to evaluate stu­ dents' progress. Such tests may be given weekly, monthly, or at less fre­ quent intervals, but measuring what has been taught is part of the edu­ cational program of all teachers. The second type is the standardized test. It has been estimated that well over a hundred million such tests were administered last year, and there are very few teachers who are not involved in some way in the administration, scoring, and interpretation of these instruments. However, even a casual inspection of trends in education makes it clear that measurement in education is going to in­ crease greatly in the next several years. Not only will there be more measurement but there will be need for more sophistication in measure­ ment. Since this text is intended for the training of teachers, counselors, school psychologists, and school administrators, it seems appropriate to examine it from the point of view of how well it can be expected to

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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