things are................ satisfying to an ordinary
................than congenial friends.
84.................a rule one................association..........
friends.

_Write only one word on each blank_
_Time Limit: Five minutes_ NAME ............................

TRABUE
LANGUAGE SCALE J

20. Boys and................soon become................and women.
61. The................are often more contented.............. the
rich.
64. The rose is a favorite................ because of................
fragrance and.................
41. It is very................ to become................acquainted
................persons who................timid.
93. Extremely old..................sometimes..................almost as
.................. care as ...................
87. One's................in life................upon so............
factors ................ it is not ................ to state any
single................for................ failure.
89. The future................of the stars and the facts of............
history are................now once for all,................I
like them................not.

* * * * *

Other standard tests and scales of measurement have been derived and are
being developed. The examples given above will, however, suffice to make
clear the distinction between the ordinary type of examination and the
more careful study of the achievements of children which may be
accomplished by using these measuring sticks. It is important for any
one who would attempt to apply these tests to know something of the
technique of recording results.

In the first place, the measurement of a group is not expressed
satisfactorily by giving the average score or rate of achievement of the
class. It is true that this is one measure, but it is not one which
tells enough, and it is not the one which is most significant for the
teacher. It is important whenever we measure children to get as clear a
view as we can of the whole situation. For this purpose we want not
primarily to know what the average performance is, but, rather, how many
children there are at each level of achievement. In arithmetic, for
example, we want to know how many there are who can do none of the
Courtis problems in addition, or how many there are who can do the first
six on the Woody test, how many can do seven, eight, and