EVALUATION AND TESTING


 SECTION 11. EVALUATION AND TESTING
 For several years the emphasis in testing has been changing
from measurement of achievement in subject matter to evalua-
tion of the student's growth. Science courses lend themselves to
the development of the student along the lines of individual in-
terests, reflective thinking, scientific attitudes, resourcefulness,
creativeness, and social sensitiveness. Of course the mastery of
subject matter still remains an important objective of the course,
but facts learned are often facts forgotten. The acquiring of
proper learning habits and attitudes is the permanent outcome
to be sought.
 There is a variety of tests, and there should be a predetermined
purpose for the use of each. An efficient science evaluation pro-
gram could begin with a prognostic test given at the close of the
year preceding entrance irito the secondary school or early
enough after their admission to assist in guiding the students in
the selection of their courses. This test is for the purpose of
determining the foundation or background of the student on
which to base plans for further study. A teacher must know the
background of the student in order to introduce him intelligent-
ly to new subjects.
 Progress and diagnostic tests (either standardized or teacher-
made) should be given frequently during the course to check
upon the mastery of subject matter. Even though these tests
may be short, they furnish an incentive for thorough and regular
preparation by each student. Another advantage of frequent
testing is that the teacher is kept informed of basic student
progress. This knowledge, if handled properly by the teacher,
will aid the student in self-examination, and will have a whole-
some motivating effect. The results of these tests have another
important value in that they indicate the efficiency of the teach-
ing methods used and the thoroughness of the teaching. If the
general results of the tests are not satisfactory, it shows that
reteaching should be done either by different methods or by em-
phasis on points that have not been mastered. Additional work
may be assigned to individual students who are shown by the
tests to need help. The superior students will be identified and