TEACHING SCIENCE IN SECONDARY SCHOOLS


the teacher can suggest additional work, readings, or reports to
keep them working nearer their capacity.
 At the end of the semester, or of the course, a final examina-
tion should be given in order to assist the student in organizing
the learning derived from the course. The preparation for this
test will also aid in the association of the ideas from the units
that have made up this course. Examinations should contain
only the important items of the course. There should be no
catch questions.
 This examination at the end of the course should not deter-
mine the final mark for the student. This mark should be a
composite of the grades in achievement in subject matter, skill
in laboratory techniques, and an evaluation of the improvement,
or growth, of the student. This estimate of growth should in-
clude the following factors: development of individual inter-
ests; resourcefulness in adapting to new or unusual situations;
ability to do analytical thinking, to suspend judgment, and to
draw conclusions; increased power of self expression; and
capacity for cooperation within the group.
 Tests are important techniques in evaluation. Two types are dis-
cussed:
Objective tests:
 Modified True-False Type. In each of the items of this type,
 one or more words are italicized. If the statement as given is
 not correct, it is corrected by changing one or more of the itali-
 cized words.
 Completion Type. Each of the items of this type is made
 a complete and correct statement by supplying a word or phrase
 in the blank indicated.
 Multiple Choice Type. Each item of this type has three
 or more answers, one of which is correct. The correct choice
 is indicated.
 Modified Multiple-Choice Type. Each item of this type has
 three or more endings. In some items the correct endings are
 among those given. In others they are not. The student must
 decide in each case whether the correct ending is present and
 must indicate it.