Excerpt from Standard Tests as Aids in School Supervision: Illustrated by a Study of the Stoughton, Wisconsin, Schools
The use of standard tests in the schools has become very common. In many cases, perhaps in the larger number, the work has ended with a mere evaluation of general conditions - a comparison of the showings of the various rooms with the standards.
Two possible reasons account for this. First, the procedure to be followed in such analyses has not been determined in any complete way. Second, the amount of detailed work necessary for a complete analysis of the scholastic and intelligence levels of a considerable number of pupils is very great.
The present study constitutes an attempt to exemplify in concrete form a procedure that may be used in a more detailed analysis of school conditions than is ordinarily attempted. Since the work has been completed, the imperfections of many of the methods used stand out clearly. It is hoped, however, that others may be encouraged to perfect a procedure that may be far more helpful in the work of our schools.
As to the second of these considerations, there is no question as to the fact that teachers and supervisors are burdened with work. This condition comes, perhaps, from the very commendable conception that the first and all-important duty of teachers is to teach and of supervisors to direct the work of teaching. While this is true, it yet seems rather obvious that a careful and complete diagnosis of the conditions with which a teaching corps is working should be of considerable assistance in the most effective direction of that work. In fact, such a diagnosis would seem to be a first essential. It is true that the amount of work necessary for a study such as that made in the Stoughton schools and reported herein may seem altogether too large for a superintendent and his teachers to undertake alone. Such would be the case if the work is regarded as something aside from, and in addition to, the regular work of teaching.
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