Excerpt from Functions of the Educational Records Bureau in Comparable Measurements
An understanding of the work of the Educational Records Bureau can be had only by viewing it against the background of the whole measurement movement. Like a number of similar organizations, it is, the product of a philosophy and a method of studying school children that are relatively new in America, that are not founded on tradition, and that have no counterpart outside this country.
In the early history of examinations, attempts at the measurement of the ability and achievement of students were sporadic and unorganized. Up to the second decade of the present century, measurement was almost entirely an institutional affair and it has remained just that for the great majority of schools and colleges almost to the present time. Examinations have traditionally been made by classroom teachers who have had neither training for nor special interest in this aspect of their work. Except for such advanced thinkers as Horace Mann, the idea that there could be a theory and technique of measurement apart from the process of instruction itself seems not to have occurred to anyone until recent times.
Because examinations were for the most part made carelessly and without reference to the experience of other persons, the typical early examination was very inadequate. Examinations were at first entirely oral and were not infrequently concocted on the spur of the moment to confound the unhappy candidate. The written essay examinations which began to be introduced in America early in the nineteenth century were an improvement over the oral ones, but their lack of reliability and validity was amazing - all the more so because their inferiority was so seldom suspected by their complacent authors.
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