president's address — SECTION J. 237 



What mental processes do we at present test by our exammations ? 

 And are these the forms of mental ability which it is desirable 

 to test ? Competence in a subject is not merely, or perhaps 

 mainly, a matter of memory, yet examination papers are often 

 predoiuinantly tests of memory. Constructive thinking and taste, 

 for instance, probably get tco' little opportunity of showing them- 

 selves New, in view of the fact that at present the trend ol teach- 

 ing is largely determined by the kind of examination paper set, 

 it is important that in the setting of papers we should realize 

 quitei clearly the forms of mental activity that will be called into 

 play in working th« paper. 



In the second place, a careful study should bei made of the 

 wording of the questions. It has been found in general mental 

 tests that the results secured may differ very much whein different 

 instructions are given. New, an examination question is an in- 

 struction to the pupil, and the way in which he reacts will cer- 

 tainly be affected by the way in which the instruction is given. 

 For younger pupils it would seem that at present the wording 

 ef questions is often too difficult. 



Is an easy paper or a hard paper the better scholastic test ? 

 The answer will in part depend on the object we have in view, 

 but there is need to study the response which pupils make to such 

 differences in the test. It is likely, for instance, that for a qualify- 

 ing examination an easy paper is preferable, while for an honour, 

 or competitive examination it may be that a much harder paper 

 is best; at preseiit the same test is^frequently made to serve both 

 purposes, and often seems to do it badly. But en all these matters 

 we need a body of facts, and that at present we do not possess. 



Again, mixch good would come from a study of the physical 

 and mental effects of preparing for and undergoing examinations 

 upon pupils of different ages and sexes. We have now much 

 assertion of alleged injurious effects, but iio reliable evidence of 

 any kind is available. Examinations now play so large a part 

 ir the life of school pupils that assertion and opinion should be 

 replaced by knowledge. That knowledge can only be gained by 

 careful and prolonged scientific study. 



The attempt to measure school work by mean's of carefully 

 standardized tests is sometimes looked at with suspicion by 

 teachers who fear that such tests may be put to an improper 

 use' by school administrators. But school work is already tested 

 by inspectors, headmasters, and others. At present they do it 

 rather badly, because of the defective instruments and methods 

 which they employ. In consequoice, the ccmpetent teacher may 

 easily be misjudged, and he has nc remedy; he has no standard 

 to which he can appeal, no means of checking the subjective 

 opinion of those who judge him. Accurate instruments and 

 methods of measurement would protect the competent teacher 



