The psychological basis of the modern curriculum: 7. How the curriculum is evaluated and modified through educational measurement

Currently employed tests of educational achievement are too narrowly directed to measuring factual residue by recognition memory and too rarely concerned with the pupil's adequacy in problem solving and other complex processes. To the extent that this is true, such tests are not in accord with the stated aims of present day education. Persons who use such tests need to know the assumptions on which test construction is based. They should know, too, exactly what the tests measure, and they should understand their limitations. More emphasis should be placed on methods of constructing valid essay examinations.