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Abstract
Tests which purport to measure achievement play an important role in the evaluation of instruction. They are used to assess pupils and to allocate both pupils to courses and instructional materials to pupils. This paper reviews some of the suggested indices of learning and of the problems inherent in gain measures. It then discusses the relevance of criterion‐referenced testing and of operationally‐defined testing to the measurement of achievement.
*A shortened version of this paper was published in Aspects of Educational Technology V edited by D. Packham et al., London: Pitman, 1971.
Notes
*A shortened version of this paper was published in Aspects of Educational Technology V edited by D. Packham et al., London: Pitman, 1971.