The Antinomy of Evaluation

No teacher alert to his responsibilities can remain unaware of the problems of evaluation. It is perhaps not so common, however, for him to examine the assump tions underlying any testing procedure he may employ. Here two students of the problem give us a penetrating analysis of some widely accepted assumptions. Both are members of the staff of the University of Buffalo, Buffalo, New York. Mr. Cantor will be on leave during the 1951-52 year to participate in the general education program at Columbia University, New York City, under a grant from the Car negie Corporation

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