4.  We are going................school.
76.  I................to school each day.
11.  The................plays................her dolls all day.
21.  The rude child does not................many friends.
63.  Hard................makes................tired.
27.  It is good to hear................voice.......................
..........friend.
71.  The happiest and................contented man is the one........
........lives a busy and useful.................
42.  The best advice................usually................obtained
................one’s parents.
51.................things are................ satisfying to an ordinary
................than congenial friends.
84.................a rule one................association..........
friends.

Write only one word on each blank
Time Limit:  Five minutes NAME ............................

    TRABUE
    LANGUAGE SCALE J

20.  Boys and................soon become................and women.
61.  The................are often more contented.............. the
rich.
64.  The rose is a favorite................ because of................
fragrance and.................
41.  It is very................ to become................acquainted
................persons who................timid.
93.  Extremely old..................sometimes..................almost as
.................. care as ...................
87.  One’s................in life................upon so............
factors ................ it is not ................ to state any
single................for................ failure.
89.  The future................of the stars and the facts of............
history are................now once for all,................I
like them................not.

* * * * *

Other standard tests and scales of measurement have been derived and are being developed.  The examples given above will, however, suffice to make clear the distinction between the ordinary type of examination and the more careful study of the achievements of children which may be accomplished by using these measuring sticks.  It is important for any one who would attempt to apply these tests to know something of the technique of recording results.

In the first place, the measurement of a group is not expressed satisfactorily by giving the average score or rate of achievement of the class.  It is true that this is one measure, but it is not one which tells enough, and it is not the one which is most significant for the teacher.  It is important whenever we measure children to get as clear a view as we can of the whole situation.  For this purpose we want not primarily to know what the average performance is, but, rather, how many children there are at each level of achievement.  In arithmetic, for example, we want to know how many there are who can do none of the Courtis problems in addition, or how many there are who can do the first six on the Woody test, how