A HIGH SCHOOL ACHIEVEMENT TEST

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<ul><li><p>90 SCHOOL SCIENCE AND MATHEMATICS</p><p>in his failure to make and use precise definitions; and in general,in his failure to make reasonably fine discriminations.For some teachers who want to test themselves, a test has</p><p>been devised.* It is offered merely to illustrate what has beentold above.Take the following list of pairs of words and with pencil and</p><p>paper write out the distinguishing differences between themeanings of the words in each pair. These are examples ofpairs of words which are frequently misused in high schoolscience. They are all words which every high school scienceteacher, regardless of his special field, ought to be able to usewith precision.1. absorb adsorb 18. inclination declination2. adhesion cohesion 19. inertia momentum3. adulterant impurity 20. lye lime4. body substance 21. meteor meteorite5. component constituent 22. mineral ore6. contagious infectious 23. mixture compound7. decay putrefy</p><p>.24. nutrient nutriment</p><p>8. diffraction refraction 25. photomicrograph9. disinfectant antiseptic microphotograph</p><p>10. effervescence efflorescence 26. precision accuracy11. ether petroleum ether 27. rotation revolution12. force power 28. sublimation volatilization13. gas vapor 29. translucent transparent14. germicide insecticide 30. union compound15. gravity gravitation 31. vertical perpendicular16. gum resin 32. weight mass17. hydroxide hydrate</p><p>If you can distinguish clearly between the meanings of thewords in each pair, you are probably to be considered capableof precise teaching; if you cannot, a little home study with agood dictionary would not be entirely out of place.</p><p>*This list of words was compiled from a study of the mistakes made by teachers in the writersclasses over a period of five years.</p><p>A HIGH SCHOOL ACHIEVEMENT TEST.W. W. D. Sones, Professor of Education and Director of Erie Center,</p><p>University of Pittsburgh and David P. Harry, Jr., Associate Professor ofEducation, Graduate School, Western Reserve University are the authorsof a test for evaluating pupil achievement in the high school. By manypupils and perhaps also by their parents a high school course consists inacquiring a definite minimum number of credits rather than in gainingcertain abilities, skills, attitudes and information. In order to correctthis misconception and to direct attention to the real purpose of secondaryeducation, the authors have constructed a test to measure the studentsability to reason correctly on questions based on the information obtainedthroughout the high school period. The test covers English, mathe-matics, natural science and social studies and is divided into Form Aand Form B. World Book Company, Yonkers-on-Hudson, New York.</p></li></ul>

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