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The Measurement of Achievement in Drawing: Introduction


by Edward L. Thorndike - 1913

We measure a child's achievement in drawing by the drawings which he produces, in connection with the conditions under which he produces them. We measure his improvement by the differences between his earlier and his later products. Every teacher is making such measurements constantly, but they are likely to be rough and not easily or surely comparable one with another. If a-hundred teachers of drawing were asked to state as exactly and clearly as they could the achievement represented by the production of the drawings of Fig. i, each in ten minutes with no copy at hand, by a twelve-year-old boy who had had the training of grades 1-5 of the New York City schools, many of them would make only such vague, rough statements as ' Good,' ' Fair,' ' Somewhat above the average,' ' Satisfactory,' and the like. If some of them did give appar ently fine estimates, such as ' 82 by my scale of grading' or ' C+ by my scale of grading' or 'As good as the work of the thirteenth child from the top in my class of forty,' these esti mates would not be easily and surely comparable one with another, or with similar estimates concerning other drawings. Each person uses a scale of his own and often a very crude one.


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Cite This Article as: Teachers College Record Volume 14 Number 5, 1913, p. 1-8
https://www.tcrecord.org ID Number: 10202, Date Accessed: 5/31/2020 1:19:45 PM

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