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The Measurement of Achievement in Drawing: The Uses of the Scale


by Edward L. Thorndike - 1913

The scale will be of service wherever the merit of the drawings of any child or group of children is to be compared with the merit of the drawings of any other child or group of children or with the drawings of the same child or group of children under other conditions. The scale defines by samples different degrees of merit in children's drawings and represents these degrees conveniently by numbers. A teacher who wishes to tell a pupil how well he has drawn or how well he should draw can do so by a single number if the pupil sees the scale or has it in memory. A supervisor can tell teachers similarly what he expects of children in a given grade, and can define for himself or others how well any group of children can draw or should draw. The achievements of a pupil, a class or a school can be easily compared with fixed standards or with the achievements of others by comparing the numbers which represent the achievements in question on the scale. Drawings made a thousand years apart in time or by children of different countries are made commensurate as soon as each is honestly assigned a number showing its merit by the scale. Most important of all is the service of the scale in measuring improvement. The gain of a boy or a class in drawing is measured as directly as gain in stature. If one is told that one has improved from six to seven and a half, one seeing the scale or having it in memory can know just what is meant, and so can one's teacher and everyone else concerned. Whenever we have to define the merit of a child's drawing, or compare it with another in merit, the scale is, subject to certain limitations,i an essential aid to be used until a better scale of the same sort is devised.


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Cite This Article as: Teachers College Record Volume 14 Number 5, 1913, p. 17-19
https://www.tcrecord.org ID Number: 10205, Date Accessed: 5/31/2020 12:16:07 PM

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  • Edward Thorndike


 
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