Schools have always measured results in some fashion. Examinations have always been a part of school life. Even in an earlier day when the function of the school was limited to the teaching of the Three R's, it was difficult to measure with accuracy the proficiency of pupils in reading, writing, and arithmetic. But in this day, when the schools are attempting to meet many diverse needs of youth, the task of appraisal has become extraordinarily difficult.

During the last two or three decades measurement in education has received increasing emphasis; numberless tests have been devised, published, and used in schools, yet for many important aims of education no instruments of evaluation existed when this Study began. Most of the tests used by schools were designed to measure chiefly accretions of information and proficiency in certain skills. However, 110 school limits its objectives to these two. Every school has other purposes that it believes to be equally, if not more, important.

The Thirty Schools took the position that evaluation is important only in relation to purpose. Unless objectives are clearly defined, there can be no significant measurement of results. As one principal said, "The results sought by a school must be constantly before the facility as a pillar of cloud by day and a pillar of fire by night." With goals, even moving ones, clearly seen, measurement of progress becomes possible.

Perhaps the most fruitful experience of the Thirty Schools in the early stages of the Study was that of thinking through and stating plainly the results they hoped to achieve. They wanted, for example, to help young people to understand themselves, to learn ]low to work satisfactorily with others, to read intelligently and express themselves well in speech and in writing, to learn how to investigate a topic and follow its leadings, to broaden and deepen their interests.

Then the Thirty Schools asked, How can we know whether such results are being attained? Not many of the tests in general use in 1933, when the participating schools began their new work, were helpful. Standardized tests were usually based upon the traditional content of conventional subjects. As the schools developed new content and types of curriculum organization designed to achieve their purposes, it was soon discovered that new instruments and more comprehensive programs of appraisal were needed. To meet this need the evaluation service of the Study was established in 1934. ¹

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