should be spurred to greater effort, and that possibly he himself should
seek to improve his methods of work.

Out of the situation described above, which includes on the one hand the
necessity for measurement as a means of testing the success of our
theories and of our practice, and on the other hand of having objective
standards, has grown the movement for measurement by means of standard
tests and scales. A standard test which has been given to some thousands
of children classified by grades or by ages, if given to another group
of children of the same grade or age group will enable the teacher to
compare the achievement of his children with that which is found
elsewhere. For example, the Courtis tests in arithmetic, which consist
of series of problems of equal difficulty in addition, subtraction,
multiplication, and division may be used to discover how far facility in
these fields has been accomplished by children of any particular group
as compared with the achievements of children in other school systems
throughout the country. In these tests each of the problems is of equal
difficulty. The measure is made by discovering how many of these
separate problems can be solved in a given number of minutes.[20]

A scale for measuring the achievements of children in the fundamental
operations of addition, subtraction, multiplication, and division has
been derived by Dr. Clifford Woody,[21] which differs from the Courtis
tests in that it affords opportunity to discover what children can
achieve from the simplest problem in each of these fields to a problem
which is in each case approximately twice as difficult as the problems
appearing on the Courtis tests. The great value of this type of test is
in discovering to teachers and to pupils, as well, their particular
difficulties. A pupil must be able to do fairly acceptable work in
addition before he can solve one problem on the Courtis tests.
Considerable facility can be measured on the Woody tests before an
ability sufficient to be registered on the Courtis tests has been
acquired. In his monograph on the derivation of these tests Mr. Woody
gives results which will enable the teacher to compare his class with
children already tested in other school systems. In the case of all of
these standard tests, school surveys and superintendents' reports are
available which will make it possible to institute comparisons among
different classes and different school systems. One form o