A Tentative Guideline to the Construction of good Classroom Test (Part one)

Abstract

Accordi.ng to soae
studi.es (e. g. Nelson~ 1939)
on the hi.story o£ aeasureae~t
and evaluati.on~ i.t was
probably duri.ng the ti.ae when
people reali.zed the advantage
o£ expressi.ng the noti.ona o£
length or o£ di.stance that
they began to aake
coapari.sons between the
length to be descri.bed and
thi.ngs wi. th whi.ch everybody