Variability of Teachers’ Estimate of the Value of Pupils’ Work
Abstract
Until very recently, the estimate of a pupil’s progress has been left entirely to the judgment of his or her teacher. It is true that a printed Course of Study definitely specified just what subject matter was to be covered by a certain grade, but, whether or not that subject matter had been covered satisfactorily was left to the judgment of the teacher. Granted that the ground had been gone over carefully, the results achieved were bound to be unequal because of the inequality of teachers' methods and standards.
Subject Area
Teacher education|Educational psychology
Recommended Citation
O'Connell, Ellen V, "Variability of Teachers’ Estimate of the Value of Pupils’ Work" (1925). ETD Collection for Fordham University. AAI31189738.
https://research.library.fordham.edu/dissertations/AAI31189738
