Cover

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Title Page, Copyright

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pp. i-vi

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FOREWORD

L. D. COFFMAN

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pp. vii-viii

There is already a considerable literature on the General College of the University of Minnesota. Many educators have visited it or have asked the director and staff to discuss it on their own campuses. A new study such as this might therefore easily take for granted a familiarity...

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ACKNOWLEDGMENTS

ALVIN C. EURICH, PALMER 0. JOHNSON

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pp. ix-x

The preparation of this volume involved the work of many more persons than are credited with authorship of the various chapters. The volume represents the results of a cooperative testing program involving the Committee on Educational...

TABLE OF CONTENTS

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pp. xi-xvi

PART I. THE SIGNIFICANCE OF ADEQUATE EXAMINATIONS

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I. THE EFFECTIVE COLLEGE CURRICULUM

MELVIN E. HAGGERTY

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pp. 3-11

In a variety of ways the University of Minnesota has sought, during the past twenty years, to inform itself concerning the value and effectiveness of its own activities. Important educational and administrative problems have been studied with a...

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II. ORGANIZATION OF THE GENERAL COLLEGE

MALCOLM S. MACLEAN

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pp. 12-30

The General College of the University of Minnesota is a cooperative department. Though its administration is centralized in a small office, an assistant director, and a director responsible to and under the guidance of the President, its work is carried on...

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III. THE EXPERIMENTAL EXAMINATION PROGRAM IN THE GENERAL COLLEGE

ALVIN C. EURICH, PALMER 0. JOHNSON

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pp. 31-42

The inadequacy of achievement tests is nowhere more evident than in a research program of college problems. For more than fifteen years the University of Minnesota, through its Committee on Educational Research, has been identified with a movement...

PART II. THE COMPREHENSIVE EXAMINATION AREAS

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IV. CONTEMPORARY AFFAIRS STUDIES

ALVIN C. EURICH, EDGAR WEAVER, ELMO C. WILSON

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pp. 45-62

The comprehensive examination in contemporary affairs has developed through several stages and in various relationships to courses offered in the curriculum of the General College. During the first year, 1932-33, there was no one course planned to orient the...

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V. HISTORY AND GOVERNMENT STUDIES

EDGAR B. WESLEY

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pp. 63-95

The usual testing program on the college level involves a mere fraction of the content of the course which it is supposed to cover. Great areas of the actual curriculum are never evaluated in terms of their effectiveness. The General College has...

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VI. ECONOMIC STUDIES

EDGAR B. WESLEY, PALMER O. JOHNSON

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pp. 96-111

The area of economic studies, as now constituted in the General College curriculum, consists of three courses: (1) Our Economic Life, (2) Basic Wealth, and (3) Earth and Man. Each of these is a year course with classes meeting three times a week....

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VII. EUTHENICS STUDIES

CLARA M. BROWN

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pp. 112-143

The subject of euthenics relates to the betterment of living conditions to make more efficient human beings. The term first came before the public when a course with this name was organized a few years ago at Vassar College. Later the same name was applied...

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VIII. PSYCHOLOGY STUDIES

ALVIN C. EURICH, HOWARD P. LONGSTAFF

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pp. 144-171

The courses in the area known as psychology studies changed considerably during the first three years of the General College program. In 1932-33 Practical Applications of Psychology, How to Study, and Human Development and Personal Adjustment...

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IX. ARTS STUDIES

RAY FAULKNER, GERALD HILL

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pp. 172-214

The arts studies are non-technical courses in the drama, motion pictures, plastic and graphic arts, and music, planned to stimulate the layman's interest by giving him a better understanding of the art with which he is apt to come in contact and by...

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X. PHYSICAL SCIENCE STUDIES

PALMER O. JOHNSON

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pp. 215-252

The physical science area, as it now appears in the General College curriculum, is the result of integrating a group of courses dealing with special and interrelated branches of physical science. As used here, physical science is understood to embrace chemical...

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XI. BIOLOGICAL SCIENCE STUDIES

PALMER O. JOHNSON

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pp. 253-273

With constantly increasing additions to scientific knowledge and their application to every phase of contemporary life, especially to those aspects that touch directly the lives of all of us, the layman's interest in such scientific information has been aroused....

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XII. ENGLISH STUDIES

F. S. APPEL

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pp. 274-300

The courses in English studies attempted to contribute directly to the objectives set up for the General College by organizing the course objectives and the teaching and examination procedures on the basis of those main objectives. In this aim they were...

PART III. RELATED STUDIES

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XIII. A STUDY OF SUBSEQUENT ACADEMIC ACHIEVEMENT OF GENERAL COLLEGE TRANSFER STUDENTS

ALVIN C. EURICH

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pp. 303-307

The chief function of the General College is to provide a broad general education rather than specialized training. It breaks completely with the traditional freshman-sophomore curriculum in that no attempt is made to prepare students for any of...

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XIV. AN APPLICATION OF FACTOR ANALYSES TO A SET OF ACHIEVEMENT TESTS

PALMER O. JOHNSON, ROBERT W. B. JACKSON

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pp. 308-315

The two-factor and multiple-factor hypotheses have been applied to the analyses of mental tests with varying degrees of success. In the two-factor theory one general factor plus many specific factors, independent of each other and of "g," are assumed....

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XV. PROGRESS OF GENERAL COLLEGE STUDENTS IN MATHEMATICS

MARY L. ELVEBACK

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pp. 316-324

At the first meeting of the General College mathematics class in the fall of 1935, a placement test was given to 125 students. Of these, 78 completed the course and took the test again on the first day of the winter quarter. The following tabulation...

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XVI. CONDITIONS AFFECTING THE DIFFERENTIATING CAPACITY OF TEST ITEMS

MARY L. ELVEBACK

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pp. 325-332

The function of an examination item is to classify students according to their achievement; the number of possible scores on the item determine the number of levels of achievement to be considered. Thus everything that affects the scores of the students must...

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XVII. THE EFFECT OF WEEKLY EXAMINATIONS UPON ACHIEVEMENT IN PSYCHOLOGY

ALVIN C. EURICH, HOWARD P. LONGSTAFF, MARION WILDER

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pp. 333-347

The purpose of this study is to determine the extent to which knowledge of improvement as measured by weekly examinations motivates students to greater final achievement in a psychology course, and to evaluate experimentally certain criticisms of...

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XVIII. TECHNICAL VOCABULARY IN GENERAL COLLEGE SCIENCE

PALMER O. JOHNSON

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pp. 348-374

The lectures and reference works connected with General College courses yield vocabulary lists which provide a basis for the extraction of items for both the course and the comprehensive examinations. But there are other uses to which these...

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XIX. AN APPLICATION OF BIOLOGICAL KNOWLEDGE

PALMER O. JOHNSON

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pp. 375-377

In view of the aim of the General College, to make instruction function in the everyday life of its students, it is important that the examination program include measures of outcomes not generally incorporated in the commonly constructed examination....

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XX. THE ACHIEVEMENT OF EDUCATIONAL VALUES

PALMER 0. JOHNSON, ALVIN C. EURICH

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pp. 378-388

Pretesting for knowledge at the beginning of a course is desirable at any educational level, but when new courses are being developed, as in the General College, it is especially valuable in that it allows for the preparation of course content appropriate...

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XXI. THE EFFICIENCY OF A GROUP OF EXAMINATIONS

ALVIN C. EURICH

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pp. 389-406

Analyses of examinations for given areas or fields of subject matter have been presented in Part II of the present volume. There is need also for a summary of the data derived from a representative group of examinations covering all fields of the experimental...

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APPENDIX. TEST SITUATIONS DEVELOPED BY THE COMMITTEE ON EDUCATIONAL RESEARCH

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pp. 407-427

These specimen test situations have been taken from a number of tests developed through the offices of the Committee on Educational Research. They illustrate the attempt to construct examinations that measure outcomes of instruction other than...