CHAPTER III.

HOW WORK IS TESTED.

The Need for a Test.-A Difficult Problem.-Plans followed in Germany and France.-Methods adopted in the United States.-Discussion of Result Examinations in England and Australia.

THE problem how to test the work of the teacher is one of the most difficult in connection with a public system of education. Where a large number of men and women are employed, there must be some means adopted for securing the proper performance of the work for which they are paid. The difficulty is how to secure this end, without interfering with the work and individuality of those teachers who do not require supervision.

The English Education Department has depended almost entirely on yearly examinations as a means for deciding the amount of assistance to be given to the school by the central authorities. The result has been an exemplification of the text-"Unto him that hath shall be given." The schools in poor districts most in need of help, where the enlightening and elevating influences of education are most needed, have had to carry on work at less cost than more favoured districts. State aid should be given equally to all; but if it is to be unevenly distributed, let the poorest have the most.

In Germany the authorities estimate the teacher's work chiefly by ascertaining how he teaches. Examinations are used, and used frequently; but it is to test present work, not the ability of the pupil to retain isolated facts for long

periods of time. The pupils may be examined at any time in any portion of their work; but I could learn of no general examination of all pupils in all subjects with a tabulated statement of the result.

A good deal of examining and inspecting is done in Paris, and, I fear, not a little cramming is the result.

In the United States each town has its own method of

It chiefly rests with the
Result examinations as

testing the work of the teachers. superintendent and his assistants. understood in England, where the greatest drawback is the fact that the amount of money allotted to a school depends on the examination, are, as far as I am aware, unknown. When examinations are held at a definite period annually, they are for the purpose of promotions, not for publication of percentages and payment of grant.

The following are a few notes I collected on how pupils áre promoted :

Indianapolis, Indiana.-"The pupils are promoted twice each year. They are examined by printed questions, prepared by the superintendent of schools. All who pass a creditable examination on these questions are promoted without further question. All pupils who fall low in the list, but whose daily work has been satisfactory to the teacher in charge, and to the supervisor in immediate charge of said teacher and pupils, are passed on the recommendation of these two persons-the greatest stress being placed on the teacher's estimate as being the more definite and intimate."

Chicago, Illinois.-" In primary and grammar grades, promotions are made by the principal, with or without special examination, at his discretion. From grammar to high school pupils pass on the recommendation of the grammar principal. The superintendent holds a supplementary examination for those not recommended."

Brooklyn, Long Island." Semi-annual examinations,

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promotions, and gradations are the rule. The superintendent may at his option prepare the questions for the examination of all the grammar grades, but he must prepare those for the graduation examinations. Promotion is based solely on the record of scholarship for the term and at examination combined."

Boston, Massachusetts.-" Promotions are made halfyearly.

Principals are responsible for promotion from one grade to another in their own schools, but the questions for the promotion from the primary to the grammar, and from the grammar to the high schools are prepared by the supervising officers. The instructor's record of the pupils' work is a factor in promotion. Changes of grade not involving promotion to a higher department may be made on any Monday throughout the year."

Philadelphia, Pennsylvania.-"At the time of my visit a long discussion was brought to a close by deciding that the superintendent may dispense with examinations for promotion, and depend on the estimate of the class teacher as to the progress and fitness of the pupil, only examining in the case of dispute."

Washington, District of Columbia.-With reference to examinations, the Principal of the Normal School at Washington writes me :-"Ranking by per cent.' is well nigh forgotten here, though not so very long ago it was important. We are glad to forget. Frequent tests—oral and written are given by the supervising teachers, but the formal examinations, deciding promotions, are not held. Teachers promote pupils by the exercise of their judgment, after having 'summered and wintered' them. All the year the pupils are being 'measured,' not more by the number of facts they can get and keep than by the power of their mental grasp in new lines. Teachers feel the added responsibility and dignity, and unprepared pupils are not sent on. If the teacher of the next grade thinks such

has been done, the supervising teacher has the power to decide. We like the system."

San Francisco, California.-" Yearly written examinations have been dispensed with, and all promotions are made by the principals and class teachers, subject to appeal to the superintendent on the part of parents dissatisfied with the non-promotion of their children."

In Toronto, Canada, the superintendent adopts the plan of having a certain number of questions on each subject drawn up by several well-known teachers. These are sent round sealed to all the schools on a given day, and in the presence of the pupils opened and distributed. All pupils in a given grade have the same questions. All the papers on a given subject are corrected by one principal. No results are published.

Cincinnati, Ohio.-The superintendent says: "An impression prevails that written examinations have been wholly dispensed with in Cincinnati schools. This is an error. The written test is no longer made the basis for the promotion of pupils, and it no longer occurs at stated times, but it is continued as an element of teaching, where its uses are many and important. It is so distributed throughout the year, and comes without previous notice."

Mr. Aaron Gove, Superintendent of Denver, Colorado, the most English of American superintendents I met, is not at all satisfied with many points of the American plan of managing education. He would like more centralisation and less of the elective principle; but considers the change made by abolishing result examinations years since, as being entirely beneficial.

Annual examinations form the principal test of work in the Australian schools, and are the chief, often almost the sole basis of promotions. The results are tabulated and the percentage of passes in each subject is published. This

percentage is supposed to be a correct measurement of the efficiency of a school, is published in the records, and on it depends directly or indirectly the teacher's position. In Victoria, a large proportion of the teacher's salary directly depends on the percentage of possible passes obtained. That is to say, the teacher is paid according to the results he obtains. He is a servant of the Education Department, and directly suffers if his percentage falls. I mention this particularly as a contrast to the English system, where the grant of the Education Department depends on the result of the examination, but where the payment is made to the managers or School Board as the case may be, the Education Department taking no cognisance of the teacher in the matter, he being a servant of the managers and out of the Department, although having to be approved by its officers.

In South Australia the teachers are paid a bonus for successful teaching, as judged by the percentage gained, varying from sixteen to twenty-four pounds per annum. This bonus is the same for all teachers irrespective of their status or regular salary, and may form from six to twentyfive per cent. of the teacher's income. Should a school obtain less than sixty per cent. of passes, the bonus is deducted altogether, and may then be considered a fine of sixteen pounds for unsuccessful teaching. In the case of teachers of small schools, or junior assistants, the fine may amount to one-seventh or more of the total salary; and it may happen in the case of an assistant whose particular class has done well, that he may suffer this loss through the failure of the rest of the school to secure the required percentage. So dominating has the examination become, that the average teacher is ever either worrying about the coming ordeal, or suffering a reaction because it is over.

In New South Wales the examination may take place at any time, and extends over the work of the six months previous. It is more oral than that of Victoria, and less