Measurement units for changes in learners are essential to an adequate science of education, since most educational practice problems depend on the amount of some change.¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2 · q1
Currency · newest study 1910 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? At least three-fourths of the problems of educational practice are problems whose solution depends upon the amount of some change in boys and girls. → Thorndike 1910 q1 i? Units in which to measure the changes wrought by education are essential to an adequate science of education. → Thorndike 1910 (2)

Evidence¶

Thorndike 1910¶

Thorndike, E. L. (1910). The contribution of psychology to education. The Journal of Educational Psychology. https://doi.org/10.1037/h0070113

q1 · i? · theoretical · r2

Authoritative assertion in the section on psychological measurement of intellectual functions; the author gives as examples comparing methods' skill outcomes and gains from disciplinary study. No measurement data accompany the claim.

"At least three-fourths of the problems of educational practice are problems whose solution depends upon the amount of some change in boys and girls."

Thorndike 1910 (2)¶

Thorndike, E. L. (1910). The contribution of psychology to education. The Journal of Educational Psychology. https://doi.org/10.1037/h0070113

q1 · i? · theoretical · r2

Argument from the same section: psychology's discovery and improvement of means of measuring intellectual functions, from sensory discrimination to general intelligence, parallels physical science's thermometer and defined units, and education can use psychologists' experience in the search for such units.

"Units in which to measure the changes wrought by education are essential to an adequate science of education."

Discussion¶

Related Claims¶

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