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Since the war not a few psychologists and university officers have been employing group intelligence tests as an aid in solving certain administrative problems pertaining to the admission, grading, and promotion of college students. A certain advantage which novelty and war-time sentiment gave to this new weapon of the educationist was bound to wear off. And exactly what remains? If intelligence tests are of unique value for this pur pose, their importance should be emphasized in the right quar ters ; if they have only small value, the extent of their usefulness, however limited, should be known; or if their practical utility with student bodies at large is entirely debatable and still awaits conclusive demonstration, the evidence necessary for a decision should be sought. What in short, is the concensus of well informed opinion upon the value of such tests, and upon what evidence is this opinion founded? Of tests specially devised for college use Thorndike's College Entrance Examination and Thurstone's Tests for Engineering Freshmen are possibly the most widely known. In addition, how ever, various other forms, modeled more or less closely upon the Army Alpha, have been used compulsorily or experimentally1 in numerous universities. To persons familiar with the principles of test construction and with the practical results of the Alpha test as applied to the draft, it may appear reactionary or even disloyal to ask what interpretation may properly be set upon test scores obtained by students. The writer is prepared to admit that they may have great significance, but he is unable as yet to say what that significance is. The matter still appears to him
E. A. Bott (Thu,) studied this question.