ABSTRACT
Effort and achievement in the school should be evaluated in relation to both its functions of teaching and learning. To evaluate teaching is to question its effect. Far too little information is available about how much use teachers make of practical psychology, or of what they know about it. Self-evaluation is perhaps the least used and yet important aspect of education. Pupils who are partners in their own learning will obtain the greatest benefit from self-evaluation and testing, which they have been involved in preparing. The assessment of the mental faculties which schools are expected to promote, other than information processing, is very difficult for a non-specialist. The types of tests referred to are those of reasoning, of different kinds; of productive thinking; of social adjustment; of creativity, and many more. None of these tests, although often nicely packaged and presented with a backing of years of research, is an absolute measure.
