ABSTRACT
In planning my earlier research, described in Testing Results in the Infant School, I originally chose tests designed to give certain information about skills, attitudes, and habits of working. (There were some who feared that informal methods of teaching would have harmful effects on children’s attainments and others who hoped that the effects would be good.) Then I had to consider which of these qualities and attainments it seemed possible to investigate effectively, taking into account my somewhat limited time and the limited amount of help I could call on.
