Abstract
For many years the practice or administering standardized tests has played a very important role in the varied phases of curriculum planning in our public schools. What is known regarding the principles of human growth and development, the nature and extent of individual and trait differences, the learning process, and the dynamics of group behavior is dependent largely upon the measurement resulting from the administration of standardized tests. School administrators have long recognized that one of the most effective ways of insuring that a given educational objective will be emphasized in the classroom is to measure periodically the extent of its realization.The purpose of this study was to determine the reliability of the results of standardized tests administered to groups of students over the public address system as one technique and to compare these results with the results attained by the conventional method of administering tests to groups in individual classrooms.