The need to demonstrate the outcomes of instruction in art is established, and the problems in doing so are discussed. Testing formats for production, aesthetic perception, art criticism, and art history are discussed in terms of historical precedents, underlying philosophy, reliability, and relevance to instruction. Problems in the measurement of higher-order cognitive and affective expectations of art instruction are presented.

A match was made between consensual indexes of elementary education goal priorities and the availability of published tests that held promise for their assessment. A Q sort was utilized to obtain priority ratings on 106 pre-established goals from a nationwide sample. Independently, published tests for the elementary level were sorted into the same 106 goal categories. Results of the matching techniques indicated that most goals, whether high or low in priority, are measured by few or no published tests. This failure on the part of test publishers to respond to the needs of education is seen as an important contributor to the current popularity of criterion-referenced instruments.

(1974). The McCarthy Scales of Children's Abilities, 1973. Dorothea McCarthy. Measurement and Evaluation in Guidance: Vol. 6, No. 4, pp. 250-254.

(1969). Developing and Evaluating Art Curricula for Disadvantaged Youth. Studies in Art Education: Vol. 11, No. 1, pp. 20-33.

As defined in the SI theory, &dquo;memory&dquo; pertains to the retention of information or retentivity. It is to be distinguished from the individual’s memory store, which pertains to the quantity of information of all kinds that has been retained mostly over long terms. Memory ability is to be determined for each of a group of individuals by giving all of them equivalent exposure to information, with much the same cognitions, and testing later to obtain evidence that there has been retention, by means of stand-

Spons Agency-Of fiCe crf. Education (DHEW), Washington, D.C. Bureau of Research. Bureau No-BR-6-1M... Pub Date Dec 68 . Grant -0EG -4.-6-061105-1791 Note -36p. . . EDRS Price ME -$0.25 Ad Not Available from EDRS. Descriptors -*AcadeMic .F4ffor Analysis, *Intelligence .Factors, intelligence Tests, *Learning, Models, . *Research . This study inVestigated. :selected transformation abilitiqs predicted by Guilford's structure-of-intellect mociel-Of intelligence and related those abthties to aspects of academic learning. To demonstrate the 16 hypothesized unue abilities, 46 aptitude tests were designed '.an,&dministered to 197 high sch.00l students. The score variables were factor:analyZed. Of the 17 factors which tvere clearly demonstrated, 10 were in the transfQrMation category. Additional aptitude factors (6) provided :. reference vector's within "which the transformatiOn factorS:could be unambiguously identified. A studying-zn&remembering task which measurod academic learning was found to be significantly related to factors of verbal comprehension, memory for meaningful char*.s, 'and, foUr other factors of production and evaluation of transformations and. classe.s. This finding was interprVed as confirming the hypothesis that learning .is aten a Orocess of redefining -and reinterpreting known informationa hypothesis ,that.goes well beyond historical associationistic theories. [Not available in hard copy .. due to marginal legibility of Original document] (Author/NS). A

The Journal of Creative BehaviorVolume 2, Issue 3 p. 155-164 Solving Social Problems Creatively* J. P. GUILFORD, Corresponding Author J. P. GUILFORD University of Southern CaliforniaDepartment of Psychology, University Park, Los Angeles, California, 90007Search for more papers by this authorMOANA HENDRICKS, Corresponding Author MOANA HENDRICKS University of Southern CaliforniaDepartment of Psychology, University Park, Los Angeles, California, 90007Search for more papers by this authorRALPH HOEPFNER, Corresponding Author RALPH HOEPFNER University of Southern CaliforniaDepartment of Psychology, University Park, Los Angeles, California, 90007Search for more papers by this author J. P. GUILFORD, Corresponding Author J. P. GUILFORD University of Southern CaliforniaDepartment of Psychology, University Park, Los Angeles, California, 90007Search for more papers by this authorMOANA HENDRICKS, Corresponding Author MOANA HENDRICKS University of Southern CaliforniaDepartment of Psychology, University Park, Los Angeles, California, 90007Search for more papers by this authorRALPH HOEPFNER, Corresponding Author RALPH HOEPFNER University of Southern CaliforniaDepartment of Psychology, University Park, Los Angeles, California, 90007Search for more papers by this author First published: Summer 1968 https://doi.org/10.1002/j.2162-6057.1968.tb00098.xCitations: 3 † Publisher's address of Guilford tests which are presently available. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume2, Issue3Summer 1968Pages 155-164 RelatedInformation