@article{oai:niigata-u.repo.nii.ac.jp:00007718,
 author = {岩﨑, 保之},
 journal = {現代社会文化研究, 現代社会文化研究},
 month = {Mar},
 note = {The purpose of this paper is to consider John Dewey's (1859-1952) position on the educational measurement movement, especially his view on quantity and quality in educational measurement, which was popular in the United States during the 1920s. First, the relationship between the educational measurement movement and Dewey is discussed based on previous studies. Dewey was very critical of the educational measurement movement and thought the use of tests should be limited. Next, Dewey's position on measurement in educational measurement is discussed based on his writings and papers. He argued that traditional schools had conducted tests and measurements in order to carry out school administration efficiently. Moreover, he regarded quality and quantity as interdependent. Therefore, he thought that "the limits of quantitative measurements" are determined by the intelligence of the teacher and the nature of the variables used to judge child achievements. He thought that in the case of traditional schools, exact quantitative determination of performance was used efficiently in evaluating progress in the "3Rs." Finally, based on Dewey's position as described above, I came to the conclusion that although it is acceptable for today's schools to use tests as one method of instruction, using them for other purposes is not acceptable.},
 pages = {37--46},
 title = {1920年代の教育測定運動に対するデューイの立場},
 volume = {35},
 year = {2006}
}