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Additional resources for Contemporary Intellectual Assessment: Theories, Tests, and Issues
In 5 years, Terman would oversee nine additional titles, each focusing on problems of student testing and “adjustments to meet the problems of instruction and school administration arising out of individual differences” (see Chapman, 1988, p. 104, for a description of Terman’s blueprint for the series). Large-Scale Assessments and the Army Mental Tests In retrospect, it was a remarkable accomplishment: In the span of only 18 months during World War I, a small team of psychologists developed, tried out, and then directed the administration of the ﬁrst intelligence measures designed for large-scale adult testing.
The 12th of 14 children from a rural Indiana farming family, Lewis M. Terman (1877–1956) was a brilliant, hard-working, and determined student from an early age; he accelerated from ﬁrst grade to third grade and memorized most of his textbooks. Graduating early from eighth grade (the conclusion of education in typical Midwest farming communities of that era), he began teacher’s college at the age of 15, attending when he could and taking breaks to earn enough money to return. He pursued training in education, as teaching was the “only avenue of escape for the youth who aspired to anything beyond farm life” (Terman, 1932, p.
Seagoe (1975), as having been a highly gifted man and voracious learner, who was tirelessly persistent, intense, and sensitive. 10. Lewis M. Terman in 1910, the year he arrived at Stanford University. Terman was the leading advocate for intelligence testing in the ﬁrst half of the 20th century. Reprinted by courtesy of the Department of Special Collections and University Archives, Stanford University Libraries. Scale. He also harbored a progressive vision of large-scale testing to identify the individual differences and needs of schoolchildren, as well as to identify intellectually gifted children (Chapman, 1988).