THE TECHNIQUE OF GIVING TESTS 169 
topical filing test to a class of high-school students, some 
signal, a whistle for example, can be given at the start, 
and then, at the end of three or four minutes, this whistle 
can be blown again as a signal to stop. Since each subject 
!s allowed the same time, it becomes unnecessary to con 
sider the time factor when correcting the tests. The 
grade will consist entirely of the amount of work done 
correctly in the time allotted. In some cases it is desirable 
to give a group test and still allow each individual in the 
group to complete the test. There are various ways in 
which this can be done. One, is to have a large clock with 
conspicuous minute and second hands, from which each 
^dividual can read his time and note it as soon as he com 
pletes the test. Another way, and one which is less liable 
to error through mistakes in reading the clock, is to record 
the time on a blackboard in large numerals at five-second 
mtervals. This method has been found very successful. 
It requires two to carry it out; one to read the time, the 
other to chalk it up. In order to anticipate the time re 
quired by the individual finishing the test to look up at the 
blackboard, find the number, and then write it down, it is 
a dvisable to record the time in such a way as to have the 
Uumber on the board three seconds beforehand. Although 
this method provides for only five-second intervals, this 
will not create a large error in tests which require two 
Minutes or more. 
The phases of the psychologist’s technique described 
here are by no means exhaustive. They state only cer 
tain important details with which any one who wishes to 
give psychological tests must be familiar. There are many 
t^ore details of a similar nature, some of them far more 
tefined. The object of all these details in technique is to 
promote scientific accuracy and to reduce ambiguity.