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The physical educator should not go to the other extreme, however, and
assume that all responsibility for transfer must be assumed by others. He,
himself will frequently be able to call to the attention of the individual stu-
dent wider applications of the concepts learned in a physical education environ-
ment and to assist him to generalize concerning them. The teacher should be alert
to seize all such opportunities when it can be done naturally.

MEASUREMENT OF RESULTS

 

One of the major obstacles to rapid progress in character education is
the difficulty of measurement in this field. Experimental programs, however,
necessitate an attempt at measurement. In such cases one usually falls back on
ratings. Rating scales have their limitations. Some are more objective than
others. A rating scale is appended to this paper. In this scale not all of
the items have been checked for validity or reliability. More research will have
to be done with such scales before they can be presented as being the best that
can be proposed. Pending such research, however, we offer the scales given here
without apology.

It will be noted that this scale attempts to rate actions in terms of the
frequency with which they are observed, In the item the hogged the ball', he is
rated in terms of textremely often', 'frequently', ‘fairly often’, ‘seldom’,
‘never’. This is rated simply according to the observation of the leader. No
attempt is made to determine why he did or did not ‘hog the ball', but simply
that he did or did not do so. As noted in the title, it is a behavior rating
scale. Some of the items are less objective. They are, as it will be noted,
classified under a number of headings, corresponding to the general headings in
the list of proposed objectives. The small numbers in the corner of each Square
are to be used to score the individual. These are purely arbitrary and we have
no evidence to show that any one of these items is of equal, greater, or less
importance than any other item. These scores are used simply as a matter of con-
venience and should be written under the word ‘score’.

Each individual in the group should be rated by such teachers of physical
education who feel competent to rate him and also by a carefully selected group
of student leaders. These are probably the commonly utilized squad leaders.
They should not be taken into the confidence of the teacher to the extent of
knowing that this is a character education experiment and perhaps in the repro-
duction of these rating scales any suggestive headings should be lef} off. The
final rating adopted for the individual should be the average between the rating
of the leader and the teacher. With, however, due weight being given to the
assurance of the leader, That is, one would give less weight to the rating of
the individual who marked the column 'rater's assurancet as "a mere guess", than
he would one who marked "positive assurance". Quite frequently, however, the
rater who does not feel competent to rat: certain things at any given time may
observe the individual involved for several days end rate him then,

This rating should be done as early in the semester or season as the
rater feels is practicable from the standpoint of his competence to rate. AS
soon as the rating is completed another profile chart should be prepared such as
that given in the sample appended. In this chart the average rating under each
general heading should be draw in, Suppose for example, under "leadership" the

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