Chapter 34
PSYCHOLOGICAL TESTS
In
the foregoing chapters we have often referred to psychological tests and their
use in education. The present chapter reviews the history of the testing
movement and its educational implications. This is followed by detailed
descriptions of some prominent psychological tests. The chapter closes with
brief comments on the uses and misuses of various tests.
The Testing Movement
Some
sort of testing and measuring system seems to have been in vogue practically at
every stage of human history. Ancient testing and measuring procedures,
however, were mostly crude and unscientific. Moreover, they did not cover
every aspect of human behavior.
Thorndike's Pioneer Work
The
scientific phase of testing and measuring movement starts with the work of Thorndike. His first book, dealing directly
with mental measurements, was published in 1904*. It declared: "Anything
that exists can be measured". He refuted the old Kantian dictum which had held that
Psychology could never become a science because the processes of mind could not
be subjected to measurement as can the phenomena of the physical sciences. Thorndike constructed and published a
number of pioneer psychological tests. These tests have been applied in various
fields of education. Thorndike thus
became the father of a movement which opened up a new era in education.
Later Contributions
The
pioneer contributions of Thorndike
were followed by several other works in the field. Thus, for instance, tests
measuring achievement in elementary Arithmetic were published by Stone in 1908 and by Courtis in 1909. After these early
contributions, several articles and books on tests of general intelligence,
aptitude, personality, scholastic achievement and specific abilities began to
appear in quick succession.
Present Popularity
Psychological
tests have now become a very popular feature in nearly all fields of
contemporary education and guidance. The growing popularity of these tests can
be assessed by the fact that Hildreth’s
bibliography of printed tests* published in 1939, mentions as many as 5,294
tests. A more recent bibliography by Buros,
listing only well-known and widely used tests, gives as high a figure as 793.
At
the moment, all sorts of tests are available to measure development in each and
every field of human thought and behavior. The testing movement seems to have
reached its zenith in the twentieth century.
Educational
Implications of Testing
The
introduction of tests has revolutionized entire educational theory and
practice. Testing implies the following:—
(a) Measuring
or estimating progress in a given field through carefully prepared and correctly administered techniques.
(b) Accurate
recording and interpreting of results.
Application of these procedures in the field of education has resulted
in increasing accuracy, efficiency and an all-round progress in academic and
non-academic fields.
A teacher can gain immensely from the use of testing practices and
procedures. If he can measure the abilities and disabilities of his pupils, the
quality and quantity of their understanding the class instruction, etc., he
can improve his teaching techniques. If he can record and interpret the
findings obtained through the tests he can be more objective and precise. He
can know the range of individual differences of children in his class and plan
instruction accordingly so as to meet the needs of all of his pupils according
to their individual requirements.
Besides
the purely academic uses of tests a teacher can also utilize them in other
directions. On the basis of aptitude and personality tests he can know the
various talents and traits of children. He can then guide them to develop the
desirable ones and to overcome and treat the undesirable ones. He can help them
make better adjustments in and out of the school situations.
The
modern concept of education expects a teacher to look after all aspects of
child life. Tests, therefore, equip the teacher fully to meet the multifarious
demands of children adequately and efficiently.
Significance for the Students
Similarly,
the individual students can derive a great deal of profit from the tests.
Testing enables them to know where they stand exactly in matters of
intelligence, ability, aptitude and educational achievement. They can thus be
guided as to the direction in which to proceed in order to achieve better
results in various fields of their academic and non-academic life.
Proper
utilization of tests in educational institution therefore, has yielded immense
gains both to the teacher as well as to the taught. It has been responsible for
averting much waste, failure and frustration in various fields of education.
Spending time and finances on the utilization of various tests in schools,
therefore, is both a beneficial and an economical step in the long run.
Kinds of Psychological Tests
Several
kinds of psychological tests have so far been constructed and used in various
fields of education. Some of the commonly used ones are as follows:—
(1)
Intelligence Tests.
(2)
Aptitude Tests.
(3)
Personality Tests.
(4)
Scholastic Tests.
Intelligence
Tests
An intelligence test
is a measure of one's native capacity. It is an attempt to measure intellectual
achievement and to base Guidance prediction and control of human behavior on
such measurements.
Historical
Developments: The renowned
French psychologist, Alfred Binet,
is the father of modern intelligence testing. Towards the beginning of the
present century Binet felt disturbed
to find a large number of French children making poor progress at the school. Binet became anxious to find out whether
the educational backwardness of these children was due to inattention,
mischievousness, etc., or to insufficient intelligence. This stimulated him to
conduct research in intelligence testing which resulted in the construction of
numerous tests in quick succession. Intelligence testing thus started in an endeavor
to answer a practical educational need of the time.
In
1905 Binet assisted by Simon, published a series of tests known
as the Binet-Simon Scale of
Intelligence. This test was later revised by several psychologists. The most important
revision was by Terman which is known
as the Stanford Revision and Extension
of Binet-Simon Scale.
Terman and Merrill published a Revised Stanford Binet Scale in 1937. It is
composed of 129 tests. Some of the items on this Scale are as follows:—
Tasks
for 2-Year Old Children
(1)
Placing blocks in a three-hole
form-board.
(2)
Identifying by name four of the six
following objects:
kitty,
button, thimble, cap, engine, spoon.
(3)
Identifying three of the following
four parts of a doll:
hair,
mouth, ear, hand.
(4)
Building a tower with four or more
blocks patterned
on one built by the examiner.
(5) Naming
two of a series of 18 pictured objects such as
chair,
bed, shoe, clock, scissors, gun, house, etc.
(6)
Using together spontaneously two
words such as "all
gone
“baby hungry”, etc.
(7) Obeying simple commands, such as "give me
the
kitty",
"put the spoon in the cup", etc.
Test for the 10-year Old Children
The
following items have been included in a test for 10 years old children:-
(1)
Define at least 11 words in a list
of 45 words ranging from easy to hard, e.g.,
muzzle, haste, lecture, Mars.
(2)
Pointing out the
"absurdity" in a picture.
(3)
Reading a paragraph aloud in 35
seconds with not more than two errors and
then recalling at
least 10 of 24 facts or ideas in the passage.
(4)
Giving reasons, e.g., giving two
reasons why children should not be too noisy in
school.
(5) Repeating six digits, such as 4, 7, 3,
8, 5, 9 after the examiner.
Besides the Terman-Merrill
Revision, a number of other revisions of the original Binet Scale have also been published.
Types of
Intelligence Tests: Several types
of intelligence tests have so far been published and used in various fields of
life. These tests could be divided into the following broad types:
(a)
Individual Tests.
(b)
Group Tests.
(c)
Miscellaneous Unclassified Tests.
(a) The Individual Tests:
An
individual intelligence test is one which is administered to one individual at
a time. The two main forms of this type of tests are:
(i)
The Binet-Type Tests,
(ii)
Performance Tests.
Examples of the Binet-Type Test have been given in the Terman Merrill Revision of Binet mentioned in the foregoing pages.
The feature common to all these tests is their oral question and answer
procedure.
In
the Performance Test, on the other hand, much use is made of the performance or
activity of the individual in concrete situations. A performance test is a non
verbal test because it makes no use of language. Some examples of performance
tests are as follows:-
(i) The Form-Board Test.
(ii) The Man-Drawing Test.
(iii) The Maze-Drawing Test.
(iv) The Situation Test.
The
Form-Board Test: This consists
of a wooden board with holes of varying forms and sizes in it and a set of
wooden blocks, each block corresponding to a particular hole in the board. The
subject is asked to fit the various blocks into their corresponding holes on
the board as quickly as possible. The time taken and the number of errors made
by the abject indicate his intelligence.
The
Man-Drawing Test: This was
evolved by Good-enough. Originally,
it was meant for children from 4 to 10 years of age. It may, however, be used with
older children as well.
The
test simply asks a child to: "make a man, the best man you can make"
on a piece of paper. The details in the drawing, the symmetry in various parts
of the body, etc. reflect the intelligence of the child drawing the man.
The Maze-Drawing Test: In this type
of performance test, a sheet of paper with a maze printed on it is presented to
the subject. He is asked to trace, with a pencil, the shortest possible path to
the goal.
The Situation Test: A number of other performance tests are available. In some of
these the subject is placed in some actual life situation. His intelligence is
assessed through the reactions, mode of approach, etc., that he makes to meet
the demands of the situation. Situation tests have also been utilized to test
and measure various personality traits.
An Individual
Test for Pre-School Pakistani Children: On the request, of the headmistress of a
local high school the author constructed a test in Urdu for pre-school children
ranging from 5 to 6 years in age and seeking admission to the KG class of the junior
wing of the institution. The test is divided into six main parts. Some of the
items in various parts of this test are given below:
Elementary
General Information:
(i)
Present any three objects that the
child usually meets in his every-day life and
ask him to mention their names, sizes, colors,
tastes, etc.
(ii)
What day is it today? What date?
What weather, etc.?
Knowledge of Immediate Surroundings:
(i)
Where do you live? Name the locality, point out the
direction,
etc.?
(ii)
Is your house a small or a big
one? How many rooms
are
there in it, etc.?
(iii)
How many persons reside in it?
(iv)
What relations do they have with
you?
(v) What is the name of your
Daddy, Mummy?
Self-Awareness:
(i)
What is your full name, age, etc.?
(ii)
What is the color of your skin?
(iii)
In appearance do you resemble your Daddy most
or
Mummy most?
(iv)
How many toys, shirts, shalwars,
handkerchiefs, etc.
do you possess?
Social
Bearing:
(i) How many play-mates
and friends do
you have?
Name them.
(ii) Name your close friend.
Why do you like him that
most?
(iii) What is your Daddy, Mummy?
Elementary Mathematical Ability:
(i) Count
the fingers of both of your hands, of both of the feet. How much is the
grand total?
(ii)
(Place few assorted coins before the child.)
Add these up and tell me how
much is the total?
(iii) Present
a simple mathematical problem for solution, e.g., "Mummy gave you 20
paisa. You gave 5 paisa to a poor boy and
spent 10 paisa on sweets. How much
money is still left with you?"
Power of
Observation:
(i)
How many people are present in
this room?
(ii)
How many chairs, tables, etc.?
(iii)
Name those things at home and or in
this room which you like the most.
(iv)
What are the two "nicest"
places in this town that you would like to visit for
sight-seeing, etc., etc.?
It
may, however, be noted that this test has not been standardized. Though it
purports to serve the purpose for which it was originally constructed, it needs
further improvements and standardization.
(b) Group
Tests:
A group test is a kind of intelligence test which is given to a
number of individuals at the same time.
Two
Main Types: Group tests are
of two main types as follows:
(i)
Verbal Tests.
(ii)
Non-Verbal Tests.
A
verbal test is one which involves the use of language. It requires the subject
to read the given exercises or solve problems presented orally. A non-verbal
test, on the other hand, does not necessitate the use of language. Instead of
words it rather utilizes pictures, diagrams, geometrical figures etc.
Group
testing got its impetus from the American psychologists working in the army
during World War I. Army psychologists had to examine thousands of recruits
and, in a short time, decide about their suitability for various commissioned,
non-commissioned or ordinary soldiers’ ranks in the armed forces.
Two Types of Army
Group Tests: The two main
types of group tests evolved by the American psychologists for use in the army
are as follows:—
(i)
The Army Alpha.
(ii)
The Army Beta.
The Army Alpha: consisted of
several parts. It contained arithmetical problems, increasing in difficulty
from top to bottom, informatory items, synonyms, antonyms, etc. It purported
to test knowledge and alertness of the subjects.
Following
the Instructions Test: Some of the
items on an Army Alpha test and the relevant directions are as follows:—
Look
at the row of letters. When I say "Go", cross out the last letter in
the row, circle the letter F, and underline the two letters next after K.
"Go"!
ABCDEFGHIJKLMNOP
This
test purports to measure the ability of the subject to follow instructions
accurately and speedily. Approximately 10 seconds were allowed to do it.
Number
Continuation Test: Another test gave a series of numbers
which were to be continued, e.g.:
6 5 4 3
. . . .
1 8 2 16 3 32 . .
. .
This test is known as the Number Continuation Test.
The
Analogies Test: In still
another test the subjects were given a number of analogies which had to be
completed, e.g.:
Left is to Right as Up is to (front,
rear, down, town).
Knife is to Blade as Arrow is to (spear,
hand, bow, shoot)
The
subjects had to underline the one word in the group of bracketed words that
they considered to be the right one.
The Army Beta: The Army Beta was originally meant for those illiterate Americans or
the immigrants who did not understand English. It included missing parts,
mazes and XO series. The subjects, for
example, were presented with XO series like the following and were asked
to continue them:
OXOX.
.....................................................
OXXXOOXXOOOXOXXX………………………………
(c) Miscellaneous Unclassified
Tests:
There
are a number of other miscellaneous intelligence tests which cannot be classified
into definite groups. Some examples of such unclassified tests are as follows:—
(i)
Rorschach
Test: This test has
been discussed in detail in previous chapters. It is originally a projective
technique designed to measure personality. The test has also been utilized for
measuring intelligence. As an intelligence test the main advantage of the
Rorschach test is that it is relatively free from the effects of schooling
which usually mars achievement on other tests. By its very nature and
construction it is also free from the emotional tensions usually associated
with tests and testing situations.
(i) The Gesell Developmental Schedule.
(ii) The Buhler-Hetzer Scale. Both of these
are originally growth scales. Through the observation of infant behavior these
scales also enable one to assess their mental development.
Educational Advantages of Intelligence
Tests
Intelligence
tests have proved very enlightening in the field of education. They can help a
teacher to a better understanding of his pupils. He can thus meet the
requirements of various children of differing native capacities and therefore
prevent much educational waste, backwardness, failure, frustration and
unhappiness.
Regular
training, however, is needed for the construction, administration and
interpretation of intelligence tests. Interpretation, especially, should never
be entrusted to untrained people. Unwarranted and extended interpretations of
intelligence tests are liable to mislead and harm rather than guide and help
the students.
The Aptitude Tests
An
aptitude test is a psychological test designed to predict an individual's
potentialities for success or failure in a particular occupation, subject of
study, etc. According to Hull's*
definition : "an aptitude test is a test designed to discover what potentiality
a given person has for learning some particular vocation or acquiring some
particular skill."
The
psychologist gives the subject a written test or places him in a concrete
situation. On the basis of his present performance he infers his future
performance in similar other and broader tasks.
Varieties
of Aptitude Tests: The first
aptitude tests were developed by Seashore.
He investigated the basic abilities required
in singing and in playing musical instruments.
Numerous
aptitude tests have by now been devised and used. Some of the more prominent
ones are as follows: —
(a) The
Artistic Aptitude Tests which measure aptitude for artistic work.
(b) The
Clerical Aptitude Tests, measuring aptitude for clerical and secretarial work.
(c) The
Mechanical Aptitude Tests purporting to measure aptitude for mechanical,
engineering, etc., works.
(d) The
Medical Aptitude Tests which aim at measuring aptitude for medical training and
medical profession.
(e) The Athletic Aptitude Tests which measure athletic and sporting aptitude.
Educational
Significance of Aptitude Test: Aptitude tests have proved extremely
helpful in many ways. They have proved particularly helpful in general and
vocational guidance of young people. A knowledge of students, aptitudes can
enable the teacher to provide for them adequate vocational training at school
and to help them prepare for suitable careers in later life.
Aptitude
testing, however is relatively much more difficult than intelligence testing
for the obvious reason that predicting future human achievement is not as easy
as measuring present and actual achievement.
Personality
Tests
Personality tests are designed to
measure important factors of personal and social adjustment. Such tests aim at
making comparisons between various individuals with regard to their personality
traits, e.g., sociability, cooperativeness, honesty, courage, adaptability,
etc.
Kinds of
Personality Tests: Numerous tests of personality are
available. The interview is the oldest known method of judging the personality
of an individual. Case study or a comprehensive life account of the individual
is yet another device.
A
more refined, precise and quantitative method of measuring personality is that
which employs some standardized personality test. Some of the prominent
personality tests of this category are as follows:—
(a)
Rating scales.
(b)
Questionnaires.
(c)
Situation tests.
(d)
Projective tests.
(a) The
Rating Scale: This is a graphic device for measuring the personality
traits of an individual. In order, for instance, to test the cooperativeness of
an individual one could employ a rating scale of the fallowing type:
Rating Scale to Measure the
Degree of Cooperativeness
In
rating an individual place him at the extreme right if he shows a high amount
of co-operative behavior, at the extreme left if he is seldom co-operative. If
he is just the average rate him at the middle and so on.
Similar
rating scales for other personality traits, e.g., honesty, truthfulness,
punctuality, etc., could be used to form a compact picture of the whole of an
individual's personality.
Extreme
care is needed to make adequate use of the rating scales. The two main errors
usually committed in the use of rating scales are as follows:—
(i)
The Generosity Error, and
(ii)
The Halo Effect.
The Generosity Error: This consists
in being generous to one's acquaintance by placing him on the more desirable
side on a rating scale without ascertaining whether or not the individual
actually deserved such an assessment.
The Halo Effect: If the subject gains favorable rating
in one scale, the tester is apt to form a 'halo' round him. He may then rate
him high in all other traits as well without making the necessary scrutiny,
etc., about it.
These
pitfalls can be avoided by maintaining an objective stand throughout the test.
Moreover, others could also be asked to rate the same subject independently.
One could then compare the others' findings with one's own in order to achieve
a higher standard of objectivity.
Self-Rating: An individual can also rate himself
independently on a given rating scale. The self aggrandizing tendency,
however, is liable to make an objective self-rating rather difficult.
(b)
The Questionnaire: A questionnaire is a list of psychological questions which are
put to the subject. He is asked to answer them by ‘yes’ or ‘no’ or by putting a
mark against each. The questions on a questionnaire are carefully constructed
and are meant to unravel certain specific traits of an individual's personality.
They are usually designed to measure such personality traits as the
following:—
(i)
The trouble-finding tendency,
(ii)
Introversion-extroversion.
(iii
Sociability.
(iv)
Cooperativeness.
(v)
Interest.
(vi)
Attitudes, etc.
To
give just an example, in order to measure the amount of an individual's
trouble-finding tendency, a questionnaire containing the following types of
questions could be used:—
Do
you enjoy good health?
Do
you enjoy good appetite?
Do
you get good amount of sleep?
Do
you enjoy your work?
Are
you satisfied with your present status?
Do
you have many friends?
Are
you friendly with your neighbors?
Do
you think people have a good impression of yourself?
The subject's answers provide a
measure of the nature and extent of his trouble finding tendencies.
It
may, however, be remembered that a lot of cheating and deceiving is possible in
this test. The subject may give wrong and hypocritical answers deliberately.
Mainly because of this drawback the questionnaire is not a very objective and
reliable measure of personality traits.
(c)
The Situation Teats: This
test places the subject in a pre-arranged situation of an actual and concrete
type. The situation is so arranged as to bring out the personality traits of
the individual. The following two types of situation tests, designed by Hartshorne and May* are very illustrative. They can be adopted and used in our
schools to test children's honesty, etc.:—
(i)
The Spelling Test,
(ii)
The Overstatement Test.
The
Spelling Test: Children are
given lists of rightly and wrongly spelled words. They are instructed to
underline in pencil each miss-spelled word. The word lists are then collected.
The teacher prepares copies of the children's marks on the words list without
telling them. He hands the lists over to them again along with a key containing
all the miss-spelled words lists with the help of the key. In order to cheat, a
child has simply to erase his pencil mark underneath a word and put it
underneath a different word. This simple camouflaged test thus measures their
honesty.
The
Overstatement Test: This is another
camouflaged test of honesty. Children are given lists of words or books. They
are asked to mark those words they know and the books they have read. The list
contains a number of fictitious words and titles of books. Some children have a
tendency to overstate and mark even fictitious words and titles as know to
them. Such a tendency is sufficiently indicative of the level of their honesty.
Situation
tests purporting to make an objective measure of the following traits are also
available: persistence, aggressiveness, recklessness, suggestibility, etc. It
has been found that situation tests are a better measure of personality than
those varieties of personality tests which involve the use of paper and pencil.
Situation
tests are also being used as performance tests to measure intelligence.
(d)
The Projective Tests: A projective test is designed to reveal basic
personality traits through the presentation of ambiguous stimuli which evoke
imaginative responses. These tests bring out a deeper expression of the
personality than that revealed by conventionalized verbal or performance tests.
That is why they are also known as depth techniques.
The
main kinds of the projective tests are as follow:
(i)
The Free Association
Test or the Word Association.
(ii)
The Rorschach test or the Ink-blot Interpretation.
(iii)
The Thematic
Apperception Test or the Picture Interpretation Test.
All
of these three varieties of the projective techniques have been discussed in
earlier chapters. A detailed study may be found in the chapter on Individual
Differences.
Educational Implications of Personality Tests
Personality
tests have proved helpful for teachers in promoting their pupils' health and
efficiency. An adequate knowledge of the various personality traits of the
students enables the teacher to understand them and to help them minimize their
actual or possible maladjustments, etc. The value of these tests in promoting
the mental health of a school population, therefore, cannot be exaggerated.
Scholastic
Tests
Scholastic
or educational achievement tests are those psychological tests that measure
students' knowledge and skill in various school subjects and the allied
scholastic abilities.
Kinds of Scholastic Tests: Scholastic tests of nearly all school
subjects are now available. Thus there are tests to measure children's
scholastic standing in language, history, geography, pure sciences, mathematics,
social sciences, etc. Tests have also been constructed to measure the spelling
or reading ability of the students.
The Essay Type versus the New Type Test: The two main types of the scholastic
tests are as follows: —
(a) The Essay Type Examination.
(b) The New Type or the Objective
Test.
The Essay Type Examination: In our schools the essay type
examination is in vogue. Thus in order to judge the students' proficiency in
various school subjects they are asked to write lengthy answers of the essay
type, etc., on various aspects of the subject. Such a system of scholastic
testing
testing obviously puts premium on
learning by rote, unintelligent reading and speedy vomitting out of the crammed
material in the examination. The educational institutions in progressive countries
are now discarding this defective method of testing the scholastic ability of
the students.
The New Type Text: Most of the educationally advanced countries of the world are now
replacing essay type tests by the new type tests. These tests contain a series
of graded questions with a number of alternative answers mentioned against each
one. The student is asked to underline or check or put a mark against the
correct answer.
Such a system of testing has proved to
be an accurate and objective measure of scholastic ability. It examines the
scholastic level of the students in various school subjects without subjecting
them to the emotional strain and stress typical of the essay type tests. On the
other hand, it achieves more desirable results than the former. The next
chapter discusses in detail the merits and demerits of both these type of
scholastic tests.
Value of the Scholastic Tests: Utmost care is needed in the
construction of scholastic tests. Various test items should be so spread over
the whole field of the school subject to be tested as to cover nearly all
essential aspects of it. If properly constructed, carefully administered and
thoughtfully interpreted, scholastic tests prove very helpful for a teacher.
Such
tests enable the teacher to spot out the precise abilities and disabilities of
his students in various school subjects. On the basis of the test results the
teacher can improve his teaching techniques. He can provide better scholastic
guidance to the students especially to those who need help in making up their
deficiencies in particular subjects.
Uses and Misuses of Psychological Tests
The
various tests that have been described in this chapter serve an extremely
useful purpose both for the teacher and the taught. Intelligence tests enable
the teacher to understand the level of the mental capacity of the individual
students in his class. Aptitude tests help him to get an insight into the suitability
of a particular school subject or vocation for particular students. Personality
tests aid him to diagnose some of the actual or potential maladjustments in the
life of the pupils. The value of scholastic tests lies in the fact that they
indicate specific abilities or abilities of pupils in various school subjects.
Great Help for the Teacher
Equipped
with such helpful and enlightening data regarding his pupils a teacher can
better educate and guide them. He can extend them differential treatment according
to the level of their intelligence. He can provide them proper opportunities to
get training for vocations which are most suited to their individual
aptitudes. He feels competent to administer guidance in the light of the
knowledge he has obtained of their personality traits. He can help them to
overcome their scholastic problems and perplexities.
Useful for the Students
Such
a scientific and all-round guidance obviously proves very helpful for the
students. Psychological tests give them a picture of their present standing and
provide them with incentives to make further progress in various fields. Most
of them are thus saved from developing academic or non-academic maladjustments.
Tests, therefore, prove beneficial
both for the teacher and the taught.
The Misuses of the
Tests
These
very tests, however, might prove not only useless and ineffective but
positively harmful in many cases, e.g., in the following situations:
(i)
When their
construction, standardization, administration and interpretation is carried
out thoughtlessly and unmethodically.
(ii)
When teachers
and students come to regard these tests to be ends in themselves and never as a
means towards a higher end, i.e., better education and guidance.
The
teacher should realize that a test score is just an indication of some
specific or general ability or disability in a pupil. By itself the tests have
no value unless their results are interpreted and the needed steps taken to
effect further improvement in those areas of the pupils' lives which the tests
examine and measure.
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