Abstract The article focuses on college entrance tests and accounting grades. A case for standardized college entrance test is discussed. Some years ago as manager of an office, the author was much troubled by female employee turnover. The personnel manager and the author concluded that aptitude-interest testing would be the answer to the problem and accordingly adopted a battery of tests for prospective employees. In looking over the test results for a group of applicants, one girl seemed to be outstanding. The girl's interest test rated high; she appeared to be emotionally stable; her aptitude test was good; she was intelligent enough, but not too intelligent. Admittedly standardized tests have become increasingly popular, in spite of the lack of conclusive validation data and unlimited criticism. It is said that the trend of the use of tests is an argument for educators. The opinion has been expressed that educators would not have accepted them unless they had proven themselves, which proves that many educators don't know educators. In the accounting field there are interest, aptitude and progress tests published and evaluated by the American Institute of Accountants.

Abstract The article presents a report on teaching methods and programmed instructions in the U.S. During the past few years, in the process of continuing search to discover means for increasing instructional efficiency and for developing new materials to cope with the rapidly expanding demands for additional education and training by a burgeoning number of learners, the experimentation and development of programed learning has received the attention of educators and training directors across the country. Programed instruction has found wide-spread usage in industry and in the armed forces in various aspects of training for specific assignments or tasks, in which predetermined performance levels or behavioral patterns had been established. In numerous situations in both education and industry, programed instruction has proved to be effective, and under some circumstances more so than conventional methods. However, at this time research findings, especially at the college level, are totally inadequate to serve as a basis for making decisions on the adoption of programed learning for use throughout any specific course or program.