This section is from the book "Clothing For Women: Selection, Design, Construction", by Laura I. Baldt. Also available from Amazon: Clothing For Women: Selection, Design, Construction.
An occasional impromptu test is not amiss, in clothing courses. A plan often tried with success has been the exchange and rating of completed garments (undergarments, middy blouses or shirtwaists) by members of the class. The garments were passed in to the teacher and put away for several lessons; they were then passed back to the class, care having been taken to cover the name label to avoid a sense of personal feeling, and so to arrange the distribution, that no pupil examined her own work. Criticisms were written on the work, pinned to the garments and these in turn given back to the teacher for examination.
A simple problem in the form of dictation, tests the ability of the pupils to follow given directions. It is also a good plan to have a class follow a simple new demonstration, working along with the teacher, as a means of testing ability to follow spoken direction.
Reports of observation trips, written and read to the class, are good tests of the ability to see and recall that which will help in the class-room problems. Simple new problems involving the application of familiar principles should occasionally be given classes to be worked out without the aid of the teacher; for instance, - if the principle of designing plaited skirts from gored patterns has been taught, the class test might be to design a tucked or plaited waist from a plain shirtwaist pattern, applying the principles already carried out in the first problem.
A brief daily review of the lesson of the day before should be given, at least enough to fasten the chief principles taught and prepare the way for new work. A written description of the method of making a garment, together with an itemized list of materials, quantities and cost, may be handed in with each completed garment. Reviews conducted by members of a class, subject to the criticism of the remainder, are stimulating. A combination review and test may be given, by having pupils write a series of questions, such as a teacher might prepare for an examination on a completed problem.
Either written, oral or practical tests may be given at stated times throughout a course of instruction, or at the close of the term. The type of examination should vary to meet the need of the class. Each teacher must determine at which time the proverbial written test will bring the most to the group; when an oral test will bring to the attention of an entire class, through the recitation of an individual, the most important points brought out previously in demonstration and class-room practice; or when a practical test will best give evidence of the individual pupil's ability to put into practice, certain principles previously taught.