A description is given of the development of a content valid measure of attitude toward educational inquiry that emphasizes five research processes rather than content in an educational research course. Two procedures are set forth and compared for measuring change of attitude of students during a course. Although a rather complex transposed composite scoring technique yielded a higher estimate of reliability than that furnished by a single conventional scoring procedure, the much simpler approach is recommended for use by teachers, since the correlation between the two sets of resulting scores was .95 in a sample of four classes.
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