DIRECTIONS FOR Obtaining and RECORDING SCALE (T) SCORES TABLE II. SUGGESTED FORM FOR RECORDING DATA IN THE USE OF EITHER THE FIRST HALF OF EXAMINATION ONLY, SECOND HALF OF EXAMINATION ONLY OR THE ENTIRE EXAMINATION SCHOOL NO. 8. GRADE 5 B 1. TEACHER, MISS B...... JUNE 15, 1925 DIRECTIONS FOR OBTAINING T SCORES AND RECORDING DATA A. For first half of examination only 1. For convenience arrange all papers in alphabetical order. 2. Prepare a table like, or similar to, Table II, recording the names in column I; and in column II, the chronological ages. 3. Knowing the number of Responses correct, find and record corresponding T Score for each pupil in column III. For A, find T Scores in Table I. 4. Having indicated the T Scores, find corresponding Mental Ages in Months and record in column IV. 5. If the Intelligence Quotient is required, divide the Mental Age in Months by the Chronological Age in Months and record the quotient as in column VI. 7 6. If the Coefficient of Mental Ability is required, proceed as follows: (a) Record in column V the Standard T Score (the score which each pupil should have according to his chronological age). (b) Divide the T Score earned by the Standard T Score and record the quotient as in column VI. The Coefficient of Mental Ability is slightly more valuable than the I. Q. in that it magnifies individual differences. 7. If Points of Superiority or Inferiority are required, com- 10. Always use values nearest those found in the Tables. Pu- 67. Group Intelligence Tests for School Purposes The following group tests are arranged according to grades for which they are more or less suitable. KINDERGARTEN: Pintner-Cunningham Primary Test (World Book Co.) Kingsbury Primary Test (Public School Publishing Co., Bloomington, Ill.) Cole-Vincent Primary Test (Kansas State Normal) GRADES I TO III: Pressey Primary (Public School Publishing Co.) Detroit Primary (World Book Co.) Otis Primary (World Book Co.) Gunnison Primary (Colorado Normal School) Pintner-Cunningham Cole-Vincent, Myers, and Traube (As above) Gast Auditory Scale of Mental Ability (Ira M. Gast, 39 Myrtle St., Rutherford, N. J.) GRADES IV TO VIII: Haggerty Delta II (World Book Co.) Dearborn Test II (Lippincott Co., Philadelphia, Pa.) Pressey Cross Out (University of Indiana) National Intelligence Tests (World Book Co.) Whipple Group Tests (C. H. Stoelting & Co., Chicago, Ill.) Otis Group (World Book Co.) Chicago Group Intelligence (University of Chicago) Pintner Non-Language (College Book Co., Columbus, Ohio) University) Illinois Examination (Public School Publishing Co.) Myers and Trabue (As above) Ohio State General Ability Test (Ohio State University) Gast Auditory Scale of Mental Ability (As above) HIGH SCHOOL: Terman Group (World Book Co.) Miller Mental Ability (World Book Co.) Otis Higher Examination (World Book Co.) Army Alpha (Stoelting, Chicago, Ill.) Chapman and Wells (Dobson-Evans, Columbus, Ohio) Thorndike Non-Language (As above) Gast Auditory Scale of Mental Ability (As above) Ohio State General Ability Tests (As above) COLLEGE: Thorndike College Entrance (Teachers College, Columbia University) Brown University Psychological Examination. Myers, Trabue, Thurstone and Otis Higher (as for High School) (As above) Ohio State General Ability Test (As above) QUESTIONS AND PROBLEMS 1. If there are three kinds of intelligence: abstract, mechanical, and social, how can each be identified? 2. To what extent is environment a factor in intelligence? 3. Define the following terms: idiot, imbecile, and moron. Which of these groups involves the greater number of school problems? Why? 4. Justify the claim that pupils should be grouped as far as possible according to intellectual level. 5. Why is the intelligence quotient not valuable as a basis for grouping pupils? 6. Should emphasis be placed on rapid promotion or on a broader training in the elementary school? Do these aims include each other? 7. If pupils are grouped into 241, 242 and 243, according to general intelligence, the 243 being poorest, where would you ex pect to find the overage children? Where the underage? Should there ever be failures in the 241 group? 8. If pupils are grouped according to general intelligence, to what extent should teachers be held responsible for results? 9. What pupils are usually promoted too rapidly for their ability? What pupils too slowly for their ability? 10. When teachers endeavor to rank their pupils according to ability, what one important quality is generally overlooked? 11. Why are defective first-grade children with an I. Q. of .70 or lower, not usually placed in special classes for defectives? 12. What should be done with the superior child who is prepared for high school at much below the average age? Should his rapid progress through the grades have been avoided? If so, how? 13. How early should bright and dull children be segregated for purposes of classroom training? What are the available means for such selection of the bright pupils? 14. What are some of the so-called advantages of having a slow and a fast group in the same room? Is such a plan ever advisable? Why? 15. When pupils are grouped at random, show that training for both the fast and the slow may be undesirable and in wrong directions. 16. How can defectiveness be objectively discovered without the use of standard tests? 17. What factors are likely to weigh too heavily in determining a man's reputation for intelligence? 18. Mention all the things you can think of which cause us to underestimate a person's intelligence. To overestimate it. 19. Does the standard for judging intelligence by one person remain constant or does it vary? 20. Members of the class rate one another in intelligence on the basis of rating 40 to 1, 40 representing the most intelligent person you ever knew and 1 the least intelligent. Each student given a list of members of class. Compare results by handing in lists to a committee. (a) Did any one receive the same rating from all the judges? (b) What is the average difference in points between the highest and lowest ratings? (o) Do the judges agree better on some individuals than on others? (d) How reliable is the rating given a man by a single judge? tient, find the A. Q. when the Mental Age is 10 and the Educational Age is 11. 22. Is the A. Q. a diagnostic measure of the child's difficulty? Does it indicate which pupils need treatment? |