Awi", M7OR laws,, "!"~. ~I- d vi, ~' w~ d "r.; P.7~ ~4 1 "' * ~h;:i~ I:,:~ P c. le ~'~'-L.Sr i*' dFa; '' Yp ~~sl:~ ~. ~ ~ i~-~:Id';;r; ~I~.~~ * ,., ~:~'~~$?:8"*';.~::~:. `"..~. ~;;;;.:..i~,1. .i ~ I ~:~ ~ ~ ~,3 I~. ~:k~;~::: '1 I Z~"i ~~.,r.':?1;~ ~ "';:Yd '" :: '~ YI Yt "'. ": ~~:~~~~~r~~~ ~r. ~' "1' '"* 'i,i... i;,,,. ~!~~~~~*' "' 4% js g~_,;1: j 1'1 '' *i ~:' "'~~:$ r"; i(~?i9 I:r:l~; \i B ".' ''~'"";IC ''"" i" r:, crp -~~ APPLICABILITY OF STANDARD TESTS TO THE FILIPINO / A COMPARATIVE AND DIAGNOSTIC STUDY OF HAGGERTY READING EXAMINATION: SIGMA 1; HAGGERTY READING EXAMINATION: SIGMA 3; HAGGERTY INTELLIGENCE EXAMINATION: DELTA 1; AND HAGGERTY INTELLIGENCE EXAMINATION: DELTA 2 BY MANUEL L'. CARREON A.B. (with honors), Junior College, University of the Philippines (1917) A.B. (in Education, with Phi Beta Kappa honors), Teachers College, University of Nebraska (1920) A.M. (in Educational Psychology and Administration), Graduate School, University of Minnesota (1921) SUBMITTED TO THE GRADUATE FACULTY OF THE UNIVERSITY OF MINNESOTA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY 1926 Lb K3A, 1 2), 6)J Copyright 1926 by World Book Company Copyright in Great Britain Copyright in Philippine Islands All rights reserved DEDICATED TO MY PARENTS, FORMER TEACHERS AND OTHER CONTRIBUTORS TO MY EDUCATION I ~~~ ~~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ PREFACE SINCE the introduction of the American conception of public education in the Philippines, American educational theories and practices have become a part of the Philippine public school system and have largely determined the educational policies and programs from year to year. With the establishment of the first school under American instruction came the American textbook, the American curriculum, the American division or grade system, and the American plan of pupil promotion. It did not take long, however, for the early school authorities to recognize the differences existing between the educational atmosphere or situation of the Islands and that of the States; it did not take time to discover the inadvisability of importing wholesale American educational principles and methods without determining their applicability to the local needs and conditions. It was found from the outset that the Filipino child with a different environment and different interests did not delight much in reading Norse or Indian legends, nor did he enjoy the imaginary experiences of snow and winter. A gradual process of modification began, so that today we find the Filipino child reading Philippine folklore stories instead of Indian or Norse legends, enjoying accounts of rain and thunderstorms instead of snowdrifts and blizzards, and delighting in fables about the monkey planting the banana instead of the squirrel storing nuts for the winter. The kindergarten, the Montessori method, the socialized recitation, supervised study, and the project v C;> vi PREFACE method have all crept into our school organization, but not without some alteration or modification. Vocational training and physical education have also been adapted to the Filipino child's needs, interests, and capacities. In the evolution and administration of the Philippine public schools, sufficient care has been taken to watch the success of any newly proposed educational undertaking from America by studying its results before working for its final adoption. In the introduction of educational and mental measurements into our school organization we have been taking the same precaution of watching the progress of this educational enterprise in America before importing it into the Philippines. With the values of testing fully demonstrated in the United States and other countries, and with the tremendous possibilities still ahead, we are now ready to enter the field of educational measurement. In entering we shall follow the same motto: "Adopt, adapt, and adept." The material incorporated in this volume is the result of three years' postgraduate research at Columbia University, the University of Chicago, and the University of Minnesota, following the initiation of the author in the field of measurement by Dean Charles Fordyce, Teachers College, University of Nebraska, in 1920. In the preparation and pursuit of these studies, the writer wishes to acknowledge the cooperation of several individuals. To Dr. W. W. Marquardt, former educational agent, Washington, D. C., to Mr. J. W. Osborn, former Assistant to the Director of Education, Manila, and to Mr. Macario Naval and PREFACE.. VII Mrs. Victoria Bundalian Castro, former academic supervisors, Pampanga, he owes all the preliminary arrangement in the giving of the tests. From both Dr. M.R. Trabue, formerly of Columbia University, and Dr. F. N. Freeman, University of Chicago, the author derived valuable suggestions on the methods of approach used. To the faculty of the College of Education, University of Minnesota, belongs the credit of rendering all the assistance necessary in the working up of the test data. The course in school surveys under Dr. M. G. Neale, now Dean of the College of Education, University of Missouri, served as a useful laboratory in the evaluation of the test results; Dr. W. S. Miller kindly furnished all the related studies on the Haggerty Delta 2 test; and Dr. M. J. Van Wagenen willingly helped in the statistical interpretation of the material. The writer is especially indebted to Dean M. E. Haggerty for the personal interest he took in the problem and for the professional guidance, supervision, and direction without which these studies could not have been undertaken and finished. The author's thanks are also due Director Luther B. Bewley and Assistant Director Gabriel R. Mafialac, Bureau of Education, for giving the facilities for conducting these studies and for reading portions of the manuscript, and to the following for several helpful suggestions and criticisms: President Camilo Osias, National University; Dean Francisco Benitez, University of the Philippines; and Dr. Fernando V. Bermejo, Bureau of Education. Grateful acknowledgment is also made of the kind permission to refer to or quote viii PREFACE from the publications on tests and measurements of Houghton Mifflin Company, Henry Holt & Co., the Public School Publishing Company, and World Book Company. Finally, to Dr. Arthur S. Otis, the writer is deeply indebted for the Introduction and for generous assistance in the revision of the entire manuscript. MANUEL L. CARREON MANILA, PHILIPPINE ISLANDS CONTENTS INTRODUCTION (Dr. Arthur S. Otis).... PART ONE: THE APPLICATION OF STANDARD TESTS TO PHILIPPINE PUBLIC SCHOOL ADMINISTRATION CHAPTER I. STATEMENT OF THE PROBLEM,AGE Kiii 1 Purpose and General Scope Sources of Material. Methods of Procedure. II. THE TESTING MOVEMENT Brief History of the Movement Development of Achievement Tests. Development of Intelligence Tests The Triumph of the Testing Movement Types of Tests and Scales Tendencies in the Use of Measurements Agencies of the Movement Philippine Studies in Mental Measurement The Future.. 2 3 * S 6 6 6 8 10 12 14 16 18 19 III. STANDARD TESTS IN BUSINESS AND SCHOOL ADMINISTRATION.. The Fundamental Principles of Any Form of Administration.... The Value of Standards in the Application of These Principles to Business Administration The Parallel Use of Standard Measurements in Educational Administration.. Summary.... IV. THE APPLICATION OF TESTS AND MEASUREMENTS TO AMERICAN EDUCATIONAL PROBLEMS........ Some Outstanding Problems in American School Administration.. ix 21 21 22 26 30 32 32 X CONTENTS CHAPTER The Problem of Grading and Promotion The Problem of Retardation and Elimination Methods of Instruction and the Curriculum Educational and Vocational Guidance School Supervision and Organization Summary.. V. THE APPLICATION OF STANDARD TESTS TO PHILIPPINE PUBLIC SCHOOL PROBLEMS Evolution and Administration of the Philippine Public School System Measurements in Solving Philippine Public School Problems. Summary........ PAOG 33 38 42 44 47 50 52 52 56 59 PART TWO: THE APPLICABILITY OF STANDARD TESTS TO THE FILIPINO VI. REVIEW OF EARLY STUDIES Educational Achievement Tests Mental Ability Tests Summary.. 63 63 66 75 VII. ADMINISTRATION AND STATISTICAL PROCEDURE Preliminary Preparation... The Administration of the Tests The Handling of the Test Materials Summary.... VIII. A COMPARATIVE STUDY OF THE HAGGERTY TESTS... Scope of the Problem.. Results from Reading Examinations, Sigma 1 and Sigma 3........ 'Results from Intelligence Examinations, Delta 1 and Delta 2.... Summary........ 77 77 81 82 87 88 88 88 97 106 CONTENTS xi CHAPTER PAGE IX. A DIAGNOSTIC STUDY OF THE HAGGERTY TESTS 107 Scope of the Study. 107 A Test-Group Diagnosis of the Examinations 107 A Test-Item Diagnosis of Reading Examination, Sigma 1, and of Intelligence Examination, Delta 2...... 124 Summary....... 128 X. SUMMARY AND CONCLUSIONS.... 129 The Testing Movement in America and Its Educational Significance.. 129 Tests and Measurements in American Public Education.... 131 The R61e of Standard Tests in Philippine Public School Administration...132 BIBLIOGRAPHY........ 137 Usable Tests and Scales for Philippine Schools 137 Selected Periodicals and Books for Reference. 144 APPENDIX......... 147 Otis Group Intelligence Scale: Advanced Examination (Reproduction)... 147 Haggerty Intelligence Examination: Delta 2 (Reproduction)..... 158 Haggerty Reading Examination: Sigma 3 (Reproduction)..... 165 INDEX........ 173 I I INTRODUCTION THERE is now growing rapidly in the United States and elsewhere what might be called scientific method in education. That is, as has been so well set forth by the author of this book, we are now rapidly coming to realize that in order to make our schools able to do the work for which they are intended - the education of our children - their working must be studied, analyzed, experimented with, and revised in just the same way that the working, of a factory is studied, analyzed, experimented with, and revised. We cannot expect our schools to turn out the best products (educated children) unless the methods used are the most efficient. Efficiency has become the watchword of modern industry, and it must become the watchword of modern education. In order to study and improve efficiency in teaching, it is necessary first of all to measure the results of teaching. We cannot tell how well we are doing our work unless we measure what we have done. The results of teaching are not like boards or bolts. They are more difficult to measure. It is for that reason that the methods of mental measurement have been so late in appearing. Within the last decade, however, very great progress has been made, so that we now have in the United States well-developed methods and materials for the measurement of general mental ability and of the knowledge of school subjects. Fortunately these methods have been found by Dr. Carreon to be on the whole well suited to use in the xiii xiv INTRODUCTION Philippines, so that Philippine education may profit from American experience without going through the years of experimenting. Much remains to be done, however, both in America and in the Philippines, to perfect the scientific method as applied to education along with the improvement of teaching itself. In the future, progress in the two countries may go hand in hand, for human nature is essentially the same the world over. Teachers, administrators, and researchers in the Philippines have but to carry on in those islands the same investigations that others will conduct in America and elsewhere, until, with an interchange of ideas, a more perfect system of education has been evolved. ARTHUR S. OTIS PART ONE THE APPLICATION OF STANDARD TESTS TO PHILIPPINE PUBLIC SCHOOL ADMINISTRATION CHAPTER ONE STATEMENT OF THE PROBLEM PURPOSE AND GENERAL SCOPE PART I aims to show: (1) the relation of standardized tests and measurements to the problems of public school administration; and (2) the application of this relationship to Philippine educational theory and practice. Tests and measurements, as used here in their relation to public school administration, mean the achievement and the intelligence tests. No effort has been made to include other tests and measurements, because these have not yet been well standardized and widely used. It is not the purpose of this volume to enter into a lengthy discussion of statistical terminology. Throughout the entire discussion, the terms "test," "measurement," and "scale" will be used. "Measurement" and "test" refer to any device for measuring accomplishment and native ability. If they measure the former, they are called achievement tests; if the latter, they are known as intelligence or mental tests. Here and there the word "scale" is also used. The subject of Part II is the determination of the applicability of American tests and measurements to the Philippines. More specifically formulated, the major problem is a study on the degree of applicability of certain educational measurements and psychological tests in America to Philippine conditions. The prob1 2 STUDIES IN MENTAL MEASUREMENT lem has been narrowed down to a comparative and diagnostic study of the Haggerty Reading Examinations, Sigma 1 and Sigma 3, and Intelligence Examinations, Delta 1 and Delta 2. The first phase of the study has to do with the comparison of Philippine scores on the tests with American standards. The diagnostic part deals with an evaluation of the different groups of items in each examination and of certain items in some groups of the tests as to their particular strengths and weaknesses when applied to the Filipino. In June, 1921, the writer presented a master's thesis on the r6le of standardized tests in Philippine public school administration.' The latter part of this study included test results obtained from Filipino teachers and high school and college students. A preliminary attempt was made to determine to what extent American tests were applicable to the Filipino. The study on the Haggerty tests merely carries the investigation farther. It forms a sort of sequel to the first one. Results have been obtained from the seven grades of the elementary school (the four primary and the three intermediate) and the four years of the secondary school. SOURCES OF MATERIAL Literature on tests and measurements published in educational periodicals and magazines is the main source of material used for the first part of this volume. Articles in the Twelfth, Fifteenth, Seventeenth, and Twenty-first Yearbooks of the National Society for the Study of Education, the Journal of Educational Research, 1 M. L. Carreon, The Rl6e of Standardized Tests in Philippine Public School Administration; 1921. 79 pages. (Master's thesis.) STATEMENT OF THE PROBLEM 3 Elementary School Journal, Educational Review, and Teachers College Record have given the writer most of the current material on the subject. A few extracts have also been taken from Educational Administration and Supervision, the Proceedings of the National Education Association, and a few other school publications. Then the courses in Mental and Educational Tests and Educational Administration taken at Nebraska, Columbia, Chicago, and Minnesota have helped to throw light on the problems taken up here. For the early studies in Part II, three sources have been available: (1) results of the Delta 2 tests administered to Filipino students of Minneapolis and St. Paul, Minnesota, in the winter quarter of 1920-1921; (2) results of the Army Alpha and the Ohio State University Group tests furnished by the Department of Psychology at the Ohio State University, Columbus, Ohio, from the data obtained in classes where there were Filipino students; and (3) results of the Otis Group Intelligence Scale: Advanced Examination, given to Filipino teachers during the 1919 summer convention of teachers and superintendents at Baguio, Philippines, and to teachers at the normal institutes in four provinces (Batangas, Laguna, Rizal, and Tayabas) of the same year.1 METHODS OF PROCEDURE The only method that might feasibly and profitably be used for the first part of the study is the documen1 This part of the study was made possible largely through the cooperation of the Filipino students of Minnesota, the Department of Psychology at the Ohio State University, and the then Second Assistant Director of Education, Manila. 4 STUDIES IN MENTAL MEASUREMENT tary method in the form of research or reference. The writer has taken hold of various tests and scales, studied them rather carefully, and read articles on results obtained from them and on the relation of these results to public school administration, with a view to determining the relative values of these measurements when it comes to applying them to the Philippines. In making use of the literature on measurements in school administration, every effort has been made to discriminate and sort out such facts as have a direct bearing on Philippine school conditions. The aim in this selective process has been the treatment of only such school problems as both the American and the Philippine administrator would meet. The second part of these studies has necessitated both practical field work and the application of statistical methods. Tests were given to twenty-two Filipino students residing in Minneapolis and St. Paul, scores recorded, and results compared and tabulated. The entire work of testing, scoring, and interpreting results was done by the writer. The Department of Psychology at the Ohio State University has been kind enough to furnish the material on the Army Alpha and the Ohio State University intelligence tests. Twelve Filipino students were tested on the Army Alpha and nineteen on the Ohio State University test. The material on the Otis test was secured through the then Second Assistant Director of Education, Manila, Philippines.' In the last two investigations, only the organization of material, tabulation and a few minor computaThe Otis tests were given by Abram van Heyningen Hartendorp, formerly of the Bureau of Education, Manila. STATEMENT OF THE PROBLEM 5 tions, and the interpretation of results were left to the writer. Dr. W. W. Marquardt, at that time Philippine educational agent in Washington, D. C., took all the test materials on the later studies to Manila. The tests were intrusted to the then Assistant to the Director, Bureau of Education, who administered all the tests in the city schools. The others (about half) were sent by the Chief of the Academic Division to Pampanga,1 one of the provincial divisions. Two academic supervisors gave the tests to the Pampanga schools. The test materials came to Minnesota in the spring of 1922. All the scoring, tabulating, graphing, and interpreting of results the writer did at the Department of Educational Psychology, University of Minnesota. In the 1921 study the percentage method was employed. The same method has been followed in the later studies. In the comparative phase of the problem the per cent reaching or exceeding the American norms has been computed for each grade. In the diagnostic phase the per cent of scores made on each group of items to the total possible score, and in the last part of the study the per cent of correct responses for each item of Test 3 in Delta 2 and for Items 2, 3, and 4 of Test 1 in Sigma 1, have also been computed with a view to discovering certain tendencies of inapplicability on the part of the groups of tests and of individual items and to suggesting possible modifications. 1 R. K. Gilmore was then Chief of this division, and Dr. A. C. Derkum Superintendent of Pampanga. CHAPTER TWO THE TESTING MOVEMENT BRIEF HISTORY OF THE MOVEMENT THE general credo of those who in the last decade or so have been popularizing the most marvelous achievement of school organization and administration is: "Whatever exists at all, exists in some amount."' If it exists in some amount, it can be measured. Thus, when we speak of beauty, we refer to an existing beauty, a certain amount of beauty. Similarly, when we speak of spelling ability, arithmetical ability, mental ability, or any other kind of ability, we speak of it only when we refer to it in terms of some amount. Hence, if all these traits and abilities exist in some amount, they can be measured. Statistical methods to measure educational achievements and mental abilities are only a recent development in the field of educational science. At first methods were borrowed from economics, anthropology, and the physical sciences. Later purely educational measurements began to evolve. And by the time Dr. Thorndike first published his handwriting scale in 1910, a definite technique had been developed. DEVELOPMENT OF ACHIEVEMENT TESTS As early as 1864, the Rev. George Fisher, of the Greenwich Hospital School, England, saw the need and possibility of quantitative measurement in education. 1 E. L. Thorndike, Seventeenth Yearbook of the National Society for the Study of Education, Part II, page 16; 1922. 6 THE TESTING MOVEMENT 7 By means of a "Scale-Book," in which different numerical values ranging from 1 (the highest) to 5 (the lowest) were assigned to different degrees of proficiency in the various subjects, - writing, spelling, mathematics, navigation, Scripture, knowledge, grammar and composition, French, general history, drawing, and practical science, - he was able to measure achievements in these subjects. Unfortunately, nobody seems to have paid much attention to this pioneer work and, consequently, Mr. Fisher's efforts did not produce lasting results. The development of statistical methods for the quantitative study of what seemed to be entirely qualitative material, and the work of Sir Francis Galton in experimental and educational psychology, gave a new impetus to the testing movement. It was at this juncture that Dr. Rice, the so-called inventor of educational measurement, appeared on the scene. Educated in Germany under the influence of eminent psychologists at Jena and Leipzig, he returned to America in 1894 with the new idea. This new idea was the setting up of standards of achievement in the various subjects. He started out with spelling by making up a list of fifty words, tested pupils from school to school, and made the startling report that children taking spelling thirty minutes a day were no better off than those taking it only half that time. The present-day conflict between the investigator and the formalist in education began. Gradually Dr. Rice won support from more thoughtful educators, one of whom was Professor Hanus of Harvard. Following in the footsteps of Rice, Professor Thorn 8 STUDIES IN MENTAL MEASUREMENT dike, about ten years later, began to experiment with tests and scales. His handwriting scale was first published in 1910. The publication of this scale marks the real beginning of scientific measurements in the field of education. Two years later the Hillegas Composition Scale appeared, and since then tests and scales in different subjects of the curriculum have been devised and standardized. DEVELOPMENT OF INTELLIGENCE TESTS The history of mental tests goes back to about two decades ago. It was through the untiring efforts of the French psychologist, Alfred Binet, that intelligence tests first came into use. At first connected with institutions for mental defectives, Binet conceived the idea of devising certain tests for the mental faculties. Through the cooperation of his colleague, Dr. Simon, he first proposed his tests in 1905, replaced them with a more systematic formulation in 1908, and effected final revisions in 1911. Binet's tests aim to measure general intelligence. As left by him, there are fifty-four tests in all, ranging from year three to adult.1 The Binet-Simon tests (as they are generally known) mark the beginning of mental testing. They have met such a success and won such a popularity in different countries that several formulations of the original scale have appeared from time to time. The most important of these revisions and extensions in America are those of Goddard, Terman, Kuhlmann, and Herring. The Yerkes-Bridges Point Scale, although differing from 1 A. Binet, "Nouvelles Recherches sur la Mesure du Niveau Intellectuel chez Enfants d'Ecole," L'Annee Psychologique, Vol. 17, pages 145-201; 1911. THE TESTING MOVEMENT 9 the Binet-Simon intelligence scale in that scores are recorded in terms of points from 1 to 20 instead of by months of chronological and mental ages, and that different norms apply to different racial, social, environmental, and linguistic groups, is also patterned after the Binet-Simon scale. Not only did the Binet-Simon intelligence scale lead to its various formulations and modifications, but it also paved the way for other attempts in mental testing. With the breaking out of the World War and Amer-. ica's entrance into the great conflict, a new movement in mental testing began. Up to that time practically nothing had been done in the field of group testing. But when America entered the war, a need for the proper classification of army men to utilize "brain power" as much as possible was immediately felt. The psychologists saw this opportunity, and in the spring of 1917 they offered their services to the government. The material incorporated in the tests developed was largely taken from the manuscript of a complete group test which had just been prepared by Dr. Arthur S. Otis, who generously offered his results to the United States Government. Two varieties of group tests were assembled, the alpha for literates and the beta for illiterates and foreigners. Only special cases were given individual examinations. The success of the army tests gave the greatest impetus to the mental-test movement. Several adaptations of these tests followed as in the case of the Binet-Simon tests. Haggerty, Terman, Thorndike, Whipple, Yerkes, Thurstone, Dearborn, Miller, Pintner, Pressey, and Trabue are some of the psychologists responsible for these adaptations. 10 STUDIES IN MENTAL MEASUREMENT THE TRIUMPH OF THE TESTING MOVEMENT As in all new movements, progress in educational measurement was being obstructed by certain adherents of the old school- superintendents, supervisors, principals, and teachers who could not see the wonderful possibilities of the testing movement. They claimed there was no use in measuring things unknown and unmeasurable. They contended that mental constituents are too intangible to measure. They branded the new movement as one dealing merely with the formal and mechanical aspects of education. Voicing this sentiment, Superintendent Horn 1 writes in part: It should furthermore be kept in mind that there are many things about a school system which can never be definitely measured or stated with mathematical accuracy. Just where the line is to be drawn between the measurable and the non-measurable elements that enter into a school is a matter concerning which there is much difference of opinion. In other words, the element of opinion enters to some extent even into the matter of the possibility of measurement. For instance, it is an undoubted fact that any man can go into a city and count the schoolhouses or the number of the desks. Any man can find out the number of teachers employed. Any man can count for himself the number of pupils present in a given room. It takes no particular ability to enable an inquirer to find out just how much money is being spent. If the schools spend nine hundred thousand dollars in one year and a million dollars the next year, any one can deduce the 1. W. Horn, Report of Supplementary Survey of Portland Public Schools, pages 6-7; April, 1917. THE TESTING MOVEMENT 11 fact that they spent one hundred thousand dollars more the second year than in the first year. On the other hand, after a comparatively few such facts have been definitely ascertained, we come to subjects that cannot be measured in mathematical terms and concerning which there are no definite standards. In this realm ideals are not always definitely established and opinions are almost certain to vary widely. Then he goes on to point out the impossibility of measuring the most essential elements making for an efficient school system, as follows: A school that turns out manly, honorable, self-reliant boys and womanly, efficient girls is likely to be at least a fairly good school, no matter what it may do for its pupils in the way of reading or writing or arithmetic. And yet these very things, which may decide between the success or failure of the school, are matters which it is almost impossible to estimate accurately and concerning which there may be a wide amount of honest difference of opinion. In marked contrast to these statements, we find such quotations from the testimonies of United States Army officers on the importance of mental tests as the following: Officers and men should be given a psychological examination as a matter of routine. The results of the psychological examinations are fully borne out by actual observation of the abilities and the capacity of various officers in the performance of duties assigned to them. I do not mean by this that these tests are an absolute gauge, but I do mean that they are an absolute guide and that given the practical tests we are enabled to arrive at the best possible determination of ability to meet the requirements of the service. 12 STUDIES IN MENTAL MEASUREMENT All enlisted men sent to Officers' Training Schools from this camp are inspected as to their military appearance and bearing, and their knowledge of the elementary duties of a soldier; they are given a physical examination, a mental examination, and the psychological examination. If they do not rate A or B in this examination, they are rejected.l Numerous other testimonies may be added from men and women engaged in school work, industrial concerns, and social service institutions. The success of the army tests and the part played by group tests in the several school surveys made throughout the United States drove away gradually the cloud of pessimism and assured a prominent place for tests in the realm of public school administration. TYPES OF TESTS AND SCALES Tests and.scales now in existence may be roughly divided as follows: 1. Achievement tests Tests of subject matter and information acquired in school 2. Intelligence tests Tests of potential mental ability or native capacity 3. Tests largely non-intellectual Tests of the temperament, volition, the emotions, aesthetic functions, and ethical qualities 4. Miscellaneous tests Rating scale for teachers Score card for buildings Physical-education tests 1Yoakum and Yerkes, Army Mental Tests, pages 13-15. THE TESTING MOVEMENT 13 The achievement tests are the most numerous of all. Several are coming out every year. We find them in all subjects and courses of the curriculum - academic, industrial, commercial, physical, or social. A few of the subjects which these tests measure and the elements to be measured are enumerated below: A. Elementary 1. Arithmetic (1) Fundamentals (2) Reasoning 2. Reading (1) Silent (a) Speed (b) Comprehension (2) Oral (a) Rate (b) Accuracy 3. Handwriting (1) Speed (2) Quality (a) General merit (b) Legibility 4. Language (1) Mechanics - grammatical errors (2) Thought and organization 5. Composition (1) General merit (2) Special types 6. Spelling 7. Geography, history, and civics (1) Factual or information (2) Thought or reasoning (3) Character judgment 14 STUDIES IN MENTAL MEASUREMENT B. Secondary 1. Mathematics (1) Algebra (2) Geometry 2. English Extensions of language and composition scales 3. Foreign languages (1) Ancient (2) Modern 4. Sciences (1) General (2) Biology (3) Physics ana chemistry 5. Social sciences Intelligence tests are either individual or group. These tests measure potential mental ability or native capacity. Non-intellectual tests are those that measure abilities or traits other than intelligence. Tests of the will, the temperament, and the emotions come under this group. Miscellaneous tests cannot be classified with any of these three groups. Such tests include physical-measurement tests, teachers' rating scales, and score cards for buildings. TENDENCIES IN THE USE OF MEASUREMENTS Tests and measurements have been used in various ways: (1) Originally, standardized intelligence tests were given to mental defectives and dependents. (2) Later, these were applied to public school children. Achievement tests were also included. THE TESTING MOVEMENT 15 (3) Success in the public schools led to a more extensive use of tests in school surveys. The Denver, St. Paul, Nassau County (N. Y.), Cleveland, North Carolina, Virginia, and practically all surveys that followed used tests and measurements. (4) Then tests have been used to diagnose school defects and offer remedies for improvement. (5) Tests are also being used to replace the college entrance examinations. The experiment at Columbia University is worth mentioning here. The work of Thurstone at the Carnegie Institute of Technology is another example. (6) Finally, tests have been taken up by the business world and used for vocational placement and guidance. More specialized uses have also been made of tests: (1) Whipple and a few others used tests and scales to select exceptionally capable children and find methods of treating such cases. (2) Buckner's study1 shows a tendency to use tests to diagnose abilities and training of children as individuals, rather than in groups. (3) Henmon's studyl indicates a growing use of tests to measure the pupils' progress throughout the school year. (4) The use of tests in educational guidance is reported by Proctor.' (5) Finally, Brooks has illustrated the use of tests in rural school administration. 1 Educational Review, Vol. LXI, No. 2. pages 121-123; February, 1921. 16 STUDIES IN MENTAL MEASUREMENT AGENCIES OF THE MOVEMENT Research and Efficiency Bureaus There are three classes of research and efficiency bureaus: (1) Those that are conducted by higher educational institutions (normal school or state university) for experimental and research work have very little connection with the schools. Good examples are found at the Kansas State Teachers' College, Emporia, Kansas, at the University of Illinois, and at Indiana University. (2) There are also bureaus run by local school systems for their own benefit. Those of Los Angeles, Cleveland, Detroit, and New York City may be cited. (3) Then the state departments of public instruction have also started establishing such bureaus. Wisconsin gives the best illustration of this type. Educational Associations and Publications Two other important agencies have been promoting the use of tests and measurements. One agency is the educational association. Devoted primarily to this purpose is the recently organized Educational Research Association. The National Academy of Science has given a great portion of its educational section to the program of measurements. The Annual Schoolmen's Week at the University of Pennsylvania and the Indiana University Annual Conference have both taken up the study of the same THE TESTING MOVEMENT 17 subject. The Department of Superintendence of the National Education Association has also joined in the movement. The National Society for the Study of Education, besides discussing the subject at some of its annual programs, has published three yearbooks on tests and measurements. Another agency for the promotion of tests and measurements is found in the various publications on the subject. A number of books have helped to popularize the testing movement. The following are some of them: (1) Thorndike's Theory of Mental and Social Measurements. 1 (2) Rugg's Statistical Methods Applied to Education. 2 (3) Starch's Educational Measurements.3 (4) Monroe, De Voss, and Kelley's Educational Tests and Measurements. 4 (5) Monroe's Measuring the Results of Teaching.5 (6) Chapman and Rush's Scientific Measurement of Classroom Products. 6 (7) Yoakum and Yerkes' Army Mental Tests. 7 (8) Terman's Measurement of Intelligence8 and Intelligence of School Children.9 1 Bureau of Publications, Teachers College, Columbia University, New York. 2 Houghton Mifflin Company, Boston. 8 The Macmillan Company, New York. 4 Houghton Mifflin Company, Boston. 5 Houghton Mifflin Company, Boston. 6 Silver Burdett & Co., New York. 7 Henry Holt & Co., New York. 8 Houghton Mifflin Company, Boston. 9 Houghton Mifflin Company, Boston. 18 STUDIES 1N MENTAL MEASUREMENT More recent ones are Dickson's Mental Tests and the Classroom Teacher,l Pressey's Introduction to the Use of Standard Tests,2 Hines's Guide to Educational Measurements,3 Gregory's Fundamentals of Educational Measurements,4 and numerous others. Several periodicals have also contributed to the progress of tests and measurements. Among the most prominent in this endeavor are the Journal of Educational Research (organ of the Educational Research Association), Journal of Educational Psychology, Journal of Applied Psychology, School and Society, Educational Administration and Supervision, School Review, Elementary School Journal, Teachers College Record, Educational Review, and Pedagogical Seminary. PHILIPPINE STUDIES IN MENTAL MEASUREMENT The testing movement is not a new thing in the Philippines. As early as 1915, five years after the beginning of scientific measuring in American schools, a spelling test, taken from the Ayres Spelling Scale, was given in all divisions. Results and interpretations from this test will not be included here. The following year, the Courtis Standard Practice Tests in Arithmetic, Form B, in the four fundamental operations were administered throughout the schools. Reports on these tests will not be included here either. Hartendorp, formerly of the Bureau of Education, conducted studies in intelligence tests in 1917, 1918, 1 World Book Company, Yonkers-on-Hudson, New York. 2 World Book Company, Yonkers-on-Hudson, New York. 3 Houghton Mifflin Company, Boston. 4 D. Appleton & Co., New York. THE TESTING MOVEMENT 19 and 1919. He applied the Yerkes-Bridges Point Scale to boys and girls of Palawan Provincial School at Cuyo during his stay there in 1917 and 1918. Then, during the summer of 1919, he administered the Otis Group Intelligence Scale to teachers attending the vacation assembly at Baguio and the provincial normal institutes in Tayabas, Batangas, Laguna, and Rizal. The writer spent three years of graduate study in determining the application of tests and measurements to the Philippines and their applicability to local needs and conditions. During the first year (1920-1921) the Haggerty Intelligence Examination, Delta 2, was given to Filipino students attending the various secondary schools and colleges of St. Paul and Minneapolis, Minnesota. The Department of Psychology at the Ohio State University cooperated in this first study by reporting results on the Army Alpha and the Ohio State University intelligence tests administered to Filipino students at the state university. Two years later (1923) the writer was able to secure further data on the Haggerty Intelligence Examinations, Delta 1 and 2, and Reading Examinations, Sigma 1 and 3, given to Filipino children in the Philippine public schools from the first grade of the primary school to the fourth year of the high school. THE FUTURE The brief history of tests and measurements clearly shows what a bright future lies ahead. Beset with pessimism and conservatism, the early pioneers labored hard. And they won. At first it was considered futile to measure intangible elements of human nature. But 20 STUDIES IN MENTAL MEASUREMENT the testing movement was bound to prosper. Largely through the efforts of Dr. Rice and Professor Thorndike, the first step, the measurement of school achievement, was attained. Scales have been so highly perfected that today one measures handwriting with practically as great accuracy as the length of a board. While achievement tests were being developed, a new movement started, in the field of mental testing, through the ingenuity of the French psychologist, Binet. This movement marks the second step in the progress of testing. Although met with more and stronger opposition than the first step, mental testing made greater progress than was at first expected. Opposed by schoolmen who were not ready to recognize the possibility of measuring such an unknown thing as intelligence, the advocates of mental tests were not at all discouraged. They, too, have finally won. Now comes the third step - the measurement of the will, the temperament, and the emotions. Downey, Pressey, and others are pioneers in this latest aspect of the testing problem. Testing and measuring in the Philippines have an auspicious future. Already local school systems and districts are conducting testing programs of some kind. The Bureau of Education is putting forth efforts to coordinate these programs and direct further testing projects. The survey of our schools, lately undertaken, will undoubtedly give immense impetus to the movement. CHAPTER THREE STANDARD TESTS IN BUSINESS AND SCHOOL ADMINISTRATION THE FUNDAMENTAL PRINCIPLES OF ANY FORM OF ADMINISTRATION IN any kind of organization -commercial, industrial, philanthropic, governmental, or educational - there are certain common recognized principles of management, direction, and supervision. The directive and supervisory staff must perform the following fundamental tasks: (1) They must define the ends toward which the organization is striving; (2) they must coordinate the labors of all under them to attain those desired ends; (3) they must find the best methods of work and make the workers use these methods; (4) they must determine the qualifications necessary for the workers and see that only those that possess these qualifications are employed; (5) they must supply the workers with detailed instructions as to the work to be done, the standards to be reached, the methods to be employed, and the materials and appliances to be used; (6) they must furnish the necessary materials and appliances; and (7) they must place all the incentives to stimulate desirable effort on the part of the workers. 1 The entire chapter is based largely on: (1) F. Bobbitt, "The Supervision of City Schools," Twelfth Yearbook of the National Society for the Study of Education, Part I; 1913. 96 pages. Public School Publishing Company, Bloomington, Illinois. (2) F. E. Spaulding, "Application of the Principles of Scientific Management," Proceedings of the National Education Association, pages 259-279; 1913. 21 22 STUDIES IN MENTAL MEASUREMENT THE VALUE OF STANDARDS IN THE APPLICATION OF THESE PRINCIPLES TO BUSINESS ADMINISTRATION In recent years, scientific management in industry has been the subject of great interest in the field of economics and business administration. It has sometimes been called "Taylorism," from a certain Mr. Taylor, an efficiency engineer, who studied the idea in the bicycle industry.1 When applied to business administration, the fundamental principles of any organization enunciated above reduce themselves to the following principles of scientific management: (1) There must be definite qualitative and quantitative standards for the final output. (2) There must be definite qualitative and quantitative standards for each stage of the process from the raw material to the ultimate product. (3) The management must find the most efficient methods of procedure for actual service under actual conditions and make the workers use them. (4) They must determine standard qualifications for the workers. (5) They must keep the workers supplied with detailed instructions as to the work to be done, the standards to be reached, and the methods and appliances to be used. (6) They must supply the tools, materials, and appliances most effective for the work in hand. 1 R. F. Hoxie, "Scientific Management and Labor Welfare," Trade Unionism in the United States, Chapter XII, pages 296-325. D. Appleton & Co., New York; 1917. BUSINESS AND SCHOOL ADMINISTRATION 23 (7) They must place all incentives to stimulate the workers to produce the largest output possible. The first principle of scientific management, then, is the use of standards. Once standards are determined upon, it is easy to carry out the other principles. It is evident that no efficient method can be evolved unless, by the use of definite standards, the results of different methods can be measured. No "trialand-error" or "hit-or-miss" method of discovering the best devices for efficiency and economy in management can be relied upon. The only scientific way of determining the quality and quantity of the product is to use standardized measurements. The qualifications of workers can be determined only by establishing certain standards to which the applicants must measure up to be admitted. While in service, the measurement of the results of their labors will determine to a large degree their efficiency and capacity for improvement. Such measurement will help solve the problem of promotion, transfer, or separation from the service. Again, no detailed instructions on the work to be done, the standards to be reached, or the methods and appliances to be used can be given by the management without definite knowledge of the actual conditions in the plant. And this knowledge can be obtained only by measuring the output produced. The value of standard measurements is also manifest when it comes to supplies (materials and appliances). Only definite standards will tell what quality and quantity of supplies are desirable. The same is true in the case of giving incentives to the workers. Only by an actual knowledge of their achievement or work can the man 24 STUDIES IN MENTAL MEASUREMENT agement determine who need the most help and in what particular line help is needed; also who need simply encouragement to stimulate desirable effort. Professor Bobbitt, in his article entitled "Scientific Management Applied to City Schools," published in the Twelfth Yearbook of the National Society for the Study of Education, cites the following example in the world of material production of the value of definite plans and specifications as to the nature of the product to be turned out:1 In the rail industry, the size, shape, physical and chemical qualities, and tempering of the rails are first determined upon before any work is begun. The value of such definite instructions to the superintendent of the plant is to enable him - (1) To organize all the forces at his command, direct them, and supervise them in such a fashion as to secure just the product desired. (2) To select the most suitable machinery for the task and make the necessary adjustments. (3) To tell instantly whether or not his machinery produces the desired product by measuring the actual product and comparing it with the standard product. (4) To know when machinery is to be altered or discarded and another form substituted that will produce the standard product. (5) To know whether the workmen are doing the thing that is expected of them, and thus detect good and poor work among the men. (6) To know who needs help and who needs none. 1 Twelfth Yearbook of the National Society for the Study of Education, Part I, pages 7-96; 1913. BUSINESS AND SCHOOL ADMINISTRATION 25 (7) To know what one needs further training during service and what one would best be transferred to some other department or discharged. (8) To have a basis for judging labor methods likewise. A further illustration of the value of standards and tests in business enterprises is what Mr. Taylor, the efficiency engineer and originator of scientific management already referred to, calls the scientific selection of workers. Some time ago, at the height of the bicycle industry, Mr. Taylor was asked to reorganize a large bicycle factory and make it as efficient as possible. Reference will be made here only to a group of 120 girls engaged in inspecting the steel balls used in the bearings, a work requiring clear vision, quickness and deftness of movement, and long-continued mental concentration. The girls were taken in as they came, without any process of selection. When Mr. Taylor started his work of reorganization, he immediately set up within the factory a psychological laboratory to study the native aptitudes and qualities of the girls. The girls were each tested in "perception time" and "reaction time." Only those quick in both perception and reaction were retained on the job. The same process of elimination was used in the mental-concentration tests. The result of the selection by tests was a gain on every side. Only 35 of the girls were employed, and these did the work with 60 per cent greater accuracy. The girls gained double wages, very much extended time for leisure, and improved health; the management saved 50 per cent of the original cost; and the public 26 STUDIES IN MENTAL MEASUREMENT benefited from lower costs and the release of the remaining 85 girls for other branches of productive enterprises.' THE PARALLEL USE OF STANDARD MEASUREMENTS IN EDUCATIONAL ADMINISTRATION Education is as much of a shaping process as the manufacture of rails or any other material production. It is the shaping of personality into desirable and useful forms. Education is one field of biological production wherein the factor of growth plays an important part. But, acting alone, this will produce only an inferior output. Hence the need of the shaping process and of standards by which to judge the results obtained and to guide the administration in this work. To illustrate the value of setting up standards in school products, the case of two city school systems in the United States, A and B, in the same place may be mentioned. The following results show the state of affairs in the two systems: GRADE SUBJECT SYSTEM A SYSTEM B VIII Arithmetic (Combinations per 85 105 minute) VI Handwriting (Ayres) - Speed (letters per minute) 58 115 Quality 53 50 Commenting on this illustration, Professor Bobbitt says: "If so great variety is to be found among pupils of supposedly equal ability in these so-called standard 1 Op. cit., pages 63-64. J BUSINESS AND SCHOOL ADMINISTRATION 27 subjects in matters the most simple, fundamental, and mechanical, we may reasonably expect that in the higher, more complicated matters of science, history, and the humanities, the variations are much greater." Setting up standards in school attainment will be of but little value if scales and methods to measure the educational product are not used for the purpose of determining whether the product rises to the standard set up. The value of such standards and scales accrues to the entire personnel of the school corporation. 1. Value to the Student The students can know definitely what is expected of them, how much progress they are making, and with what degree of success they measure up to the standards of school achievement. 2. Value to the Teacher The teacher, too, will know what is expected of her. In taking over a new class, she knows definitely what she is expected to do, what quality and amount of work she has to strive for in teaching this class. She can tell whether she is accomplishing much or little in her work and thereby rate her own self as good, medium, or poor. She will be able to know what help she needs and when she needs it, and discover the best methods for her work. She can apportion her time to different subjects on a scientific basis and determine how much she can accomplish within a given period of time. She will become a better judge of textbooks 1 Op. cit., page 14. 28 STUDIES IN MENTAL MEASUREMENT and other school supplies. Seeing her own capacity as measured by the output she is producing, she will gladly receive help in proportion to need. Justly measured as to her intelligence and achievement, she will receive recognition in proportion to merit. 3. Value to the Supervisor By glancing over the records showing the test results in the achievement of pupils, the supervisor will be in a position to judge whether the teachers under him are securing the full results expected of them and whether they are handling the normal number of pupils. He can know which teacher to help and which teacher to encourage, which department needs the most aid and which the least. He can tell which teachers are improving by his suggestions and measure the amount of improvement. SCORE '60 ---—.-. 40 20 - ----- 0 -.-. — II 11I IV V VI VII VIII GRADES FIG. 1. Graph showing efficiency of supervision. (From Bobbitt.) A. Poor supervision. Much variation from grade to grade and a low final score. From an actual school. B. Close supervision. Constant, steady growth from grade to grade and a high final product. From another school. BUSINESS AND SCHOOL ADMINISTRATION 29 The use of educational scales will afford the supervisor the best evidence of a teacher's inefficiency and will enable him to discover the weak teacher who cannot be improved., And the problem of removing, transferring, or retiring an unsatisfactory teacher can be easily solved. The supervisor can know also when to relax his efforts and give no further help. He can judge the method of teaching which his teachers are employing. The supervisor can make various comparisons in different buildings. He can see the relative efficacy of different methods, textbooks, appliances, and distributions of time by comparing the results secured. With scales of measurement, he can measure the efficiency of his principals. And under the circumstances, he will be in a position to give promotion to those who by merit deserve it. 4. Value to the Superintendent The superintendent will be able to locate the good, the mediocre, and the poor teachers in looking over the achievement results made by their classes, especially when these results are thrown into distribution tables and graphs. By a careful examination of the results in different buildings, he can tell the superior principal from the average and the inferior. He can tell then what help is needed and who need it. He can then give expert advice and necessary assistance. He can measure not only the efficiency of his teachers, principals, and supervisors but also the efficiency of the methods, textbooks, and appliances used. Like the supervisor, the superintendent can make different comparisons. He can compare his different 30 STUDIES IN MENTAL MEASUREMENT schools. He can compare his own schools with others. He can, by so doing, see what task he has to accomplish to bring a particular school, or all his schools, up to standard. He may even go farther. He can call the attention of the higher authorities to the size of the problem confronting the school system. In this way he may succeed in securing more and better equip- ment, supplies, and teachers. And when it comes to appealing to the community at large, he can make himself understood by showing the results. Speaking in a language intelligible to the public, he can expect the support and cooperation he needs. He can urge new improvements, projects, and innovations in the school system.1 SUMMARY Scientific management has clearly demonstrated the value of standards and scales of measurement in business enterprises. The fundamental principles of scientific management resolve themselves into two: (1) setting up of standards and (2) employing scales to measure the product and determine whether it rises to these standards. The most efficient methods, the besttrained workers, and the most useful appliances and devices are secured only after the setting up of standards and the using of scales of measurement. The value of standards and scales is of no less importance in the field of education. Educational administration, like business administration, is dealing with the production of an output. As in the industrial 1 E. P. Cubberley, "Testing Results," Public School Administration, Chapter XIX, pages 326-328. Houghton Mifflin Company, Boston; 1916. BUSINESS AND SCHOOL ADMINISTRATION 31 concerns, the educational administrator needs to know what standards are required by the outside world and how to measure his results to determine whether these are rising to the standards set up. Hence he feels the same necessity that the business manager does; namely, (1) the necessity for standards and (2) the necessity for scales of measurement. Standards and scales are of value not to the head administrator alone, but to his immediate and remote subordinates as well. The supervisor, the principal, the teacher, and even the student profit by the use of standards and measurements. By the use of scales the school system can be run with economy and efficiency, and the public can be appealed to easily for help, support, and cooperation. CHAPTER FOUR THE APPLICATION OF TESTS AND MEASUREMENTS TO AMERICAN EDUCATIONAL PROBLEMS SOME OUTSTANDING PROBLEMS IN AMERICAN SCHOOL ADMINISTRATION 1 THE problems of public education in the United States are so varied and numerous that only the most important ones and those that have some bearing on Philippine studies in mental measurement are mentioned here. The following classification is neither exhaustive nor exclusive: (1) Classification and Promotion of Pupils (2) Retardation and Elimination (3) Methods of Instruction and the Curriculum (4) Educational and Vocational Guidance (5) School Supervision and Organization The specific and practical uses made of both the achievement and the endowment tests will be taken up in each of the above problems. No definite distinction is here made between the use of one test and that of the other, for both have been used in most of these problems. Furthermore, it is difficult to draw a sharp boundary line between the two kinds of tests. Achievement tests are also intelligence tests in many respects. And intelligence tests in their present form X This discussion is based chiefly on: (1) M. E. Haggerty, "Specific Uses of Measurement in the Solution of School Problems," Seventeenth Yearbook of the National Society for the Study of Education, Part II, Chapter III, pages 25-40; 1918. (2) L. M. Terman, "Uses of Intelligence Tests," Measurement of Intelligence, Part I, Chapter I, pages 3-21. Houghton Mifflin Company, Boston; 1916. 32 AMERICAN EDUCATIONAL PROBLEMS 33 are not pure native endowment or potential ability tests. One test shades off into the other, and when used together, achievement and intelligence tests supplement each other. THE PROBLEM OF GRADING AND PROMOTION 1. Educational Waste Due to Improper Classification and Promotion One of the big sources of waste in education is teaching what the bright pupils already know. Another is teaching the dull pupils what they can never know. According to Starch's findings: "One third of the pupils waste time by being in classes in which they know practically all the material that is being covered in the recitation period and are able to perform all the tasks expected of them. Another third of the pupils waste time by being in classes in which they can grasp very little of the material and are able to perform very poorly, or not at all, the tasks expected of them. One pupil out of every three is promoted too slowly, and one pupil out of every three is promoted too rapidly. One pupil out of every three could finish the eight grades in seven years or less, and one pupil in every ten could finish the eight grades in six years or less." I Stated in unmistakable terms, such is the crux of the grading situation in the American school. A concrete illustration of this tremendous waste in education is 1 D. Starch, "Standard Tests as Aids in the Classification and Promotion of Pupils," Fifteenth Yearbook of the National Society for, the Study of Education, Part I, Chapter XIV, page 143; 1916. 34 STUDIES IN'MENTAL MEASUREMENT shown in the amount of grade overlapping Starch has found in his experiment at Madison, Wisconsin. Tests were given in writing, reading, spelling, and arithmetic.' (1) Writing. The tests were intended to measure both speed and quality. The speed was expressed in terms of the number of letters per minute, and the quality was graded with the Thorndike scale. The results showed that first-grade pupils ranged all the way from quality 4 to quality 9, and second-grade pupils from quality 6.25 to quality 9. Such a wide range of abilities within a grade caused enormous grade overlapping. By actual computation Starch found the amount to be as follows: (1) 32 per cent of the pupils in any grade equaled or exceeded the median 2 of the next grade above; (2) the same per cent equaled or fell below the next grade below. (2) Reading. The reading tests were intended to measure both speed and comprehension, but the two scores were combined in one. The results here were no less striking. There was as wide a range of abilities and as enormous an overlapping as in the case of writing. It was found that 31 per cent of the pupils in any given grade reached or exceeded the median of the next grade above. (3) Spelling. The amount of overlapping was essentially the same as that of writing and reading. Twentythree per cent of the pupils in any given grade reached or exceeded the median of the next grade above. 1 Op. cit., pages 143-148. 2 The median is a measure of central tendency. It is that score or mark above which lie 50 per cent of the group in question and below which lie the other 50 per cent. In short, it is the mid-point or middle score. AMERICAN EDUCATIONAL PROBLEMS 35 (4) Arithmetic. The Courtis scale, Series A, was used. Results told the same story. Thirty-two and five tenths per cent of the pupils in any given grade reached or exceeded the median of the next grade above. The experiment was carried further to determine whether or not this wide range of ability and enormous overlapping would be very much reduced if each pupil's performance in all subjects were averaged. The combined scores showed practically the same result. Thirty-two and two tenths per cent of the pupils in any given grade reached or exceeded the standard of the next grade above; the same per cent fell to or below the standard of the next grade below. After making all. allowances for any exaggeration Starch might have made in his study, one can still infer that: (1) the schools do not go by any definite, tangible standards and measure in any accurate way the actual abilities of children to determine whether or not they are up to standard; and (2) consequently, pupils who are one or more years ahead of or behind the grade in which they are placed (i.e., pupils who are misplaced in the grades) are overlooked. Grade overlapping is no less marked in the case of mental development (or potential ability) than in that of school achievement (or performance) as shown by the overlapping of mental ages (the indices of mental level).' The best illustration of this situation is given by Terman graphically in his study of typical California school systems. He shows that: (1) the first-grade chil1 Mental Age (M.A.) is the degree of mental development an individual has reached expressed in terms of the age of the child for which that degree of mental development is just normal. 36 STUDIES IN MENTAL MEASUREMENT dren greatly overlap the fifth-grade children; (2) the fifth-grade children overlap the first-year high school to about the same extent; (3) the brightest fifth-grade child is above the median of the first-year high school mental level; and (4) the brightest first-grade child has reached the median for the fifth grade and nearly the mental level of the dullest first-year high school child.' Terman, commenting on improper classification, says: "Notwithstanding the sifting which takes place at the end of each school year, the resulting classification of children has been so far from successful that, generally speaking, the lowest 25 per cent of pupils in any grade belong mentally in a lower grade and the highest 25 per cent in a higher grade. Only the middle half are classified approximately where they should be. Usually more than 15 per cent are at least two grades removed from the one in which they belong by mental age." 2 The only remedy for this situation is to classify and promote pupils, not according to time or age, but according to performance and capacity. Such a method of classification and promotion would also give incentive to children to do their best. But in order to accomplish this task, definite standards must be set up for the various subjects, courses, grades, and schools. Then scales of measurement and tests must be used to ascertain whether or not these standards are being L. M. Terman, "Individual Differences," Intelligence of School Children, Chapter II, pages 25-26. Houghton Mifflin Company, Boston; 1919. 2 Ibid., page 27. AMERICAN EDUCATIONAL PROBLEMS 37 reached. The ordinary school examination, besides involving the personal equation of the examiner, is not scientifically conducted and generally gives much worry and anxiety to the pupil. With mental ability and actual achievement as the best criteria for classification and promotion, this type of examination and chronological age must give way to the intelligence and the achievement test in school grading. 2. Changes in Classification and Promotion Due to the Use of Tests and Measurements Dr. M. E. Haggerty reports several changes in the classification and promotion of pupils as indicated by the replies to the questionnaires he sent out to several school superintendents who had been making use of educational and mental measurements. He classifies these changes in a manner like this: 2 (1) Promotion and demotion of pupils who were improperly classified. Such replies as these were received: "We gave certain pupils double promotions." "We demoted and promoted pupils who did not fit the grade they were in." "Bright pupils were put into relief by the tests and afterward examined; a large number were promoted thus." (2) Classification and promotion by subjects. Under this heading are the following replies: "Pupils were transferred in reading to grades for 1 Chronological Age (C.A.) is one's age according to the calendar. 2M. E. Haggerty, "Specific Uses of Measurement in the Solution of School Problems," Seventeenth Yearbook of the National Society for the Study of Education, Part II, Chapter III, page 26; 1918. 38 STUDIES IN MENTAL MEASUREMENT which the tests revealed they were fitted." "When pupils reached quality 10, Thorndike handwriting scale, in monthly tests, they were promoted into advanced section, meeting three times a week." " Pupils classified in reading according to score in test: (1) those below Kansas standard drilled in thought interpretation; (2) those who equaled Kansas median given no extra attention; (3) those who tested a grade higher allowed to drop reading for a time and work on anystudy they were low in." "Promotion by subjects." (3) General class reorganization. Only one reply is quoted: "I classified my school below seventh grade so pupils could make up work where they were weak and take advanced work where they were strong." Concluding on the value of tests in the proper classification and promotion of pupils, Haggerty says: "Superior students can be detected and grouped together;' mediocre students can be put with mediocre students, and weak students, instead of being submerged in the struggle to maintain standing, can receive the help they need. It would be difficult to overestimate the increase of efficiency that would come from the better adaptation of instruction in consequence of such classification." 1 THE PROBLEM OF RETARDATION AND ELIMINATION Retardation is generally defined as a state of overageness, a state in which a pupil is above the average 1 M. E. Haggerty, "Specific Uses of Measurements in the Solution of School Problems," Seventeenth Yearbook of the National Society for the Study of Education, Part II, Chapter III, page 28, 1918. AMERICAN EDUCATIONAL PROBLEMS 89 age for his grade. Elimination is a state of dropping out on the part of the pupils for some reason, a condition that comes usually after retardation. Recently retardation has been defined in terms of mental age instead of chronological age. Terman has taken this stand in his Intelligence of School Children. He finds that the " retarded " child (one over-aged chronologically for his grade) is generally under-aged mentally and not mentally capable of carrying on the work of that grade. And the "accelerated" child (one underaged chronologically) is usually over-aged mentally and capable of carrying on work in a higher grade. Hence we may speak of retardation either as a state of chronological or mental over-ageness. The popular conception is retardation with respect to chronological age, while the "psychological" conception is one with respect to mental age. A chronologically retarded pupil, therefore, is usually mentally accelerated, and a chronologically accelerated pupil is usually mentally retarded. As Dr. Terman says, "c We cannot too often repeat that the retardation problem is exactly the reverse of what it is commonly supposed to be." 1 1. Studies on the Problem Several studies of retardation and elimination have already been made in the United States. Ayres,2 1 L. M. Terman, Intelligence of School Children, Chapter V, pages 72-74. Houghton Mifflin Company, Boston; 1919. a L. P. Ayres, Laggards in Our Schools. 236 pages. Russell Sage Foundation, New York; 1909. 40 STUDIES IN MENTAL MEASUREMENT Thorndike,' Strayer,2 and Bonner 3 have all gathered statistics to show the tremendous amount of retardation in American school systems. Terman, in reviewing all statistics from several hundred cities, says that from one third to one half of school children in the United States fail to progress through the grades at the expected rate, 10 to 15 per cent are retarded two years or more, and 5 to 8 per cent at least three years. As a result, about $40,000,000 is spent annually for repeated instruction.4 2. Causes of Retardation While other factors might play a part in retardation, -late entrance,5 irregular attendance, transfer to another school, physical defects, home and environmental conditions, - the fact remains that under ordinary circumstances it is the more intelligent child that makes more rapid progress in the school and the mentally deficient that lags behind. After all, it is mental capacity that plays the leading r61e in school success. Of course, intellectual ability alone is not determinative of one's success in school life. It must be coupled with interest and industry. The capable pupil may fail because he lacks these other qualities and the mediocre pupil succeed because he possesses 1 Bulletin No. 4; 1907. United States Bureau of Education. 2 G. D. Strayer, "Age and Grade Census of Schools and Colleges," Bulletin No. 451; 1911. United States Bureau of Education. 3 H. R. Bonner, "Statistics of State School Systems (1917-1918)," Bulletin No. 11; 1920. Also "Statistics of City School Systems (1917-1918)," Bulletin No. 24; 1920. United States Bureau of Education. 4 L. M. Terman, The Measurement of Intelligence, Chapter I, page 3. Houghton Mifflin Company, Boston; 1916. 6 In the Philippines, late entrance is an important factor to reckon with. AMERICAN EDUCATIONAL PROBLEMS 41 them. But with the same degree of application and effort, it is the more intelligent individual that wins out. And so it is with school pupils. The mentally weak lag behind and gradually drop out. Retardation with respect to chronological age, or according to the popular conception, and elimination are due in the main to lack of mental capacity, whereas retardation with respect to mental age -i.e., the holding back of bright pupils from the grade where they belong because of mental capacity to the grade where mentally they are over-aged - is largely due to the tendency of school teachers and administrators to promote by the calendar and their consequent failure to push up the bright pupils. 3. Application of Tests to the Problem The Montclair (N. J.) schools' use of mental agegrade tables is the best illustration of the application of tests to the problem of retardation with respect to mental age, the problem of improper grading, and promotion.' Under the direction of Superintendent D. C. Bliss, the principals met to find out the amount of retardation in September, 1912. Figures showed that it was 23 per cent. Steps were taken to discover the causes of this high percentage of retardation. Tests were administered to the children, the needs of the individual pupils as shown by the results of the tests were given more careful consideration, and more flexibility was infused in the administration of the schools. Year after year, the superintendent and his corps of 1D. C. Bliss, "The Application of Standard Measurements to School Administration," Fifteenth Yearbook of the National Society for the Study of Education, Part I, Chapter VI, page 71; 1916. 42 STUDIES IN MENTAL MEASUREMENT principals met to discuss the situation and its gradual improvement. The percentage of retardation decreased as follows: 1912..... 23.3% 1913....... 18.3% 1914....... 14.8% 1915....... 13.7% The application of tests to the problem of retardation in the Montclair schools reduced the percentage almost 50 per cent. METHODS OF INSTRUCTION AND THE CURRICULUM Haggerty's study of superintendents' replies to his questionnaires gives the following changes in the methods of teaching and the course of study:1 (1) Placing more value on certain subjects or parts of subjects and giving more time to these. Replies were received as follows: "More emphasis, all grades, on meanings of words and sentences." "Stressing legibility in writing." "Greater emphasis on fundamentals in arithmetic." "More emphasis on correct use of words in reading, less on definition." "Special emphasis given to those subjects where standard was low." "More silent reading." (2) Increasing and specializing drill. Returns give these replies: "Five-minute daily drill on fundamentals in arithmetic." "More time and attention given to drill in number combinations." "Dictation drills with 1 M. E. Haggerty, "Specific Uses of Measurement in the Solution of School Problems," Seventeenth Yearbook of the National Society for the Study of Education, Part II, Chapter III, pages 31-37; 1918. AMERICAN EDUCATIONAL PROBLEMS 43 attention on punctuation." "More intensive drill in grammar and punctuation." "More drill in spelling." "Courtis drill cards in arithmetic in two rooms; more oral drill in all." "Horace Mann method of spelling adopted." "Installed Palmer method of writing." (3) Inventing special devices. Replies included the following: "Made room charts showing individual's work (median, quartile, safety zone)." 1 "Teachers used questions similar to Kelley test, and applied to geography and other subjects." "More instruction through interest of pupil." "Supervised study periods- all grades." "Three periods of supervised study added to school day: those who failed in one subject required to stay 1 period; in two, 2; etc." "Greater use of dictionary for meaning of words." "Tests devised to watch pupils' progress." (4) Individualizing instruction. These replies come under this class: "Individual attention; specifics devised for securing appreciation of good writing." "Individual help given slow pupils." "Methods adapted to ability of pupils." "Backward pupils discovered and given special attention." Replies also showed the following: (5) Changing the subject matter taught or the textbook used. (6) Setting up specific standards of achievement for different grades. (7) Organizing special curricula for special classes. 1 Terms referring to the average or 50 per cent, the quarter or 25 per cent, etc., of a group or class. 44 STUDIES IN MENTAL MEASUREMENT EDUCATIONAL AND VOCATIONAL GUIDANCE 1. Educational Guidance and Standardized Tests Tests, more particularly the intelligence tests, are a great aid to the administrator or schools in placing the pupils in courses, classes, or schools where their mental ability fits them to be. The ultimate goal of the child is a life vocation. The only thing that mental and educational tests can give the administrator now is an approximate median mental level required for all vocations - the professions, trades, or common labor. Terman's findings and those of several others who worked with him show that law, medicine, engineering, teaching, and the ministry require about the same amount of general intelligence, and that carpentry, masonry, plumbing, blacksmithing, etc., make about equal demands on general mental capacity.l When the median has been determined for the different vocations from profession to unskilled labor, then it is the duty of the school to give such courses and subjects as will fit those pupils who, by the result of the tests, show that they belong to this or that line of work. Mental testing, especially, has a very important r6le in educational guidance. Educational guidance as a problem of school administration cannot be overestimated in its importance. It is highly desirable that children be placed in the courses and given the subjects that lead to the vocations for which tests and measurements show them to I L. M. Terman, Intelligence of School Children, Chapter XII, pages 286 -287. Houghton Mifflin Company, Boston; 1919. AMERICAN EDUCATIONAL PROBLEMS 45 be fitted. The junior high school advocates have realized the need of educational guidance more and more and have emphasized the inclusion of courses giving the child a chance to choose his vocation. But without the aid of mental tests no scientific placement of pupils can be brought about in the junior high school or any school preparatory to a vocation. 2. Studies on the Relation of Tests to Various Vocations Vocational guidance follows educational guidance. Educational guidance starts early in the child's career (about the fifth or sixth school year); vocational training comes later, before the child enters the outside world. Until definite mental requirements have been discovered for the different vocations, the field of vocational training in the school has to confine itself to general considerations. Tests as they are in their present form do not differentiate sharply between professions, between trades, or between classes of unskilled labor. But the first stage in vocational guidance and mental testing has already been attained - the differentiation of vocations into professional, trade, and common labor. The second stage of further differentiation in each of these vocations is bound to come in the future. Several studies have been made to determine the level of intelligence for various vocations: (1) Terman's study of firemen and policemen. Applicants for positions in the fire and police departments of 1 The last two elementary grades and the first-year high school of the American system. 46 STUDIES IN MENTAL MEASUREMENT San Jose, California, were given mental and educational tests. The previous vocations of the examinees were classified into unskilled, semi-skilled, and skilled, and compared with the ranges of I. Q. and I. Q. averages. The following results were found:2 UNSKILLED SEMI-SKILLED SKILLED Range of I. Q....... 63 to 89 74 to 96 84 to 112 Average I. Q...... 75.5 85.2 98.3 (2) Flanders' study of express company employees. This study shows that even in a group working on several tasks requiring about the same amount of intelligence, the range of mental ages is appreciably wide. Results from the 47 employees tested showed a range from 10 years (I. Q. 62) to 18-7 (I. Q. 116) and a median of 15-2 (I. Q. 95). This simply means that tests are valuable in determining the level of mental ability in the different tasks which seem so similar as regards the amount of intelligence required.3 (3) Knollin's study of business men. Thirty business men of limited schooling and moderate success were tested. The median mental age for the group was 16-2 (I. Q. 102). The lowest 25 per cent were below 1 I. Q. means "Intelligence Quotient." It is an index of brightness or mental ability and is obtained by dividing the mental age by the chronological age. 'L. M. Terman, "A Trial of Mental and Pedagogical Tests in a Civil Service Examination for Policemen and Firemen," Journal of Applied Psychology, pages 17-29; 1917. ' J. K. Flanders, "Mental Tests of a Group of Employed Men, Showing Correlations with Estimates Furnished by Employer," Journal of Applied Psychology, pages 197-206; 1918. AMERICAN EDUCATIONAL PROBLEMS 47 15-0 (I. Q. 93.6); the highest 25 per cent above 17-2 (I. Q. 107).1 (4) Coover's and Downey's studies of college students. In sharp contrast to Flanders' and Knollin's studies of vocations requiring comparatively less intelligence, these two studies by Coover and Downey give results showing the different mental requirements for different vocations. Coover's study gives a median I. Q. of 113 and Downey's gives 108 for college upper classmen - much higher medians than 95 in Flanders' study and 102 in Knollin's.2 SCHOOL SUPERVISION AND ORGANIZATION Much has been said in previous sections of the general value of standardized tests to educational administration and supervision. An attempt was made early in this volume to enumerate the specific uses of tests and measurements to the administrator. But the practical working of the tests as they affect educational administration has not been touched yet. In giving a few instances of the practical use made of tests in school supervision and organization, reference will again be made to Haggerty's questionnaires. According to this study, some of the changes in school organization and administration as a result of using tests and measurements are:3 1L. M. Terman, Intelligence of School Children, Chapter XII, pages 278 -279. Houghton Mifflin Company, Boston; 1919. 2 Ibid., pages 279-282. Also J. E. Downey, "The Stanford Adult Intelligence Tests," Journal of Delinquency, pages 144-155; 1917. 3 M. E. Haggerty, "The Specific Uses of Measurement in the Solution of School Problems," Seventeenth Yearbook of the National Society for the Study of Education, Part II, Chapter III, pages 29-31, 37-39. 48 STUDIES IN MENTAL MEASUREMENT (1) Changing size of, and sectioning, classes. The following replies were reported: "Smaller classes in arithmetic." "More teachers in arithmetic." "The services of additional teachers demanded for defectives in industrial training." "Enlargement of class for defectives." "An advanced and a special section made in writing on the basis of errors." (2) Organizing special classes and schools for backward and gifted children. These replies were noted: "Opened special room for backward pupils." "Organized special corrective work." "An initial attempt to develop an elementary industrial school for pupils shown by the tests to be unfitted for the regular work." In this connection, the Montclair experiment with subnormal and precocious children might be mentioned as another practical application of tests and measurements to the problem of special class organization. Tests were given to a class of subnormal children in arithmetic and handwriting. The progress of each child was recorded from September to June.' Results showed that backward pupils made steady progress in handwriting, but a great fluctuation was noticeable in the case of arithmetic. The second part of the experiment deals with gifted children. A special class of these children, who were recently promoted to the seventh grade after making three years' work in two, were tested in fractions, English, spelling, writing, fundamentals, and composition, together with other seventh-grade classes. Results showed that the special class scored much higher than the others in all the examinations except handwriting and spelling. It is I Classes in America open in September and close in June. AMERICAN EDUCATIONAL PROBLEMS 49 evident from this experiment that the gifted child succeeds more in the abstract processes and improves but little in the mechanical tasks, while the backward child benefits only from the latter and fails to grasp abstract ideas. By the proper utilization of the results of experiments like this, the Montclair school system has been able to cope with retardation and other educational problems.1 (3) Departmentalizing the grades. Haggerty's study already referred to gives the following replies: 2 "Departmentalization of sixth, seventh, and eighth grades." "Department teaching.". (4) Appointing supervisors, supervising principals, and directors of efficiency and research bureaus. The following came under this: "Position of supervising principal for primary grades created." "Appointed a director for a newly organized Bureau of Research." "Plan to hire a trained supervisor for writing next year." Besides these initial steps taken to improve supervision, several changes were also indicated by the replies as a result of re-testing to ascertain the amount of improvement. These replies are typical: (a) In arithmetic. "Graph showed greater improvement in grade in one month, than first graph showed from class to class (five months' work)." "Have used drill and are now above the Courtis standard." lD. C. Bliss, "The Application of Standard Measurements to School Administration," Fifteenth Yearbook of the National Society for the Study of Education, Part I, Chapter VI, pages 73-78. 2 M. E. Haggerty, "Specific Uses of Measurement in the Solution of School Problems," Seventeenth Yearbook of the National Society for the Study of Education, Part II, Chapter III, pages 31-37; 1918. 50 STUDIES IN MENTAL MEASUREMENT "The weaker pupils do better work. More pupils brought up to required standard. Pupils more accurate." "Plateau' disappeared which had existed from Grade VI to VIII; curve for both attempts and rights in all operations shows gradual development to Grade VIII." 2 (b) In reading. "Improvement in median score from September 7 to January 23; Grade VII, 5.3, Grade VIII, 5.6." (c) In spelling. "Pupils average a grade higher." "More uniformity of grades, and children know where they stand." 1 (d) In writing. "Better quality. Both quality and speed nearer average for grade." (5) Training teachers for increased efficiency. This study not only shows considerable improvement in the school achievements, in the pupils, and the school as a whole, but it also gives a further change in the teaching corps, a change for increased efficiency in the service. Replies from the superintendents who had used tests and measurements showed such proposed improvements in the teaching service as these: (a) introduction of teachers' training; (b) summer-school attendance for certain teachers; (c) visit to demonstration or model classes; (d) teachers' shifting from grade to grade; and (e) changing principals. SUMMARY Tests and measurements have given the American public school administrator: (1) a proper basis for 1 "Plateau" is a period of non-improvement. There are eight grades in most American elementary schools. AMERICAN EDUCATIONAL PROBLEMS 51 pupils' classification and promotion; (2) an instrument to diagnose the amount of retardation and elimination and a remedy for its solution; (3) a standard by which to judge the efficacy of teaching methods and the arrangement of the program of studies; (4) a general criterion for educational and vocational guidance; and (5) a most powerful agency in bringing about standard school achievements, better supervision, establishment of research bureaus, better-trained teachers, and an efficiently organized school system. The studies made by Haggerty, Terman, Bliss, Starch, and a host of other American investigators show very clearly the valuable uses to which standardized tests have been put in the American school system. Tests have shown the wide range of abilities in school children and the consequent enormous amount of overlapping in the grades, when reckoned in terms of either performance or native capacity. They have shown the tremendous percentage of retardation and elimination as a result of improper classification. They have led to more efficient methods of instruction and more differentiated courses of study to meet individual needs in the school population. They are giving a fairly reliable basis of prediction for the child's success in school and in life. They have brought about changes in the teaching staff, supervision, and general organization of the school system, changes making for efficiency and economy. In short, tests and measurements have been playing a significant part in American public school administration and have convincingly demonstrated their practical value in helping solve the many and varied problems of the school. CHAPTER FIVE THE APPLICATION OF STANDARD TESTS TO PHILIPPINE PUBLIC SCHOOL PROBLEMS EVOLUTION AND ADMINISTRATION OF THE PHILIPPINE PUBLIC SCHOOL SYSTEM 1. Brief History of Philippine Public Education THE history of Philippine public education can probably be best understood if a study is made of its background, the early days of Malayan culture and the three centuries and a half of Spanish occupation.l But to trace such a development would entail a considerable amount of space devoted to historical facts that may have little or no bearing on our subject and consequently might carry our discussion far from the topic at hand. We shall, therefore, begin with the transplanting of the American public school system, go on to describe some of the subsequent changes effected to suit local needs and conditions, and finally consider the Philippine public school in the light of modern conceptions of public education. With the establishment of primary schools by the army,2 two outstanding problems confronted the early school authorities; namely, the training. of a Filipino teaching staff to carry on the instruction begun by the Americans and the publication of textbooks suited to Philippine needs. The first problem was met, first, by 1 Recopilacion de las Leyes de Indias, Ley V, Tit. XIII, Lib. I. Also J. Foreman, The Philippine Islands, Chapter XI, pages 190-196. Charles Scribner's Sons, New York; 1899. 2 C. B. Elliott, The Philippines, to the End of the Military Regime, Chapter XVII, pages 485-486. Bobbs-Merrill Company, Indianapolis; 1916. 52 PHILIPPINE PUBLIC SCHOOL PROBLEMS 53 the inclusion of normal training in the upper grades taught by the Americans; secondly, by the organization of normal schools throughout the Islands; and finally, by the establishment of the College of Education, University of the Philippines. Not only has this task of training teachers proved to be successful, but the process (popularly known as Filipinization) has gone to such an extent that of about 26,000 teachers in the Philippine public schools today, not more than 350 are Americans.1 The second problem was readily met by a gradual process of modification in the textbooks used and the subject matter taught. It was discovered from the outset that the Filipino child, with a different interest - owing to different surroundings, as has been said - did not delight much in reading about Jack Frost, the squirrel, or the apple; nor did he take any deep interest in Indian or Norse stories. Steps were immediately taken to replace snow and frost with rain, the squirrel with the monkey, and the apple with the banana. Today the Filipino child reads not so much of old Indian and Norse legends as of his native folklore and hero stories, not so much of Jack and John as of Juan and Pedro. 2. Philippine Public School Administration The administration of the Philippine public schools combines the democratic control in the American system and the centralized authority in the Prussian and the French. At the head of all the schools is the Director of Education, with his assistant. He is 1 From Elementary and Secondary Educational Statistics, Philippine Islands; August, 1924. 54 STUDIES IN MENTAL MEASUREMENT directly responsible to the Secretary of Public Instruction, who is at the same time Vice-Governor of the Islands and a member of the Council of State, a body composed of the Governor-General, the six department secretaries, the President of the Senate, and the Speaker of the House. The Director is appointed by the Governor-General, with the advice and consent of the Senate, on the recommendation of the Secretary of Public Instruction and the Council of State. Wielding all authority vested in his office, the Director is held responsible for the efficiency of the school system by the direct representatives of the people. Provincial, municipal, and other local control is vested in forty-nine division superintendents and four superintendents of insular schools, who are appointed by and are responsible to the Director. These division heads supervise all division supervisors, district supervisors, and elementary and secondary principals and teachers. The efficiency of the teaching personnel is maintained by a series of civil service examinations, normal institutes, vacation assemblies, and summer courses offered by the University of the Philippines. Teachers who are neither normal school graduates nor holders of teachers' certificates may qualify for permanent appointment only after passing the junior teachers' examination; those who are already regular appointees in the service, seeking promotion in rank or salary, may take the senior teachers' examination and become eligible upon making a satisfactory rating; while prospective division superintendents are required to pass the former assistant examination, now known as the division superintendent examination, the highest PHILIPPINE PUBLIC SCHOOL PROBLEMS 55 given by the Bureau of Civil Service, open only to educational executives. At the city and provincial normal institutes, so-called model teachers conduct demonstration classes, and prominent educators give lectures and lead discussions on educational problems. During the summer, the College of Education at Manila, Cebu, and Baguio (where annual teachers' conventions are held) offers very profitable professional courses to those who have the time and energy to spare. The four main functions of Philippine public education are assigned to separate departments from the central office down the line. The academic phase of the work is headed by the chief of the academic division, Bureau of Education, and is handled by selected academic supervisors in the provinces and municipalities. The industrial division of the general office takes charge of the rather extensive program of industrial and vocational training in the schools, from the primary grades through the vocational secondary schools. Local control is left in the hands of special industrial supervisors. The third and fourth functions, those of physical training and social recreation, are handled by the schools as a part of the regular program. School funds in the Philippines are taken chiefly from insular appropriations voted by the Legislature after the preparation of the annual budget by the Council of State and from funds set aside by the provincial and municipal governments. Funds also come from voluntary contributions and donations by private individuals or corporations. And not infrequently governmental authorities (provincial boards and municipal councils) vote special funds to supplement insular aid from the 56 STUDIES IN MENTAL MEASUREMENT Legislature, for the erection of new buildings or the establishment of new schools. All matters pertaining to supply and finance are handled by the property and the accounting division. The records division keeps all reports and records submitted to the General Office. MEASUREMENTS IN SOLVING PHILIPPINE PUBLIC SCHOOL PROBLEMS In the light of the foregoing discussion, the most important problems of Philippine public school administration may be grouped as (1) educational and (2) business. 1. Educational Problems With such a close resemblance between the American and the Philippine system of education, the Philippine administrator meets practically the same problems as the American. As these have already been treated in detail in previous sections of this book, only a brief summary is here necessary: (1) Classification and promotion of pupils. Like the American, the Filipino child is classified on the basis of performance in the ordinary school examination. (2) Retardation and elimination. The enormous failure in the first-year high school invites the attention of the Philippine administrator to a thorough study of retardation and elimination, both with respect to chronological age and to mental age. In the Philippine schools the study becomes the more valuable in determining the relative importance of the following causes of over-ageness: (a) late entrance due to late opening of schools, previous lack of accommodation, or PHILIPPINE PUBLIC SCHOOL PROBLEMS 57 other factors; (b) withdrawal before the end of the school year, due to irregular attendance, illness, financial difficulties, etc.; and (c) repetition due to failure. (3) Methods of teaching and the curriculum. The efficacy of the so-called model methods from the city systems and the selection of subject matter for the courses of study deserve likewise careful consideration on the part of the Philippine school authorities. (4) Educational and vocational guidance. Nowhere will the need for a scientific procedure in these lines be more strongly felt than in a school system like that of the Philippines, in which extensive industrial training is given throughout the grades. (5) School supervision and organization. If America has felt the necessity for better supervision and organization in the schools, there is every reason to believe that the highly centralized system in the Philippines will readily show such defects in instruction, supervision, and administration and give a very important task for the administrator to solve. 2. Business Problems Being a centralized machinery, the Philippine public school system owes its existence to the people through their representatives in the Legislature. An appeal that is made to them for school funds will be listened to only when this is made in terms plain, concrete, and intelligible. The people express their voice through their chosen representatives in the Council of State, Senate, and House of Representatives. The Secretary of Public Instruction and the Director of Education are the only instrument of the schools in 58 STUDIES IN MENTAL MEASUREMENT asking for the necessary appropriation to maintain and improve them. They are in the same position as the superintendents of schools in America, fighting to secure the necessary amount for their schools. 3. The Rtle of Tests We have seen the r6le that standardized tests play in the solution of the American educational problems mentioned above. In several systems pupils have been classified and promoted according to mental ability. Retardation has been very greatly reduced. Methods of instruction and courses have been much improved. Educational and vocational guidance have gained greater impetus. Educational supervision and administration have become more efficient. What we can expect of tests and measurements in America we have every reason to expect in the Philippines. With the use of tests and measurements, the improper classification of pupils can be discovered and proper grading installed. The causes of the enormous failure in the first-year high school can be studied along with the general problem of retardation and elimination. The most efficient methods of instruction and the most highly differentiated courses of study can be employed. The Philippines' pride of giving an extensive vocational training can be placed on a scientific foundation and bids fair to stand any modern change in the field of education. Then the task of general supervision and organization will be very much lightened when the school authorities have some tangible standards to go by in judging school efficiency. Finally, the help and support of the people through PHILIPPINE PUBLIC SCHOOL PROBLEMS 59 legislative action and through voluntary contributions can be easily secured if the educational representatives in the government - the Secretary of Public Instruction and the Director of Education - can present their estimates of school needs and expenditures in terms of school achievement and pupils' progress in the grades, by using the results obtained from standardized tests. Granted that the use of standardized tests will help Philippine public school officials to solve their problems, these questions arise: Will the tests as arranged and standardized in their present form apply to Philippine conditions? Will they be a fair test of the Filipino pupils' school achievement and native capacity? Are any changes needed? Part II attempts to answer some of these questions. SUMMARY The Philippine public school system has germinated from the American idea of universal education, carried over and transplanted on the soil of early Malayan culture and Spanish civilization. While partaking of the nature of European centralized educational administration, it does not differ very materially from the American system. Like American public education, the objective of Philippine educational theory and practice is the all-round development of the individual with a view to discovering his special innate faculties and to giving him intensive training in his chosen field. As in the American school, English is the only language of instruction. And with the established policy of making the language of democracy the ultimate national medium of thought, writing, and speech, coupled 60 STUDIES IN MENTAL MEASUREMENT with the general tendency at the present time to use English not only in commercial and educational circles but also in political and social gatherings as well, the rise of an English-speaking people on the western side of the Pacific is inevitable. Modeled after American theories and practices, Philippine public education has presented the same problems to the school administrator. And so, following the example of American educational authorities, public school officials in the Islands have to make use of all available means to cope with these problems, The American administrator has found tests and measurements an invaluable aid to the running of his school system. There is every reason to believe that the Philippine administrator also will avail himself of the wonderful opportunities of this great movement in education. PART TWO THE APPLICABILITY OF STANDARD TESTS TO THE FILIPINO Ce> CHAPTER SIX REVIEW OF EARLY STUDIES As already pointed out, since the American occupation of the Philippines and the subsequent transplanting of the American public school system, Philippine educational thought and practice have followed the course of educational progress in America. While insular school leaders and administrators have tried to borrow as much as possible from American educational theories and procedures, and while such innovations as the socialized recitation, supervised study, and the project method have found their respective places in the Philippine schoolroom, very little has been done so far in the field of educational and mental measurement. What tests have already been given and what recent studies have been made on this subject will be reviewed here in brief.1 EDUCATIONAL ACHIEVEMENT TESTS 1. Spelling 2 The words for the spelling test, which was given in November, 1915, were taken from Ayres' Measuring Scale for Ability in Spelling. Twenty words each were taken from H, L, P, and T lists. The words in the lists are all found among the 1000 words most commonly used in writing, and the words in each list are of equal difficulty. More than 70,000 different 1M. L. Carreon, "Measuring the Achievement and Ability of Filipinos," School and Society, Vol. XVII, No. 436, pages 502-504; May 5, 1923. 2 Circular No. 27, Series of 1916, Bureau of Education, Manila. 63 C 64 STUDIES IN MENTAL MEASUREMENT pupils attempted to spell the words given in the word and sentence tests, and approximately 89,000 pupils tried one of the lists of twenty words in each test, making in all over 3,500,000 attempts. The scores in the forty divisions giving the tests were compiled. Both the tables and the graphs made show that (1) the flattening of the curves is much sooner in the Philippine Islands than in the United States; (2) the median scores for the Philippines, except for the T list in the three intermediate grades (V, VI, and VII), are below the Ayres standards derived from giving the test in 84 school systems; (3) the girls are, in almost every case, superior in spelling ability to the boys, their median scores exceeding those of the boys by 1.9 per cent in list H, 3.3 per cent in list L, 3.2 per cent in list P, and 5 per cent in list T; (4) except in a very few cases, the sentence-test medians are somewhat lower, which indicates that, as a rule, pupils spell better when their attention is concentrated upon the spelling of a single word than when no particular emphasis is placed upon the word to be spelled; and (5) without question, there is a great diversity in spelling ability among the school divisions in the Philippine Islands. 2. Arithmetic Test1 Later, after the spelling test had been given, tests in the fundamental operations were administered to about 23,000 pupils, ranging from Grade IV to first year of high school. A comparison of the scores from the tables and graphs compiled shows: I Circular No. 65, Series of 1917, Bureau of Education, Manila. i REVIEW OF EARLY STUDIES 65 (1) American children are considerably more rapid in performing the fundamental operations in arithmetic. Their superiority in this respect is greater in addition and division than in multiplication and subtraction. At only one point (Grade V in subtraction) do Filipino pupils practically equal the American pupils in speed. (2) American pupils also obtain more right answers in division, but in the other fundamental operations the scores are on the whole about equal. In addition Filipino pupils get more right answers in the seventh grade and the first-year high school. While in subtraction the American pupils in these grades obtain more right answers, in multiplication the differences in the scores are small. (3) In accuracy Filipino pupils' scores are considerably better, being higher for each grade in each operation except for Grade VII in subtraction. Evidently Philippine teachers place more emphasis upon accuracy and are not so skilled in giving speed drills. (4) In both speed and accuracy the girls' scores are lower than those of the boys. The only exceptions are in accuracy in addition (Grade V), in subtraction (first-year high school), and in division (Grade IV). In addition boys complete on the average 1.3 more examples and get 1.2 more right answers. Stated differently, they obtain 22 per cent more complete answers and 33 per cent more right ones. They are 6 per cent more accurate. In the other operations they excel in about the same ratio. While the boys were expected to do better, it was a surprise to find them prove so much superior to the girls. 66 STUDIES IN MENTAL MEASUREMENT (5) In all except one school division, there was at least either one boy or one girl in Grade IV who failed to solve accurately one example in addition. In three divisions the highest score made by any boy did not exceed 5, which was also the maximum for girls in eleven divisions. In the greater number of divisions the highest score made was between 6 and 10. This was the case for boys in 28 divisions and for girls in 24. There were pupils in a few divisions who did considerably better. (6) There was a very wide range of ability in every grade. The range of ability among the girls was not so great as among the boys. In 15 out of 20 possibilities, the maximum score made by a girl fell in the group 6 to 10 or below, while in only five cases did the boys' maximum score come in this group or a lower one. Very few girls made scores of over 20. MENTAL ABILITY TESTS 1. Study on Filipino Students in Minnesota About the middle of the winter quarter (1920-1921), twenty-two Filipino students residing in Minneapolis and St. Paul were given the Haggerty Intelligence Examination, Delta 2. The following scores were made: TABLE I SCORES: 24, 61, 70, 71, 85, 89, 90, 91, 93, 96, 97, 99, 108, 111, 114, 119, 125, 127, 127, 132, 137, 141. The median for the group is 98. The range is from 24 to 141, an unusually wide one for a group of this size. The range of ages (chronological) is from 17 to REVIEW OF EARLY STUDIES 67 27, that of school attainments from first-year high school to second-year college. Of the twenty-two tested, there are five university students, eight private college,' four high school (Minneapolis East High), and five are not in school. The medians for the four groups are: (1) University... 125 (Range: 97 to 137) (2) Private college.. 100 (Range: 24 to 141) (3) East High.. 100 (Range: 85 to 127) (4) Not in school. 80 (Range: 61 to 96) Of the five university students, four are above the entire group median; of the eight private college, five are above this median; of the four East High, two are above; while none of those out of school reaches or exceeds the group median. It is evident from this study that: (1) the Delta 2 Intelligence Examination retains its discriminative capacity by dividing the group of twenty-two students into mental abilities ranging from that shown by score 24 to that shown by score 141; (2) those who generally find some way of continuing their studies score much higher (medians 125 and 100) than those out of school (median 80) - all of these students being either entirely or partly self-supporting; (3) English as a language practically foreign to these students plays but an insignificant part in dividing the groups; and (4) mental ability, therefore, is the most important factor in differentiating these students from one another. 1 St. Thomas College and Hamline University, St. Paul; and Minnesota College of Law, Minneapolis. 68 STUDIES IN MENTAL MEASUREMENT 2. Study on Filipino Students in Ohio In the school year 1920-1921, twelve students attending Ohio State University were given the Army Alpha Intelligence Examination, and nineteen others the Ohio State University group test. (1) Results from the twelve students in the Army test are recorded as follows: TABLE 2 SCORES: 34, 34, 46, 50, 59, 69, 78, 78, 95, 96, 122, 123. The median is 73.5; the range from 34 to 123. The range of school attainments is from first-year to thirdyear college. Of the twelve tested, two were taking veterinary medicine, five were in the Arts College, three were taking engineering, and two education. It is interesting to note that the two highest scores were made by the latter group, 122 by a freshman and 123 by a junior. Of the two veterinary students, neither reached the median of the entire group; of the five arts, two were above; of the three engineering, two got a little above; and the two education got the highest. The following medians of percentages of score made to total possible score have been computed to compare the relative difficulty of the exercises: Exercise 1. Directions Exercise 2. Arithmetic Exercise 3. Practical Judgment Exercise 4. Synonym-Antonym Exercise 5. Disarranged Sentences Exercise 6. Number Series Completion Exercise 7. Analogies Exercise 8. Information Median 50.0% ", 48.0% " 40.0% " 30.0% " C 22.5% 5.4% " 35.0% C" 50.0% REVIEW OF EARLY STUDIES 69 The above study shows: (1) that even in a more homogeneous group, such as this one, the Army Intelligence Examination gives a wide range of variation in the scores; (2) that those higher in college attainment are not necessarily higher in intelligence, for one freshman scored 122 (one of the two highest), a score much above four sophomores and one junior; (3) that again the language element fails to play a significant part in the scores; and (4) that therefore native endowment is the principal factor, and not schooling or knowledge of English. (2) Results from the Ohio State University test. The nineteen students scored as follows: TABLE 3 SCORES: 32, 34, 38, 40, 42, 45, 47, 51, 56, 56, 56, 56, 59, 65, 69, 70, 74, 86, 109. The median is 56.4; the range is from 22 to 109. School attainments range from first-year to fourth-year college. Of the nineteen students tested, six are engineering students, one medicine, five veterinary, three arts, three agriculture, and one commerce and journalism. The highest score was made by a sophomore in the Arts College. Of the six engineering students, four reached or exceeded the group median; the one medical student exceeded it by 3 points; of the five veterinary, four reached or exceeded it; of the three arts, two; of the three agriculture, none; the commerce student was 18 points below. This study merely supports the conclusions drawn from the one immediately preceding. 70 STUDIES IN MENTAL MEASUREMENT 3. Study on Filipino Teachers in the Philippines Two groups of Filipino teachers were given the Otis Group Intelligence Scale: Advanced Examination, in the summer of 1919 at Baguio (the summer capital) and in four provinces. (1) Results from the provincial group give the following scores: TABLE 4 FREQUENCY FREQUENCY FREQUENCY SCORE SCORE SCORE M F M F M F 0-9 1 0 60-69 146 132 120-129 29 12 10-19 4 3 70-79 166 107 130-139 21 8 20-29 16 21 80-89 138 97 140-149 7 2 30-39 42 46 90-99 109 64 150-159 3 3 40-49 78 78 100-109 74 49 160-169 2 1 50-59 113 106 110-119 51 i2 170-179 1 Total.......... 1000 752 0 20 40 60 80 100 120 140 160 180 SCORE FIG. 2. Percentile distribution of scores for men and women, provincial group. (From Van Heyningen Hartendorp.) REVIEW OF EARLY STUDIES 71 TABLE 5- Men TEST ITEMS PROVINCE No. TOTAL 1 2 4 5 6 7 8 9 10 Rizal 152 8.4 9.7 10.8 3.7 9.9 6.4 7.4 7.3 8.2 11.0 82.8 Tayabas 366 7.9 11.4 8.4 4.7 8.7 6.0 5.7 6.1 8.8 9.5 77.2 Laguna 257 7.6 9.6 8.2 4.0 9.3 5.9 7.2 6.6 6.8 10.0 75.2 Batangas 225 8.1 9.1 8.3 3.3 10.3 6.3 7.1 6.8 6.4 9.4 75.1 Total 1000 7.9 10.2 8.7 4.0 9.4 6.1 6.7 6.6 7.6 9.8 77.0 Women Tayabas 176 7.4 11.3 9.0 4.3 7.3 5.5 5.1 5.3 8.6 9.4 73.2 Laguna 209 7.4 9.4 8.0 3.5 7.9 5.6 6.0 5.9 7.7 9.9 71.3 Rizal 203 7.5 8.0 8.7 2.3 8.4 5.6 6.7 7.1 6.7 9.3 70.3 Batangas 164 7.5 8.4 6.9 2.6 8.4 5.6 6.5 6.6 5.8 10.0 68.3 Total 752 7.5 9.3 8.2 3.2 8.0 5.6 6.1 6.9 7.2 9.6 70.9 TABLE 6 MEN WOMEN Number Frequency Number Frequency Below seventh grade.. 50 56.9 53 53.4 Intermediate graduates.... 509 70.5 498 69.1 First-year H. S. and N. S.... 196 73.5 125 70.8 Second-year H. S. and N. S... 83 85.6 39 85.5 Third-year H. S. and N. S.... 38 93.4 6 95.0 Fourth-year and graduate H. S.. 83 103.0 23 109.3 Fourth-year and graduate N. S.. 28 115.6 88 113.6 College graduates and undergraduates......... 13 110.5 1000 752 1 In the Philippines, there are only seven elementary grades - the first four in the primary school and the last three in the intermediate. An intermediate graduate has completed the seventh grade. 72 STUDIES IN MENTAL MEASUREMENT The average score (Table 4) for the men is 77, for the women, 70.1 Figure 2 gives the data in graph form. The average scores by provinces for men and women separately are given in Table 5 (on page 71). (2) Table 7 gives results from the city (Baguio). TABLE 7 FREQUENCY FREQUENCY FREQUENCY SCORE SCORE - SCOCRE M F M F M F 50-59 1 1 100-109 21 1 150-159 11 2 60-69 1 1 110-119 31 11 160-169 5 1 70-79 2 6 120-129 32 7 170-179 1 1 80-89 5 7 130-139 22 12 180-189 2 0 90-99 15 4 140-149 17 5 Total 16 Total 166 59 The average score for the men is 122, for the women 115. Figure 3 gives the same data graphically. 'I ^-^.. WOMEN 307, -—. 11 I0 I L-% ---% 14 ----1% t. ---I - 10% _ _ 60 80 100 120 140 160 180 SCORE FIG. 3. Percentile distribution, Baguio group. (From Van Heyningen Hartendorp.) Table 8 gives the average scores by educational attainments. Figure 4 shows the average scores in each test for both groups in graphical form. 1 Data from the then Second Assistant Director of Education, Manila, collected in terms of averages. The writer ha: employed averages throughout this study in order to avoid confusion. REVIEW OF EARLY STUDIES 73 TABLE 8 MEN WOMEN Number Av. Score Number Av. Score First-year H. S. and N. S.... 46 112.1 18 95.5 Second-year H. S. and N. S... 13 116.0 3 126.3 Third-year H. S. and N. S.... 11 116.1 7 115.0 Fourth-year and graduate N. S... 47 128.2 125.9 Fourth-year and graduate H. S... 16 129.7 4 106.7 College graduates and undergraduates 33 129.9 5 136.8 166 59..... SCORE 30. ----------- - - GH HES POSS BLE 2,ORE LIME I S OP SCALE \ -BAGWIO G OUP- - - 5 - - 9 - -- -— SROVICIAL ' GROWIP WOMEN...__ MEN..... 01 U ' 1III IV V VI VII VIII IX X FIG. 4. GRADES Profile graph showing average scores in each test. (From Van Heyningen Hartendorp.) From the above data we find: (1) that the Baguio or city group, being a highly selected group, scores much higher than the provincial group; (2) that education affects to some extent the scores made, as shown 74 STUDIES IN MENTAL MEASUREMENT by the tables on educational attainments. But it is very possible that those who could not go on with their studies would not have succeeded well even if they had continued; (3) that education makes less difference than native endowment in the scores obtained, for scores show that first-year high school and normal school men in the provincial group scored 73.5, while the same group among the Baguio teachers scored 112.1; and (4) that the large gap - 15 points - between the score of teachers who are intermediate graduates (70.5) and those who are second-year high school students (85.6) throws some light on the enormous failure' in the first-year high school class of the Philippines. 4. General Conclusions The studies given above enable us to draw some important conclusions on the applicability of tests to Filipinos. Among these are: (1) The intelligence test as devised and standardized in America retains its discriminative value when applied to the Philippines. (2) Education or schooling plays but a small part in the Filipino's general ability to perform the intelligence test. (3) The influence of language, which at first thought would seem to handicap the Filipino greatly, is not a very big factor. (4) The fact that the average or median for Filipinos is lower than the standards given for Americans must be explained not so much in terms of schooling or 1 Philippine Journal of Education, Vol. 3, No. 3, page 59; September, 1920. REVIEW OF EARLY STUDIES 75 knowledge of English as in other factors that may come in. (5) As tests for the Philippines alone, tests in their present form give practical benefits as an aid to public school administrators; but as the basis of comparison with American norms, they show some discrepancy between the results in the two countries. (6) Changes, then, must necessarily be, not along lines pertaining to the use of English, but along the informational, subject matter, and other phases of the tests. SUMMARY Preliminary studies on the applicability of tests to Filipinos have shown that: (1) the tests as arranged and standardized in America retain their discriminative capacity when applied to Filipinos, thus meeting one very valuable criterion for any satisfactory mental measurements; (2) the influence of schooling and knowledge of English is much less than it is generally thought to be, as shown by comparison of individuals of different educational attainments and of the relative difficulty of the various items in the test; and (3) for use among Filipino school children alone, without making an attempt to draw comparisons with results obtained in America, the tests as they stand serve a very good purpose in Philippine public school administration. Changes, if ever made, to adapt tests to Philippine needs and conditions and do justice to the Filipino child when it comes to making comparisons with American standards, must be made carefully and thoroughly, without invalidating the usefulness of the 76 STUDIES IN MENTAL MEASUREMENT tests, by substituting tasks on information and subject matter of about the same difficulty to the Filipino child as the original items are to the American. Only by additional studies on the applicability of tests and measurements to Philippine educational conditions can the actual need for such changes be discovered and necessary modification be brought about. Tests and measurements, then, besides assisting the public school administrator in the Philippines in the immediate solution of educational problems, lead to a wide field of scientific investigation, far-reaching in its importance, not only to Philippine public education but to the whole realm of educational science. CHAPTER SEVEN ADMINISTRATION AND STATISTICAL PROCEDURE PRELIMINARY PREPARATION AT the request of the Philippine Educational Agent, Washington, D. C., the following tests were recommended in the summer of 1921 to be tried out in the Philippine public schools: (1) Achievement (a) Haggerty Sigma 1, Reading Examination (b) Haggerty Sigma 3, Reading Examination (c) Composition Test (based on the Hudelson Scale) (d) Spelling Test (based on the Iowa Scale) (e) Arithmetic Test (based on the Woody Scale) (2) Intelligence (a) Haggerty Delta 1, Intelligence Examination (b) Haggerty Delta 2, Intelligence Examination An examiner's guide, modeled after the rural school survey guide of New York State, was sent along with the test material to Manila. The most important points in this guide are noted below: EXAMINER'S GUIDE FOR THE GIVING OF ACHIEVEMENT AND INTELLIGENCE TESTS IN THE PHILIPPINE PUBLIC SCHOOLS I. INTRODUCTION The examinations covered by this guide are intended to show the achievement of primary, intermediate, and high school children in silent reading and measure their general mental level by means of group intelligence examinations. 77 78 STUDIES IN MENTAL MEASUREMENT II. SCHEDULE OF EXAMINATIONS The tests are to be given in primary, intermediate, and high school classes in schools selected for testing according to the following schedule: (a) Primary Classes GRADE EXAMINATION TnIE I-IV (1) Intelligence Examination, Delta 1 40 minutes (2) Reading Examination, Sigma 1 25 minutes (b) Intermediate Classes V-VII (1) Intelligence Examination, Delta 2 30 minutes (2) Reading Examination, Sigma 3 40 minutes III. TEACHER'S RECORD OF PUPILS (a) The Teacher's Record of Pupils should be given to the teacher before the examinations are begun, with the request that it be ready at the close of the examination. (b) Call her attention to the fact that complete instructions for filling in the blanks on this record sheet are given on the back of the sheet. IV. EXAMINER'S RECORD OF EXAMINATION The Examiner's Record is to be found on the back of the Teacher's Record of Pupils. This should be completed in detail for every class examined. V. MATERIALS NEEDED The number of pupils to be tested in any given class should be carefully estimated and the necessary materials procured as indicated below: (a) Test Materials (1) Intelligence Examination, Delta 1 (2) Intelligence Examination, Delta 2 (3) Class Record Sheet for Delta 1 and Delta 2 (4) Reading Examination, Sigma 1 (5) Reading Examination, Sigma 3 STATISTICAL PROCEDURE 79 (6) Class Record Sheet for Sigma I and Sigma 3 (7) Manuals of Directions (b) Additional Materials (1) Twine with which to tie up separately tests of each class and school (2) Enough sharpened pencils for emergency use (3) Stop-watch for time, if obtainable; otherwise ordinary watch will do (4) Teacher's Record of Pupils forms VI. INSTRUCTIONS TO EXAMINERS (a) General Directions Study carefully the General Directions given in Author's Manual for Haggerty Intelligence and Reading Tests. (b) Additional Points to Be Noted (1) Be ready to begin the examination as soon as the children are assembled., Arrange the test materials beforehand, so that no time is wasted. Make certain you have a sufficient amount of test materials and of well-sharpened pencils. For hygienic reasons pencils lent by examiners should be newly sharpened if they have been used previously. (2) Explain to the pupils that you are there to give them some simple tests, that these tests have nothing to do with their promotion, that the tests are being given to a great many other children in school, that these tests are new, and that you think they will like them. (3) The directions in the Manuals are to be followed explicitly. Do not vary from them except under the most unusual circumstances, and when you do, make a notation on the Examiner's Record showing exactly what the variation is. (4) For the results of these tests to be comparable, the conditions under which they are given must be as nearly the same as possible for all schools. Certain of these conditions are largely under the examiner's control. (5) Continual care has to be taken to keep pupils, when they have done all they can on one test, from going back to 80 STUDIES IN MENTAL MEASUREMENT make corrections on the earlier tests, or ahead to work on the next test. See that pupils who have finished a test put their pencils down and do not disturb those still at work. They may go over the test items they have just finished, but not the earlier or later test groups. (6) When the examination is over, place all papers of a class together, arrange by grades, and tie into bundles or pin together. Tie up with test papers the Teacher's Record of Pupils form, all properly filled out. (7) Make sure that the examination is a fair test of each child's ability and achievement. In case of any unusual attitude or behavior of any child, note it down on the record sheet, or better, on the subject's test sheet after the examination. VII. INTELLIGENCE EXAMINATIONS Whenever intelligence examinations are to be given, they should precede the achievement examinations. Directions for Delta 1 and Delta 2 examinations are given in the Manual of Directions and should be explicitly followed. VIII. READING EXAMINATIONS In all grades (primary, intermediate, and high school) the Reading Examinations, Sigma 1 and Sigma 3, should follow the Intelligence Examinations where the latter are given. Directions are to be found in the Manual of Directions. Follow these explicitly. IX. OPTIONAL TESTS1 Should time permit, the following additional tests are recommended: (a) Composition (based on the Hudelson Scale); (b) Spelling (based on the Iowa Scale); (c) Arithmetic (based on the Woody Scale). 1 Since the issuing of this guide, the following tests have come out and may be recommended for future testing purposes: (a) Composition (Van Wagenen English Composition Scales and Lewis English Composition Scales, for letter writing); (b) Spelling (Morrison-McCall Spelling Scale and Stanford Achievement Test, Dictation); (c) Arithmetic (Otis Arithmetic Reasoning Test and Stanford Achievement Test, Arithmetic). STATISTICAL PROCEDURE 81 X. GENERAL SUGGESTIONS (a) It is highly desirable that both achievement and intelligence tests be given to the same class of a given grade to make comparable results. (b) Two classes in each grade of about thirty pupils each who are fairly representative of their school system are recommended for each test. (c) Classes should be examined preferably by the same person, at least in the same test, if not in both. The academic supervisors or any competent examiners may be sent by the central office for this work. (d) Should the tests be administered at the beginning of the school year, the teachers' ratings on scholarship, intelligence, and industry may be deferred until ample time has elapsed for them to make fair and just estimates or judgments. Refer to the Manual of Directions in rating. In the departmental grades, take either the average or combined rating of all the teachers. (e) If the optional tests are given, they should be preceded by an intermission of ten minutes after the Haggerty tests. THE ADMINISTRATION OF THE TESTS Mr. J. W. Osborn, at the time Assistant to the Director of Education, Manila, gave the city school examinations; Mrs. Victoria Bundalian Castro and Mr. Macario Naval, two academic supervisors, gave the provincial school examinations. The following two tables summarize the schools and grades tested, the number of cases in each grade, and the date of testing for both city and province. Table 9 shows a slightly larger number of girls, owing to the total absence of the boys in the first grade. Most of the tests were given toward the latter part of the first school term. 82 STUDIES IN MENTAL MEASUREMENT TABLE 9 GRADES AND SCHOOLS TESTED, NUMBER OF CASES, AND DATES OF TESTING FOR THE CITY (MANILA) No. OF CASES GRADE SCHOOL DATE TESTED Boys Girls Totals Primary: I Rizal Primary 30 30 Oct. 12, 1921 II " " 15 15 30 " 12, " III " " 15 15 30 " 11," IV ". 15 15 30 " 11," Intermediate: V Ermita Intermediate 15 15 30 Sept. 27, 1921 VI ". " 15 15 30 " 27," VII. " 14 15 29 " 27, High School: 1 Manila South High 17 17 34 Sept. 22, 1921 V2 " " " 17 17 34 " 22, " 3.." 17 17 34 " 22, 4." " ". 17 17 34 " 22, " Grand Total 157 188 345 Table 10 shows a much larger number of schools selected. There are more than twice as many boys as girls. The children were tested about the early part of the second term.' THE HANDLING OF THE TEST MATERIALS The test materials came into the hands of the writer in the spring of 1922. Most of the data called for in the guide were sent along; only a few items of information were not available. Letters commenting upon the general atmosphere during the examinations were 1 The Philippine public schools open the second week in June and close the last week in March. Except'during the Christmas and Easter recesses, the term runs continuously throughout this period. The first part of the term ends the latter part of October, and the second part begins soon after. STATISTICAL PROCEDURE 83 TABLE 10 GRADES AND SCHOOLS TESTED, NUMBER OF CASES, AND DATES OF TESTING FOR THE PROVINCE (PAMPANGA) No. OF CASES GRADE SCHOOL DATE TESTED Boys Girls Total Primary: I San Fernando Elementary 15 15 30 Jan. 6, 1922 II Santa Rita Elementary 21 9 30 " 10, " III Santa Ana Elementary 21 9 30 " 11, " IV Sexmoan Central 26 4 30 " 9, " Intermediate: V San Fernando Elementary 15 15 30 Jan. 6, 1922 VI Bacolor Trade 25 4 29 " 10, " VII Guagua Elementary 21 8 29 " 10, " High School: 1 Pampanga High 19 9 29 Jan. 4, 1922 2 s" " 24 4 28 " 4, " 3. " 21 7 28 " 4, " 4.. 22 6 28 " 4, " Grand Total 230 90 320 received from the examiners. Personal comments and short notations were also included regarding special cases. 1. Scoring and Tabulating Scoring began immediately after the first tests arrived. The author's manual and the keys accompanying them were used to great advantage. In order, however, to facilitate scoring, time-saving devices were employed. One of these was the use of a key system of letters and figures in the Paragraph Reading test of Sigma 3. Directions in the manual were explicitly followed. Any ambiguity in the response was checked wrong. While the tests were being 84 STUDIES IN MENTAL MEASUREMENT scored, certain tendencies were also being observed as a basis for the latter part of the study. This fact alone more than compensated for the laborious task involved in scoring. The scores were tabulated by groups of exercises in each test. Boys' and girls' scores were recorded separately. Grades and percentages were tabulated likewise. In the computation of percentages, a table of percentages was found to be of great value. 2. Statistical Procedure Illustration. Since "mean," "mode," and "median" are often met with in discussions on tests and measurements, an illustration of the method of finding each has been included. One actual case is taken from Table 13. The scores of a Grade III class on Sigma 1 are: 7, 7, 8, 10, 10, 11, 11, 12, 13, 14, 15, 15, 15, 16, 17, 17, 18, 19, 19, 20, 21, 21, 22, 22, 23, 25,5, 25, 27, 29, 32. Tallying. The first step is to tally the scores as shown in the second column below. SCORE (S) TALLIES FREQUENCY (F) FREQ. X Sc. (FS) 6-8 /// 3 21 9-11 //// 4 40 12-14 /// 3 39 15-17 6 / 6 96 18-20 //// 4 76 21-23s - J 5 110 24-26 // 2 50 27-29 // 2 56 30-32 1 31 Totals 30 519....... STATISTICAL PROCEDURE 85 How to find the mean or arithmetical average. The usual method of finding the mean or the arithmetical average is by adding all the scores 7, 7, 8, etc., and then dividing the sum by 30 or their total number. But once the scores have been tabulated as above, a simpler method is to find the product of each frequency (F) by the middle score of the score interval and then add these products and express their sum as 2FS. The mean or arithmetical average is taken as 2FS/N, or -5, or 17.3. If the actual scores had been added, the sum would have been 521, yielding an actual average of or 17.4. It will be seen that by the approximate 30 method suggested for finding the average, each score is treated as if it were the middle value of the score interval, but this procedure results in a value of the average differing by a negligible amount from the true average. How to find the mode. The mode is the most frequent score, the score that has the highest frequency. By thus glancing over the table above, we find that the score interval 15-17 has the highest frequency, 6. And so we say 16 (the mid-score of the interval) is the mode. How to find the median. The median is the middle score, or if there is an even number of scores, it is the average of the two middle scores. It is found by these steps for all practical purposes: 1. Divide N by 2. In the above problem, N/2 = 30/2 = 15. The two middle scores are therefore the 15th and 16th. 2. Then count downward in the column of tallies to the 15th and 16th scores. 86 STUDIES IN, MENTAL MEASUREMENT 3. These are the 5th and 6th scores in the interval 15-17. 4. Assuming the six scores in this interval to be distributed uniformly, we would have two 15's, two 16's, and two 17's. The 5th and 6th scores are then both 17. 5. The average of these is, of course, 17. Therefore 17 is taken as the median. Note that by referring to the original scores we see that the 15th and 16th scores are actually both 17, so that this method gave us a value of the median exactly equal to the actual median as obtained by the scores themselves. But as used throughout these studies and as computed in several books on statistical methods, the median is found thus: 1. Divide N (the number of cases) by 2, as in the first method, to get N/2, or the mid-point. This is 15 in our problem. 2. Count downward in the column of frequencies to get a sum approximating but not exceeding 15. We can go only as far as score 15-17 to get a sum of frequencies 10. 3. Take this score (15-17); use the lower limit (15) as the assumed median. 4. Take a fraction whose numerator is the difference between the mid-point (15) and the partial sum of frequencies (10), which is 5, and whose numerator is the frequency of the assumed median, or 6, and multiply this fraction by the size of the interval, or 3, and we have a correction equal to I X 3, or 2.5. 5. Add this correction to the assumed median. Therefore the median is 15 + 2.5, or 17.5. STATISTICAL PROCEDURE 87 3. Graphing and Interpreting Results The results have been graphically represented. The simple straight-line graph has been used, except in the latter part of the study, where bars have been drawn instead of lines. The interpretation of results will not be taken up here, but will be deferred until the following chapters. Final interpretations are found at the end. SUMMARY The preliminary arrangements in the giving of the Haggerty examinations were made through the Philippine Educational Agency, Washington, D. C. Through the aid of an Examiner's Guide, the Assistant to the Director of Education, Manila, and two academic supervisors in the Division of Pampanga gave the tests, respectively, to the city and the provincial schools. A total of 345 city children and 320 provincial children took them. The city examinations were held the latter part of the first term, the provincial examinations the early part of the second term. Scoring, tabulating, graphing, and interpreting of results were all done at the Department of Educational Psychology, University of Minnesota. This work started in the spring of 1922. The author's manual, the accompanying keys, and a few additional devices facilitated the process of treating the test data. Throughout the entire period in which this project was carried on, conferences with the Department of Educational Psychology and personal observations on the part of the writer have helped materially in the formulation of the final interpretations. CHAPTER EIGHT A COMPARATIVE STUDY OF THE HAGGERTY TESTS SCOPE OF THE PROBLEM THE first phase of this study has to do with making a comparison of Philippine scores on the Haggerty examinations with the author's norms. Results will be treated separately for the city (Manila) and the province (Pampanga) on both the reading and the intelligence tests. No attempt has been made to study sex differences, although data could be obtained on such a study. The problem may resolve itself into the following parts: (1) Comparison of the city scores with the author's norms (2) Comparison of the provincial scores with the author's norms (3) Comparison of the city scores with the provincial scores RESULTS FROM READING EXAMINATIONS, SIGMA 1 AND SIGMA 3 1. City (Manila) Scores Table 11 gives a summary of the Sigma 1 scores for the first four (primary) grades of the city schools where it was administered. This table shows that the city medians fall below the author's norms and that only an average of 10 per cent of each grade scores reach or exceed these norms. In comparison with the Virginia results, there is a much lower percentage of zero scores.1 1 Virginia Public Schools: Part Two, Chapter IV, page 47. 88 STUDY OF HAGGERTY TESTS 89 TABLE 11 DISTRIBUTION OF SIGMA 1 SCORES, GRADE MEDIANS, AND PER CENT REACHING OR EXCEEDING AUTHOR'S NORMS, CITY SCHOOLS SCORE GRADE I GRADE II GRADE III GRADE IV TOTAL 0-1 15 0 15 2-3 9 2 11 4-5 3 4 7 6-7 2 1 3 8-9 1 3 4 10-11 5 1 6 12-13 2 3 5 14-15 3 1 4 16-17 3 2 1 6 18-19 4 3 4 11 20-21 2 1 2 5 22-23 1 4 5 24-25 3 6 9 26-27 7 5 12 28-29 2 0 2 30-31 2 2 4 32-33 1 3 4 34-35 1 4 6 36-37 38-39 40-41 42-43 2 2 Total........ 30 30 30 30 120 Median....... 2 11.5 24. 26. Author's Norm..... 6 20.0 30.0 38.0 Per Cent Reaching or Exceeding Author's Norm... 10.0 10.0 13.3 6.6 _ _....... Table 12 gives the situation for Sigma 3 in the intermediate (V, VI, and VII) grades and the high school (1, 2, 3, and 4) years. Table 12 presents an interesting situation. We find 90 STUDIES IN MENTAL MEASUREMENT TABLE 12. DISTRIBUTION OF SIGMA 3 SCORES, GRADE MEDIANS, AND PER CENT REACHING OR EXCEEDING AUTEOR's NORMS, CITY SabOOLs INTERMEDIATE HIGH SCHOOL l Scons~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SwJimL-~.~2 L2 0-14 5-9 10-14 15-19 2.0-24 2.5-299 80-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 100-104 105-109 110-114 115-119 120-124 I 3 7 5 5 3 4 1 1 3 5 6 4 3 S 2.!2 1 1 1 2 8 1 6 2 5 1 1 1 21 21 6 -3 3 3 4 2 3 1 3 1 2. 5 3 3 5 6 5 1 1 1 1 1 I 4 2 21 5 2 21 7 2. 4 I I 1 1 2 3 6 3 2. 5 3 1 4 2 7 13 14 12.15 2.1 10 21 11 15 17 16 13 10 6 6 6 4 2 2 2 1 1 1 Total.........30 30 2.9 34 34 34 34 225 Median......34.0 86.3 55.1 55.0 74.0 80.0 87.5 Author's Norm... 31.0 50.0 68.0 84.0 90.0 96.0 102.0 Per Cent 1 Reaching or Exceeding Author's Norm 63.3 13.3 24.1 11.8 11.8 23.6 23.6 1 These percentages have been obtained from the original record of scores before tabulation. STUDY OF HAGGERTY TESTS 91 here that while the city medians do not measure up to the author's norms, a much larger per cent in each grade reach or exceed these standards than in Sigma 1 for the lower grades. The fifth grade shows the highest per cent, the first- and second-year high school the lowest. This tendency to increase percentage of scores reaching or exceeding the norms may be partly accounted for in the widening command of the English language as the Filipino children advance from grade to grade. This increase, however, is not very regular. The slump in the first-year high school is another indication of the high failure in this grade in the Philippines.1 2. Provincial (Pampanga) Scores We now come to results obtained from the provincial (or country) schools for the same examinations, Sigma 1 and Sigma 3. Table 13 (page 92) corresponds to Table 11 of the city scores, giving the Sigma 1 distribution for the primary grades in the provincial schools. The table shows that both Grades II and IV fail to give any per cent reaching or exceeding the author's norms, while the other two grades give only an average of 4.8 per cent. The percentage of zero scores, though comparatively smaller than the Virginia percentage, is twice as much as the city. The reading situation for the higher (intermediate and high school) grades is presented in Table 14, giving the provincial distribution for Sigma 3. 1 Philippine Journal of Education, Vol. 3, No. 3, page 59; September, 1920. 92 STUDIES IN MENTAL MEASUREMENT TABLE 13 DISTRIBUTION OF SIGMA 1 SCORES, GRADE MEDIANS, AND PER CENT REACHING OR EXCEEDING AUTHOR'S NORMS, PROVINCIAL SCHOOLS SCORES GRADE I GRADE II GRADE III GRADE IV TOTAL 0-1 13 13 2-3 13 5 18 4-5 2 5 7 6-7 2 5 2 9 8-9 2 1 3 10-11 7 4 2 13 1-13 2 2 4 14-15 2 4 4 10 16-17 3 3 6 18-19 2 3 4 9 20-21 3 3 6 22-23 3 5 8 24-25 2 6 8 26-27 1 2 3 28-29 1 1 30-31 1 1 32 1 1 Total.... 30 30 30 30 120 Median...2 8.0 17.5 21.5 Author's Norm.6.0. 0.0 30.0 38.0 Per Cent Reaching or Exceeding Author's Norm.. 6.6 3.0 Table 14 shows that, as in the city, Grade V takes the lead again, while Grade VI fails to reach or exceed the grade standard. The last three years of the high school show but small percentages. But unlike the city situation, we find first-year high ranking second only to Grade V. This would indicate a much lower failure rate in the first-year class of the provincial high school. While there is a general tendency for in STUDY OF HAGGERTY TESTS 93 TABLE 14. DISTRIBUTION'OF SIGMA 3 SCORES; GRADE MEDIANS, AND PER CENT REACHINO OR EXCEEDING AUTHOR'S NoRms, PROVINCIAL SCHOOLS INTERMEDIATE HIGH SCHOOL SCORE p _r VI VII 1i 2 3 4 __ _ _ _ _ _ _ _ _ _ _ _ _ _ J _ _ I _ 0-4 5-9 10-14 15-19 20-24 25-929 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 100-104 105-109 110-114 115-119 1920-1924 125-129 I 1 5 6 5 4 3 3 3 6 3 6 5 4 2 2 5 3 4 4 4 91 1 1 3 1 4 3 1 I 1 5 1 4 2 3 1 1 3 3 2 2 3 2 5 4 1 1 1 2 2 5 3 6 2 1 4 1 3 2 2 4 3 1 2 2 1 2 3 1 1 2 8 14 13 14 13 17 12 10 7 4 14 13 12 14 11 4 7 3 3 1 1 1 1 Total......30 29 29 28 28 28 28 2oo Median.25..0 30.5 40.1 68.1 75.0 80.0 76.7 Author's Norm.. 31.0 50.0 68.0 84.0 90.0 96.0 102.0 Per Cent1 Reaching or Exceeding Author's Norm.....33.3 10.4 25.0 10.7 17.8 21.4 1 These percentages have been obtained from the original record of scores before tabulation. 94 STUDIES IN MENTAL MEASUREMENT creases in the percentages reaching or exceeding the standards, as we go up in the upper grades this tendency is not constant. The general tendency may again be, to a slight extent, due to the increasing knowledge of English on the part of the children. 3. Comparison between City and Provincial Scores, and between Both and the Author's Norms Comparison may be drawn between the city and provincial scores and between both and the standards. A glance at Tables 11 and 13 will give one a general idea of this comparison on the Sigma 1 Reading Examination. Both city and province fail to measure up to the grade standards. The city medians exceed the provincial medians in all but Grade I. While in all grades of the city school we find from 6.6 to 13.3 per cent reaching or exceeding the norms, in only two grades (I and III) of the provincial school do we find this situation, and this only to a much less extent (from 3.0 to 6.6 per cent). Graphically, we may illustrate this comparison in Figure 5, on the opposite page. While both city and provincial medians fail to reach the standards, the test itself retains its discriminative capacity' in both instances, as shown by the bend of the curves. A comparison of Tables 12 and 14 will show that Grade V in both city and province leads, and both Grades VI and VII fall down, while in the high school 1 Discriminative capacity as used throughout these studies is capacity to show intergrade differences or differences between grade medians. It does not refer to differences as shown in the achievement or ability of two different groups to progress. STUDY OF HAGGERTY TESTS 95 MEDIAN // 40 / I /. -- _/ _ _J* C t4 - _ CITY MEDIANS -_. PROVINCIAL MEWANS__,,, I 11 (11i IY GRADES FrG. 5. Author's norms, city and provincial medians for Sigma 1, Reading Examination. there is again a general tendency for a rise in the percentages. As was pointed out in a previous section, this tendency is never constant. It is, therefore, reasonable to believe that the increasing knowledge of English on the part of the upper-grade children gives them only a slight advantage in raising their percentages. Figure 6, on the following page, presents in graphical form the comparison of Philippine medians and American norms. 96 STUDIES IN MENTAL MEASUREMENT MEDIAN 110 100 o00 - - - -- -'...0...A,.. 20 - AUTHORS NORM-S CITY MEDIANS -. —. ID --- -- PROVINCIAL MEDIANS.~-____ 0 _/_ __ ' 11_ V VI VII VIII 1 2 4 GRADES FIG. 6. Author's norms, city and provincial medians for Sigma 3, Reading Examination.' With the exception of the "slump" in the first year of the city high school and in the fourth year of the province, Sigma 3 examination retains its discriminative capacity in both school systems. Both city and province fall below the author's standards. The city medians exceed the provincial in all grades except the 1 The Philippine elementary school has seven grades instead of eight. The author's norms are based on an eight-grade school system. According to this, 1 Philippine grade is equivalent to 1+ American grade (of the eightgrade system), 2 to 9., etc. A seventh-grade Philippine score, then, should not merely equal a seventh-grade score in the eight-grade system, but also an eighth-grade score, since in both systems the children at the end of these respective years are completing their elementary schooling. STUDY OF HAGGERTY TESTS 97 first two years of the high school; in the third year the two systems both give a median of 80. 4. Conclusions on the Reading Examinations We may sum up and conclude thus: (1) The Philippine medians for both city and provincial schools fall below the author's norms in both Sigma 1 and Sigma 3; (2) the city medians exceed the provincial medians on Sigma 1 in all except the first grade; (3) the city medians exceed the provincial medians in all but the first two years of the high school on the Sigma 3 examination, showing a much lower rate of mortality in the first-year high school of the province; (4) both Sigma 1 and Sigma 3 retain their discriminative capacity throughout all the grades except the first year of the city high school and the last year of the provincial; and (5) the increasing knowledge of English as the Filipino children advance from the lower to the upper grades does not give them a very decided advantage in raising their reading achievement. RESULTS FROM INTELLIGENCE EXAMINATIONS, DELTA 1 AND DELTA 2 1. City (Manila) Scores Results by administering Delta 1 Intelligence Examination on primary (first four grades) children of the city school are summarized in Table 15 (page 98). According to this table an average of 18.2 per cent for all four grades reaches or exceeds the standards set by the author, the highest being in the second and fourth grades and the lowest in the first. 98 STUDIES IN MENTAL MEASUREMENT TABLE 15 DISTRIBUTION, DELTA 1 SCORES, GRADE MEDIANS, AND PER CENT REACHING OR EXCEEDING AUTHOR'S NORMS, CITY SCHOOLS SCORE GRADE GRADE II GRADE III GRADE IV TOTAL 0-4 5-9 3 10-14 10 10 15-19 3 3 20-24 7 7 25-29 1 1 2 30-34 5. 8 35-89 1 9 1 11 40-44 4 1 1 6 45-49 4 5 2 11 50-54 1 5 2 8 55-59 4 6 5 15 60-64 3 4 3 10 65-69 1 3 2 6 70-74 1 2 s 75-79 1 5 6 80-84 1 5 6 85-89 3 3 90-94 2 2 Total..... 30 so 30 120 Median.. 18.3 42. 67.5 67.5 Author's Norm.. 35.0 55.0 70.0 80.0 Per Cent2 Reaching or Exceeding Author's Norm. 3.0 26.6 16.7 26.7;~~~~i~7. 8~_.0 Table 16 presents the results from Delta 2 in the upper (intermediate and high school) grades of the city school. 1 Estimated and interpolated. Norms in the Manual of Directions are only for the first three grades. 2 Obtained as in Tables 12 and 14. STUDY OF HAGGERTY TESTS 99 TABLE 16 DISTRIBUTION OF DELTA 2 SCORES, GRADE MEDIANS, AND PER CENT REACHING OR EXCEEDING AUTHOR'S NORMS, CITY SCHOOLS INTERMEDIATE HIGH SCHOOL SCORE TOTAL V VI VII 1 2 3 4 30-34 1 1 35-39 2 1 3 40-44 3 1 4 45-49 5 2 2 9 50-54 5 1 6 55-59 3 1 1 1 6 60-64 2 7 4 1 14 65-69 3 4 i 9 70-74 3 4 6 5 18 75-79 3 3 2 8 1 2 19 80-84 2 6 5 3 2 18 85-89 4 1 3 8 90-94 2 5 3 3 2 15 95-99 3 1 4 6 1 15 100-104 1 2 6 2 5 16 105-109 2 1 3 3 5 14 110-114 2 6 3 2 13 115-119 1 2 7 10 120-124 1 3 4 3 11 125-129 1 1 3 5 130-134 1 1 1 3 135-139 1 2 3 140-144 1 3 4 145-149 1 1 Total.. 30 30 29 34 34 34 34 225 Median.... 54.0 67.5 80.4 77.5 104.2 100.8 116.4 Author's Norm. 78.0 96.0 110.0 130.0 Per Cent1 Reaching or Exceeding Author's Norm. 10.0 5.92 8.72 17.42 1 Obtained as in Tables 4, 6, and 7. 2 Percentages calculated from the first-year norm. Norms for the last t.hre years of the high school are not given in the author's manual. 100 STUDIES IN MENTAL MEASUREMENT The most striking fact about Table 16 is the consistent falling off in the first year of the city high school and the poor showing in both the sixth and the seventh grades of the intermediate school. It is also interesting to note the lower median of the third year as compared with the second year. 2. Provincial (Pampanga) Scores The intelligence test scores from the province are summarized in Tables 17 and 18. Table 17 gives the results on the Delta 1 examination for the primary (first four) grades. This table shows evident weakness in the second grade of the provincial school, with no per cent of scores reaching or exceeding the author's standards. As in the city school, the fourth grade makes the best showing. Table 18 (page 102) gives the intelligence test results for the higher grades, the intermediate and the high school. From this table we can see that the first year of the provincial high school makes a better showing than that of the city, but that the provincial fifth graders do not measure up to the city. None of the grades for which the author's norms are available shows any per cent of scores reaching or exceeding these standards. 3. Comparison between City and Provincial Scores, between Both and Author's Norms Some comparison has already been drawn between the city and the province as regards the showing they made in the Delta 1 and Delta 2 examinations in connection with the interpretation of tables. STUDY OF HAGGERTY TESTS TABLE 17 101 DISTRIBUTION OF DELTA 1 SCORES, GRADE MEDIANS, AND PER CENT REACHING OR EXCEEDING AUTHOR'S NORMS, PROVINCIAL SCHOOLS SCORE GRADE I GRADE II GRADE III GRADE IV TOTAL 0-4 4 4 5-9 8 8 10-14 4 3 7 15-19 6 5 11 20-24 3 2 1 1 7 25-29 2 8 1 11 30-34 3 1 4 35-39 2 5 2 1 10 40-44 3 2 1 6 45-49 1 9 2 12 50-54 ' 5 7 55-59 5 5 60-64 1 4 6 11 65-69 1 3 4 70-74 4 4 75-79 1 2 3 80-84 3 3 85-89 1 2 3 Total..... 30 30 30 30 120 Median.... 13.8 28.1 49.4 64.2 Author's Norm.. 35.0 55.0 70.0 80.0 Per Cent2 Reaching or Exceeding Author's Norm. 10.0 6.7 16.7 S ~~~~~~~~~~~~~~~~~~~~~~~~..... Tables 15 and 17 show that the medians for Delta 1 in the city exceed all those for the province, that all grades in the city except the first show more per cent reaching or exceeding the author's norms, that in both 1 Estimated and interpolated. i Obtained as in Tables 12, 14, 15, and 16. 102 STUDIES IN MENTAL MEASUREMENT TABLE 18. DISTRIBUTION OF DELTA 2. SCORES, GRADE MEDIANS, AND PER CENT REACEING OR EXCEEDING AUTEOR'S NORms, PROVINCIAL SCHOOLS SCORE ~INTERMEDIATE HIGH SCHOOL ~OA SCOR__ __ ___ _ VI_ ___ 1 S 1 8 a IO A 15-19 2.0-24 2.5-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-99 100-104 105-109 110-114 115-119 12,0-1924 125-129 130-134 135-139 140-144 145-149 150-154 155-59 160-164 1 1 21 21 5 5 3 3 1 7 3 2 3 6 4 1 1 1 5 1 1 1 1 2 5 1 4 2 4 2 5 1 I 2 21 4 6 1 6 I 2 2 1 1 3 3 3 4 5 3 4 I 1 1 2 1 21 1 5 5 4 4 21 1 21 1 2. 21 5 13 7 6 5 16 6 8 8 10 13 15 8 13 13 15 12 10 2 4 2 2. 4 1 21 21 5 21 4 21 2. 1 1 1 1 Total. 2.0 129 219 29 28 28 218 2.00 Median.. 44.0 55.5 74.4 94.2. 1021.5 1112.0 113.0 __ Author's Norm..78.0 96.0 110.0 130.0 __ __ __ __ Per Cent' Reaching or Exceeding Author's Norm.3.621 10.81 14.42 1 Obtained as in Tables 12, 14, 15, 16, and 17. 2Percentage calculated from the first-year norm. STUDY OF HAGGERTY TESTS 103 city and province the fourth grade shows the largest per cent, and that the second grade in the city shows next to the largest, while the province falls down to zero. Graphically, curves for Delta 1 have been plotted as shown in Figure 7. MEDIAN GRAOES. FIG. 7. Author's norms, city and provincial medians for Delta 1, Intelligence Examination. 104 STUDIES IN MENTAL MEASUREMENT The graph shows that while the Philippine medians do not measure up to the American standards, still the Delta 1 test retains its discriminative capacity in both the city and the provincial school system. Tables 16 and 18 give the city-province comparison for Delta 2. From these tables we find that the city medians exceed the provincial medians in all grades except the first and third years of the high school. In the first year, the province makes a much larger median of 94.2, as compared with 77.5 for the city; we find the same situation in the third year, though to a less extent. Figure 8 presents graphically the comparison with the standards and the inter-comparison between the city and the province. Figure 8 shows that Delta 2 examination demonstrates its discriminative capacity much better in the provincial than in the city system. As in Delta 1, neither the city nor the provincial medians measure up to the author's norms. 4. Conclusions on the Intelligence Examinations Results from administering Delta 1 and Delta 2, Intelligence Examinations, in the city and provincial schools of the Philippines show: (1) that both city and provincial medians fail to reach or exceed the author's norms for Delta 1, and that the highest per cent shown by any grade is 26.7 in Grade IV of the city school; (2) that both city and provincial medians fail to reach or exceed the author's norms in the grades for which these standards are available in Delta 2 and that the STUDY OF HAGGERTY TESTS 105 MEDIAN 140 -- / 120 100 60 40 0 /~~ I, - /'./ ' AUHOR'S NO M AUTHOR'S NORMS —_-_ T CITY MEDIANS_...... PROVINCIAL MEDIANS _... _ - I I i: VI VII VIII I GRADES 2 3, FIG. 8. Author's norms, city and provincial medians for Delta 2, Intelligence Examination. highest per cent shown by any grade is 10 in Grade V of the city; (3) that the city medians exceed the provincial medians in all four primary grades for Delta 1; (4) that the city medians exceed the provincial medians in all higher (intermediate and high school) except the first and third years of the high school; (5) that the consistent falling off in the first year of the city high school may account for the high rate of failure reported in that grade; and (6) that the discriminative capacity of both Delta 1 and Delta 2 remains except in the first and third years of the city high school. 106 STUDIES IN MENTAL MEASUREMENT SUMMARY The comparative phase of this study has to do with making a comparison of Philippine scores on the tests with American standards as represented by the author's norms. Results have been obtained and treated from both the city and the provincial school system, and comparisons have been made for both reading and intelligence examinations. A summary of conclusions shows: (1) that in both the reading and the intelligence tests Filipino children fail to measure up to the author's standards; (2) that the city medians almost invariably exceed the provincial; (3) that the increasing knowledge of English as the Filipino child advances from grade to grade does not give him a very decided and noticeable advantage in his test achievement; and (4) that both reading and intelligence tests retain an adequate discriminative capacity. CHAPTER NINE A DIAGNOSTIC STUDY OF THE HAGGERTY TESTS SCOPE OF THE STUDY THE comparative phase of this problem has been treated in the preceding chapter. The discrepancy in the rating made by the Filipino in all the tests as compared with the author's norms is an evident indication of some inapplicability of the test groups or items. It is the purpose of this section of the study to present results with a view to determining which groups of tests or individual items are not applicable to the Filipino child. The method of inter-comparison has been used for this purpose. The first part of the study will evaluate different test groups by computing the percentage of score made on each test group to the total possible score in that group; the second part deals with an evaluation of certain test items by computing the per cent of correct responses on these particular items. Results have been treated separately for reading and intelligence examinations. A TEST-GROUP DIAGNOSIS OF THE EXAMINATIONS 1. Sigma 1 Results, City and Province Sigma 1 has two test groups: (1) Directions (2) Sentence Reading (Yes - No) The results have been in every instance of this study combined from the city and province. Tables 19 and 20 give the distributions of percentages (score made to total possible score) for the two test groups of Sigma 1. 107 108 STUDIES IN MENTAL MEASUREMENT TABLE 19. DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 1, SIGMA 1, CITY AND PROVINCE PER CENT GRADE I GRADE II GRADE III GRADE) IV TOTAL 0-9 52 12 64 10-19 5 10 3 1 19 20-29 3 922 4 4 33 80-39 9 11 8 2.8 40-49 5 14 16 35 50-59 2 9 9 2.0 60 —69 15 13 28 70-79 2 4 6 80-89 2 4 6 90-99 1 1 100 Total.. 60 60 60 60 240 Median.. 5.8!23.6 48.6 51.1 TABLE 20. DISTRIBUTION OF PERCENTAGES (SCORE MADE To TOTAL POSSIBLE SCORE), TEST 2, SIGMA 1, CITY AND PROVINCE PER CENT GRADE I GRADE U1 GRADE III GRADE IV TOTAL 0- 9 50 18 3 1 72, 10-19 7 8 4 1 2.0 210-29 3 14 10 3 30 30-89 8 6 10 229 40-49 3 15 7 25 50-59 6 9 9 24 60-69 3 5 16 924 70-79 5 7 12. 80-89 1 3 4 90-99 2. 1 3 100 2 21 Total.. 60 60 60 60 2,40 Median. 6.0 221.9 44.7 58.9 STUDY OF HAGGERTY TESTS 109 According to Table 19 we find an adequate discriminative capacity in Test 1, Sigma 1. From Table 20 we see that Test 2 of Sigma 1 shows, too, an adequate discriminative capacity. A comparison of the two test groups is illustrated graphically in Figure 9. vlEDIAN PERCENT 70 r 60 so 40 OI0 A /A I A /_ / f/' /~7/ TEST I (DIRECTIONS) / TEST 2 (NO-YES)....-. - I 0 l! 111 IV GRADES oIG. 9. Median percentages (score made to total possible score), Tests 1 and i, Sigma 1, city and province, primary grades. This figure shows that Test 2, a No -Yes or Sentence-Reading test, has a more discriminative capacity for Grades III and IV than Test 1, a Directions test. It further shows that the first and fourth grades do better in Test 2, the second and third in Test 1. 110 STUDIES IN MENTAL MEASUREMENT 2. Sigma 3 Results, City and Province Sigma 3 consists of three test groups: (1) Vocabulary (2) Sentence Reading (3) Paragraph Reading Tables 21, 22, and 23 give the respective distributions of percentages for Tests 1, 2, and 3 of Sigma 3. TABLE 21 DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 1, SIGMA 3, CITY AND PROVINCE INTERMEDIATE. HIGH SCHOOL PER CENT TOTAL V VI VII 1 2 3 4 0-9 7 1 1 9 10-19 13 7 1 1 22 20-29 22 23 9 2 2 2 60 30-89 14 17 21 10 3 1 1 67 40-49 4 10 19 17 8 6 7 71 50-59 1 6 16 21 19 11 74 60-69 3 13 15 18 25 74 70-79 1 11 13 10 35 80-89 1 2 3 6 12 90-99 1 1 100 -Total.. 60 59 58 62 62 62 62 425 Median.. 4.5 29.3 39.5 50.0 58.6 61.6 64.4 Test 1, Sigma 3, has adequate discriminative capacity here. Test 2, Sigma 3, has adequate discriminative capacity. STUDY OF HAGGERTY TESTS 11I TABLE 22 DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 2, SIGMA 3, CITY AND PROVINCE INTERMEDIATE HIGH SCHOOL PER CENT _TOTAL V VI VII 1 2 3 4 0- 9 21 23 10 3 1 58 10-19 18 11 10 10 2 2 2 55 20-29 16 15 13 11 4 1 4 64 30-39 4 9 15 9 16 10 8 71 40-49 1 1 6 14 15 11 5 53 50-59 4 9 17 14 10 54 60-69 4 4 8 15 31 70-79 2 2 11 10 25 80-89 3 5 8 90-99 2 2 2 6 100 Total.... 60 59 58 62 62 62 62 425 Median.. 15.0 15.9 26.9 37.8 46.0 55.0 60.3 _..S. _ _..... Table 23 (page 112) shows fairly adequate discriminative capacity. A graphical comparison of the Sigma 3 test groups is shown in Figure 10 (page 113). This figure shows that the vocabulary test has the most adequate discriminative capacity and the sentence test ranks a close second. All tests are fairly discriminative. 3. Conclusions on the Reading Examinations We may sum up thus: (1) Both tests of Sigma 1 are discriminative; (2) all three tests of Sigma 3 possess the same quality. 112 STUDIES IN MENTAL MEASUREMENT TABLE 23 DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 3, SIGMA 3, CITY AND PROVINCE INTERMEDIATE HIGH SCHOOL PER CENT TOTAL V VI VII 1 2 3 4 0- 9 6 3 1 1 11 10-19 17 15 6 2 2 44 20-29 22 24 22 13 5 3 2 91 30-39 8 13 14 12 9 8 6 70 40-49 1 3 13 21 18 19 11 86 50-59 5 1 3 9 16 23 20 77 60-69 1 4 9 2 8 24 70-79 2 6 7 15 80-89 1 1 5 7 90-99' 100 - Total.. 60 59 58 62 2 62 6 6 425 Median. 23.92 24.8 30.7 41.4 48.3 50.4 54.5. _ -. 4. Delta 1 Results, City and Province Delta 1 consists of six tests: Test 2. Oral Directions Test 4. Copying Designs Test 6. Picture Completion Test 8. Picture Comparison Test 10. Symbol-Digit Test 12. Word Comparison Results for these six tests are presented in Tables 24, 25, 26, 27, 28, and 29. STUDY OF HAGGERTY TESTS 113 MEudAN PER CENT 70': — so 40 30 to 0 GRADES FG. 10. Median percentages (score made to total possible score ), Tests 1, 2, and 3, Sigma 3, city and province, intermediate and high school. 114 STUDIES IN MENTAL MEASUREMENT Table 24 gives the percentage distribution for Test 2. TABLE 24 DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 2, DELTA 1, CITY AND PROVINCE PER CENT GRADE I GRADE II GRADE III GRADE IV TOTAL 0- 9 10 10 10-19 10 4 1 15 20-29 17 14 1 3 35 30-39 13 12 2 2 29 40-49 5 10 6 3 24 50-59 2 12 7 9 30 60-69 3 4 13 11 31 70-79 3 12 11 26 80-89 1 14 13 28 90-99 4 6 10 100- 1 1 2 Total.. 60 60 60 60 240 Median. 25.9 40.0 70.8 70.9 The table shows that Test 2 (Oral Directions) of Delta 1 has a fairly adequate discriminative capacity. This is least marked in Grade IV. Like Test 2, Test 4 (Copying Designs) of Delta 1 (Table 25) retains its discriminative capacity except in Grade IV. In Table 26 we find again the loss in discriminative capacity in Grade IV. Test 6 (Picture Completion) is adequately discriminative in the other grades. According to Table 27, Test 8 (Picture Comparison), unlike Tests 2, 4, and 6, shows loss of discriminative capacity in Grade II. STUDY OF HAGGERTY TESTS 115 TABLE 25. DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 4, DELTA 1, CITY AND PROVINCE PER CENT GRADE I GRADE II GRADE III GRADE IV TOTAL 0- 9 9 4 4 3 20 10-19 2 2 2 4 10 20-29 6 6 7 5 24 30-39 11 8 3 10 32 40-49 12 14 9 12 47 50-59 16 14 14 15 59 60-69 3 4 14 7 28 70-79 4 5 9 80-89 1 2 2 4 9 90-99 2 100 Total.. 60 60 60 60 240 Median. 41.7 47.1 53.6 46.7 TABLE 26. DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 6, DELTA 1, CITY AND PROVINCE PER CENT GRADE I GRADE II GRADE III GRADE IV TOTAL 0- 9 28 15 2 45 10-19 10 1 1 12 20-29 4 4 1 2 11 30-39 7 9 7 6 29 40-49 6 7 4 17 50-59 4 11 20 22 57 60-69 1 10 20 20 51 70-79 2 5 5 12 80-89 1 3 2 6 90-99 100 Total.. 60 60 60 60 240 Median. 12.0 41.4 59.0 58.6 116 STUDIES IN MENTAL MEASUREMENT TABLE 27 DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 8, DELTA 1, CITY AND PROVINCE PER CNTr GRADE I GRADE II GRADE III GRADE IV TOTAL 0- 9 19 13 12 12 56 10-19 12 5 5 1 23 20-29 9 4 9 10 32 30-39 3 6 6 5 20 40-49 5 2 10 5 22 50-59 2 2 4 7 15 60-69 4 6 5 3 18 70-79 3 2 4 9 80-89 1 4 3 2 10 90-99 2 3 1 6 100 3 12 4 10 29 Total.. 60 60 60 60 240 Median. 19.2 50.0 36.7 44.0 Table 28 shows a very highly discriminative capacity for Test 10 (Symbol-Digit), Delta 1, throughout all primary grades. Test 12 (Word Comparison) (see Table 29) shows fairly adequate discriminative capacity. The data presented in Tables 24, 25, 26, 27, 28, and 29 are shown graphically in Figure 11 (page 118). STUDY OF HAGGERTY TESTS 117 TABLE 28. DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 10, DELTA 1, CITY AND PROVINCE PER CENT GRADE I GRADE II GRADE III GRADE IV TOTAL 0- 9 34 4 1 39 10-19 14 3 2 19 20-29 7 27 6 2 42 30-39 3 12 7 2 24 40-49 7 8 4 19 50-59 1 5 16 7 29 60-69 2 11 15 28 70-79 1 5 9 15 80-89 9 9 90-99 4 4 100 3 8 11 Total.. 60 60 60 60 240 Median. 8.8 28.5 53.8 70.0 TABLE 29. DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 12, DELTA 1, CITY AND PROVINCE PER CENT GRADE I GRADE II GRADE III GRADE IV TOTAL 0- 9 50 30 16 13 109 10-19 7 14 5 1 27 20-29 2 9 16 10 37 30-39 1 1 8 9 19 40-49 5 6 11 22 50-59 1 1 5 7 60-69 7 11 18 70-79 1 1 80-89 90-99 100 Total.. 60 60 60 60 240 Median. 6.0 10.0 25.6 36.7................. 118 STUDIES IN MENTAL MEASUREMENT MlDIAN PER CENT " - - T' — */ c 40' 12 /s. I /' JFEST 2 (ORAL DIRECTONS),/ T/ TEST4(COPYING DESIGNS) _.-.~_/, TEST 6 (PICTURE COMPLETION)....,, TEST 8(PICTURE COMPARISON)_.... TESTT IO(SYM BOiT DIGIT), _ _ TEST 12(WORD COM PARISON)___ GI II III IV GRADES FIG. 11. Median percentages (score made to total possible score), Tests 2, 4, 6, 8, 10, and 12, Delta 1, city and province, primary grades. From the above figure we find that both Test 10 (Symbol-Digit) and Test 12 (Word Comparison) show adequate discriminative capacity throughout the four primary grades, while Tests 2 (Oral Directions), 4 (Copying Designs), and 6 (Picture Completion) lose this quality only in the last grade, and Test 8 (Picture Comparison) in the second grade. STUDY OF HAGGERTY TESTS 119 5. Delta 2 Results, City and Province Delta 2 Intelligence Examination consists of six tests: Test 1. Sentence Reading (No - Yes) Test 2. Arithmetical Problems Test 3. Picture Completion Test 4. Synonym-Antonym Test 5. Practical Judgment Test 6. Information Results from these six tests are presented in Tables 30, 31, 32, 33, 34, and 35. Table 30 gives the percentage distribution for Test 1. TABLE 30 DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 1, DELTA 2, CITY AND PROVINCE INTERMEDIATE HIGH SCHOOL PER CENT _____ ___ ___ TOTAL V VI VII 1 2 3 4 0-9 3 1 4 10-19 1 2 3 20-29 8 2 1 11 30-39 17 7 5 3 1 33 40-49 18 16 6 8 3 3 1 55 50-59 8 17 17 16 11 12 5 86 60-69 3 11 2 17 12 11 15 91 70-79 2 3 5 5 18 13 15 61 80-89 3 12 11 16 16 58 90-99 5 7 8 20 100 1 2 3 Total.. 60 59 58 62 62 62 62 425 Median.. 40.6 50.9 60.5 61.8 72.2 73.9 76.7 The table shows an adequate discriminative capacity for Test 1 (Sentence Reading), Delta 2. 120 STUDIES IN MENTAL MEASUREMENT TABLE 31 DISTRIBUTION OF PERCENTAGES (SCORE MADE TO TOTAL POSSIBLE SCORE), TEST 2, DELTA 2, CITY AND PROVINCE INTERMEDIATE HIGH SCHOOL PER CENT TOTAL V VI VII 1 2 4 0-9 1 1 10-19 2 1 3 20-29 6 4 3 1 14 30-39 32 11 14 5 1 1 1 65 40-49 18 25 24 18 12 11 8 116 50-59 2 13 23 20 25 15 111 60-69 4 4 11 20 18 23 80 70-79 3 8 5 12 28 80-89 2 1 1 4 90-99 1 2 3 100 Total... 60 59 58 62 2 2 62 62 425 Median.. 36.9 45.0 45.0 53.5 59.0 57.2 63.0 Test 2 '(Arithmetical Problems) (see Table 31) is not so regularly discriminative as Test 1. Test 3 (Picture Completion) (Table 32) is not so regularly discriminative either. This is especially true in the high school years. Test 4 (Synonym-Antonym) (Table 33) possesses a high discriminative capacity, as shown through the intermediate grades and the high school. From Table 34 we find that Test 5 (Practical Judgment) is also highly discriminative except in the last years of the high school. The last test group, Test 6 (Information) (Table 35), is also very adequately discriminative. STUDY OF HAGGERTY TESTS11 121 TABLE 32. DISTRIBUnION OF PERCENTAGES (SCORE MADE To TOTAL PoSSIBLE Sc~oii), TEST 3, DELTA 2,, CITY AND PROVINCE INTEHMEDIATE HIGH SCHOOL PEE CENT _ _ _ _ _ _ _ _ _ _ _ _ _ TOTAL V VI VII 1 2 a 4 0- 9 1 113 10-19 1 2I 2 1 1 3 1 11 2.0-29 11 8 8 7 3 21 1 40 30-39 14 13 11 13 8 8 10 77 40-49 17 17 9 15 13 16 13 100 50-59 6 9 20 9 16 10 16 86 60-69 8 6 7 11 12. 8 7 59 70-79 21 4 1 5 7 12 4 35 80-89 1 2! 7 10 90-99 1 3 4 100 Total... 60 59 58 612 62 62. 62 425 Median.. 41.8 43.8 48.9 46.0 53.8 51.0 53.8 TABLE 33. DISTRIBUTION OF PERCENTAGES (SCORE MADE To TOTAL POSSIBLE SCORE), TEST 4, DELTA 2, CITY AND PROVINCE INTEEHEDIATIO HIGH SCHOOL PEE CENT _ _ _ ___ _ _ _ ___ ___ TOTAL V VI VII 1 2 3 4 0- 9 Il 11 4 2.6 10-19 12, 6 21 2 229 2.0-29 211 19 12. 6 4 1 63 20-39 11 17 16 16 6 5 6 77 40-49 4 6 12 2I92 14 11 5 74 50-59 1 9 8 18 19 16 71 60-69 3 7 14 14 19 57 70-79 1 5 7 11 2,4 80-89 1. 4 4 9 90-99 1 1 2 100 -Total... 60 59 58 62 62, 62, 62 425 Median 9.22.3 26.6 36.9 43.2 53.9 57.4 62.1 1922 STUDIES IN MENTAL MEASUREMENT TABLE 34. DISTRIBUTION OF PERCENTAGES (SCORE MADE To ToTAL POSSIBLE SCOJuD), TEST 5, DELTA 2, CITY AND PROVINCE INTERMEDIATE, HIGH SCHOOL PER CENT.0-91 10-19 920-29 30-39 40-49 50-59 60-69 70-79 80-89 90-99 100 V 16 15 9 13 3 3 1 VI 7 6 11 26 S 3 1 VII 6 4 16 ii 16 5 1 1 2 2 14 11 24 4 3 1 2j 1 I' 1 4 14 20 13 9 1 I 6 11 18 17 6 2I 1 7' 6 924 13 6 3 1 TOTAL 24 31 28 86 61 108 54 924 7 2 Total... 60 59 58 62 62 62 62 425. Median.. 19.3 32.1 42.7 50.4 56.0 57.2 56.7 TABLE 35. DISTRIB3UTION OF PERCENTAGES (SCORE MADE To TOTAL POSSI1BLE SCORE), TEST 6, DELTA 2,, CITY AND PROVINCE INTERMEDIATE5 Hion SCHOO-L PER CENT -___-___ -___-__ - ToTAsL V VI VII 1 2 3 4 0- 9 7 4 2 13 10-19 19 7 2 2.8 2.0-29 2.0 16 10 2 1 49 30-39 11 2.1 13 3 3 4 21 57 40-49 2 8 14 2 6 6 1 59 50-59 1 2. 12 16 12. 9 7 59 60-69 3 13 19 15 12, 629 70-79 2 5 19 17 17 60 80-89 1 2. 7 18 28 90-99 1 4 4 9 100- __ __ Total... 60 59 58 62 62 6 62 425 Median.. 22.0 31.2. 41.4 52.5 65.3 68.0 74.1 STUDY OF HAGGERTY TESTS 123 Graphically represented, the results in the above tables are shown in Figure 12. MEDIAN PER CENT 80 -..-.. ------ / 70 '/5'/:.',, — - _ 4~ ~, / - _ " -: - - - TEST I (SENTENE READING) _ TEST 2 (ARITHMETIC PROBLEMS)..... 20 TEST3 (PICTURE COMPLETION)__..__ TEST4 (SYNONYM -ANTONYM).... TEST5(PRACrICAL JUDGMENT)_._..,, TEST 6(INFORMATION) - 10,. l, V I VU I 2 3 4 GRADES FIG. 12. Median percentages (score made to total possible score), Tests 1, 2, 3, 4, 5, and 6, Delta i, city and province, intermediate and high school. From Figure 12 we can see that the first three test groups of Delta 2 (1, 2, and 3) are not so highly discriminative as the last three (4, 5, and 6). The last two groups are the most satisfactory as far as discriminative capacity is concerned. 6. Conclusions on the Intelligence Examinations A diagnosis of the different test groups in Delta 1 and Delta 2 has shown that (1) the last two groups 124 STUDIES IN MENTAL MEASUREMENT (Tests 10 and 12) in Delta 1 and the last three groups (Tests 4, 5, and 6) in Delta 2 are the most satisfactory as far as discriminative capacity is concerned; (2) the first three groups (Tests 2, 4, and 6) in Delta 1 begin to lose this capacity in the last primary grade and Test 8 in the second; and (3) the second and third test groups (Tests 2 and 3) in Delta 2 fail to show any constant discriminative capacity from grade to grade. A further diagnosis of Test 3 will be taken up in the next section. A'TEST-ITEM DIAGNOSIS OF READING EXAMINATION, SIGMA 1, AND OF INTELLIGENCE EXAMINATION, DELTA 2 1. Sigma 1 A further study is here presented on determining the applicability of certain test items in Test 1 of Sigma 1 Reading Examination. Items 2, 3, and 4 have been selected for this purpose. The similarity in the items and the equal number of attempts for all three justify this selection as a valid basis for comparison These three items are as shown: 2. Make an eye on the bird. 3. Put a ring around the squirrel. 4. Put a cross on the wing of 9 the goose. STUDY OF HAGGERTY TESTS 125 The following table sums up the results. TABLE 36 NUMBER AND PER CENT OF CORRECT RESPONSES, ITEMS 2, 3, AND 4, TEST 1, SIGMA 1 (CITY AND PROVINCE); 240 CASES ITEM No. CORRECT RESPONSES PER CENT CORRECT RESPONSES 2 82 34.2 3 80 33.3 4 132 55.0 With the items in this test arranged in increasing difficulty, it is evident from this table that Items 2, 3, and 4 do not follow this order. Item 3 is the most difficult of the three. An examination into the nature of this item shows that the word "squirrel" is referred to in the directions. Until later on in the grades, the average Filipino child does not become familiar with such a word, for squirrels are not found in his environment. 2. Delta 2 We have found in a diagnostic study of the intelligence examinations that Test 3 (Picture Completion) of Delta 2 is one of the least discriminative in dividing the different grades. While the elements involved in this particular test may not be the same for the other tests, it might be well to examine here the contents of this test and determine the relative difficulty of the different items. In order to draw this comparison between test items, 89 test papers were selected. Each one of these papers 126 STUDIES IN MENTAL MEASUREMENT showed signs of the last item's having been reached by the pupil and marked. Only these papers were used to equalize the number of attempts or cases for each item. The results are shown in Table 37. TABLE 37 NUMBER AND PER CENT OF CORRECT RESPONSES. ALL ITEMS, TEST 3, DELTA 2 (CITY AND PROVINCE); 89 CASES ITEM PART MISSING No. CORRECT PER CENT CORRECT 1 Nose 89 100.0 2 Spoon 58 65.2 3 Handle 79 88.7 4 Other ear 66 74.2 5 Jaw 82 92.1 6 Strings 64 71.9 7 Stamp 66 74.2 8 Block 51 57.3 9 Trigger 62 69.7 10 Chimney 15 16.9 11 Drumstick 71 79.8 12 Ink 35 39.3 13 Footprints 14 15.7 14 Umbrella handle 69 77.5 15 Food 48 53.9 16 Image 35 39.3 17 Minute hand 52 58.4 18 Zero mark 8 8.9 19 Shadow 89 43.8 20 Steam from spout 32 35.9 Graphically, the comparison is drawn in Figure 13. From Table 37 and Figure 13 we find that Items 10 (chimney), 13 (footprints in snow), and 18 (zero mark in thermometer) give the lowest per cent of correct responses. It is important to note that again these items contain matters of information familiar to the American child but not of common knowledge in STUDY OF HAGGERTY TESTS 127 I I j I I I II 1 t Z 0 t0 15?0 5 30 33 40 45 50 55 60 65 70 75 80 go 9 e 3 3 w i- i I....~ 3 1mu 1m m m 1 m u. I 1-1-1 — _-_ ----- 46 *!1** * * 1 w E E.E IUE -- E _* EE E _u - _ — _~ r - 1 1 _ _ - - - -_*- - -- uu m_ m...... - 3 S mmmi mm mum~ _ -_ _ __PE ___ _PRCENT OF _ _ __ _ _ --- CORRECT RESPONSES 0 6 1 1 t D S S n 4 o6 0 6 5 70 75 85 0.. ' _1 1 1 1 ' 0 S 10b 15 tO $ 0 35 445 ~0 6560 85 0 75 60 e5 95 fm0 I FIG. 13. Per cent of correct responses, all items, Test 3, Delta 2, city and province, 89 cases, all grades. the Philippines. Undoubtedly the different climatic conditions affect the range and kind of information of the Filipino child. Situated in an environment where he does not find houses so built as to keep the occupants comfortable in winter, where he does not leave 128 STUDIES IN MENTAL MEASUREMENT any marked footprints or walk through thick snow, and where he does not have to watch sudden changes in temperature, the Filipino boy or girl finds these items relatively more difficult than others calling for information known to him and forming a part of his environment. SUMMARY To sum up the findings in this diagnostic phase of the study: (1) Both tests of Sigma 1 are adequately discriminative; (2) all three tests of Sigma 3 possess the same quality; (3) the last two test groups in Delta 1 and the last three in Delta 2 are the most satisfactory as far as discriminative capacity is concerned; (4) the first three groups in Delta 1 fail to show their discriminative capacity in the last grade, while (5) the second and third groups of Delta 2 do not show any constant discriminative capacity at all; and (6) in items calling for information not found in Philippine life and conditions, the Filipino child scores the lowest. CHAPTER TEN SUMMARY AND CONCLUSIONS THE TESTING MOVEMENT IN AMERICA AND ITS EDUCATIONAL SIGNIFICANCE EDUCATION as a science and teaching as a profession have never rated high. The trouble has been the lack of definite measurements for school products and pupils' abilities. But with the advent of educational and mental measurements, a new era in education began. Starting about sixty years ago with attempts to work out plans for measuring different degrees of proficiency in the various school subjects, the testing movement made but little headway. From these early experiments no lasting results were achieved. But about thirty years later, Dr. Rice, fresh from his studies in Germany under eminent psychologists, thought of introducing the new idea - that of setting up standards for performance in the common branches of school studies. This idea he carried out by making up a list of fifty words in spelling, tested school after school, and reported that pupils who spent thirty minutes a day in spelling were no better off than those who spent half that time. Severe criticisms were thrust at Dr. Rice from all sides, for school men had always considered that spelling was not to be taught for anything except mental discipline or dexterity; such a thing to them was unmeasurable. In spite of all opposition, Dr. Rice succeeded in winning such thoughtful educators as Professor Hanus of Harvard and spreading the flame of the movement. Following the trail of 129 130 STUDIES IN MENTAL MEASUREMENT Dr. Rice, Professor Thorndike, ten years later, began to experiment with tests and scales to measure school achievement. The first publication of his handwriting scale in 1910 marks the real beginning of modern scientific measurement in education. Two years later, the Hillegas Composition Scale was put out, and numerous achievement tests and scales have since then been devised and standardized. About the same year that Thorndike was constructing his handwriting scale, the French psychologist, Alfred Binet, was experimenting in a new field of measurement. With a keen psychological insight and wonderful ingenuity, he devised tests that were designed to measure, not school achievement, but general mental capacity. To him is due the greatest credit for being the leader in the second stage of the testing movement - in the realm of mental testing. Finally formulated in 1911, the Binet-Simon intelligence scale led to different revisions and extensions by prominent psychological investigators in America (Goddard, Terman, Kuhlmann, Herring, and a few others), and paved the way for other mental tests and scales. Then the outbreak of the World War and America's participation in the great conflict created the need for-utilizing the "brain power" of the nation. Seeing this great opportunity, American psychologists offered their services to the government in the spring of 1917. Group tests following the technique previously devised by Otis were assembled and applied to large groups. These were supplemented by individual tests based upon the Binet-Simon test. The success of mental testing in the army was followed by the use of intelligence tests not only in the surveys SUMMARY AND CONCLUSIONS 131 of school systems throughout the country but also in industrial concerns and employment bureaus. Meeting a much stronger opposition than the achievement test movement, mental testing has progressed in a decade beyond expectations and has played a significant r6le in American public education. Invented by Rice and placed on a firm scientific foundation by Thorndike, the measurement of school achievement as the first step in the testing process has won out. Headed by Binet and utilized by American psychologists during the World War, mental testing as the second step in the testing movement has also triumphed. Indications are that a third step is on the verge of coming into reality - the measurement of ethical, volitional, and emotional qualities. The progress of the testing movement has been transforming the whole field of education. Grading, promotion, retardation, elimination, methods of teaching, the curriculum, teachers' training, and supervision have all been affected in some way or other. Signs of general school reorganization are in sight. School achievement and pupils' native capacities are now being measured with a good deal of accuracy. Education, now based on scientific investigation, has reached a new age. TESTS AND MEASUREMENTS IN AMERICAN PUBLIC EDUCATION Our studies have shown both the general and the specific practical uses of tests and measurements in American education. They started with the general value of standards and scales of measurement in any form of organization, whether educational or otherwise. 132 STUDIES IN MENTAL MEASUREMENT They have tried to show that education is, like material production, a shaping process, one in which the mere factor of growth does not suffice to produce a superior output. They have tried further to establish a relation between the demand for such a superior product and the need for standards and scales of measurement. The studies have described the practical uses to which tests have been put by the American public school administrator. They have illustrated the value of testing by giving the results achieved in several school systems throughout the country by the use of standardized tests. Confined to a treatment of only the most important problems in American public education, the studies have tried to demonstrate what an invaluable aid tests are to the school administrator in the solution of such educational problems as grading and promotion, retardation and elimination, methods of instruction and the curriculum, educational and vocational guidance, supervision, teachers' training, and general school organization. THE R6LE OF STANDARD TESTS IN PHILIPPINE PUBLIC SCHOOL ADMINISTRATION The studies have attempted to show the close resemblance between the American and the Philippine public school systems by describing the actual working of each. The studies have also drawn the comparison of school problems in the Philippines with those in America. Modeled after the American school and run on the same basis, the Philippine public school has to meet the same problems and apply the same remedies for their solution. After establishing the value of SUMMARY AND CONCLUSIONS 133 tests and measurements to American public school administration and then showing the close relation of the Philippine public school with the American, the studies have gone on to determine the degree of applicability of tests as arranged and standardized in America to Philippine school conditions. The three preliminary studies made to ascertain this applicability lead to the following general conclusions: (1) That the criterion of discriminative capacity, so important in determining the satisfactoriness of any achievement or intelligence test, remains, as shown by the range of scores made both by such a heterogeneous group as the Minnesota students in the Delta 2 examination and by a fairly homogeneous group in the Army Alpha test on the Ohio students; (2) That the influence of education is considerably less than that of native capacity in determining success in the examination, as indicated by the difference between the scores of the city and provincial teachers of the same educational attainments; (3) That English, a language practically foreign to the Filipino, does not play so important a part as it would seem to play at first thought; (4) That tests, as they now stand, differentiate Filipinos into the usual groups of a normal curve distribution and in this respect serve the very purpose that the American administrator has found in the tests; (5) That finally, changes, if ever made, will be few and slight, and must necessarily be, not along lines affecting the use of English, but along the informa 134 STUDIES IN MENTAL MEASUREMENT tional, subject-matter, and other phases of the tests; and that additional investigations have to be made to substantiate or verify the conclusions drawn from these preliminary studies, to discover the exact nature of the few changes needed and work out scientifically reliable and valid substitutes of the same difficulty to the Filipino child as the original items are to the American-changes that will do justice to the Filipino child without reducing the usefulness of the original scale. Substantiating the findings of previous studies, later studies have demonstrated the valuable use that can be made of tests and measurements in America to solve Philippine educational problems within the local system. With discriminative capacity and other desirable aspects of standardized tests retained when these tests are applied to Filipinos, there is every argument in favor of their wide use by the Philippine school administrator and teacher. Tests and measurements, as at present devised and standardized in America, may retain their discriminative and reliable qualities when applied to the Filipino, but such other criteria as significance and norms for comparison may not be fully met. In view of the foregoing studies there are two possible courses that the worker in Philippine educational research can follow in order to establish comparable results between Philippine and American standards: (1) the development of separate norms or equivalent standards for the Philippines and (2) the modification of certain test items or groups, the substitution of items or tests that would be not only of real significance to the SUMMARY AND CONCLUSIONS 135 Filipino child but also of the same relative difficulty to him as the original are to the American. These recommendations can be carried out by a wide and extensive use of the best available tests in America, the establishment of grade and age standards, the weighting of such standards for purposes of comparison with American standards, the gradual process of substitution and modification, and the final adaptation of the tests to local needs and conditions. In order to carry out these recommendations, a comprehensive testing program must be outlined, a research bureau or department organized, in the General Office of the Bureau of Education, or in the College of Education, University of the Philippines, or in both, and a corps of field workers trained to conduct the surveys and give the tests. In short, a Philippine research de novo, in the realm of educational science, such as we saw started in America some ten years ago and such as we are now witnessing under way in China —a research stretching over a period of years, beginning with tools already perfected in America and leading to the final development of Philippine tests and scales with age and grade standards, useful not only for local purposes but also for comparison with American standards —must follow these studies and other previous attempts to determine the degree of applicability of educational tests and measurements in America to the Philippines. BIBLIOGRAPHY Addresses not entered in immediate connection with publishers' or authors' names in the following bibliography are given in the complete List of Addresses on page 145. I. USABLE TESTS AND SCALES FOR PHILIPPINE SCHOOLS CITIZENSHIP Upton-Chassell's A Scale for Measuring Habits of Good Citizenship. For elementary schools. Teachers College, Columbia University. COMMERCIAL Blackstone Stenographic Proficiency Tests. For commercial schools or business institutions. World Book Company. Thurstone Employment Tests. An Examination in Clerical Work and an Examination in Typing. For business institutions. World Book Company. DRAWING Rugg's Scale for Measuring Freehand Lettering. For use in secondary schools and colleges. Reference: Journal of Educational Psychology, Vol. 6 (January, 1915), Warwick & York, Inc. Thorndike's Drawing Scale for Grades V-VIII. Teachers College, Columbia University. ENGLISH, COMPOSITION Hillegas' Scale for Measurement of English Composition by Young People. For elementary schools. Teachers College, Columbia University. Hudelson English Composition Scale. For Grades IV-XII. World Book Company. Lewis English Composition Scales. For Grades IV-XII. World Book Company. Nassau County Supplement to the Hillegas Scale (Trabue). For elementary schools. Teachers College, Columbia University. Thorndike's Extension of the Hillegas Scale. For elementary and secondary schools. Teachers College, Columbia University. Van Wagenen English Composition Scales. For Grades IV-XII. World Book Company. Willing's Scale for Measuring Written Composition. For elementary and secondary schools. Public School Publishing Company. 187 138 STUDIES IN MENTAL MEASUREMENT COPYING Boston Test in Accurate Copying. Reference: Bulletin No. 6, School Document No. 2, Department of Educational Investigation and Measurement, Boston Public Schools, Boston, Massachusetts. GRAMMAR AND PUNCTUATION Buckingham's Grammar Test. Reference: Third Conference on Educational Measurements. University of Indiana. Not published separately. Charter's Diagnostic Grammar Tests. For Grades VII and VIII. Public School Publishing Company. Minnesota Tests in English Grammar (Buckingham). Reference: Buckingham's A Survey of the Gary and Prevocational Schools of New York City. Board of Education, New York. Pressey-Bowers Diagnostic Tests in English Composition: Capitalization. For Grades VII-XII. Public School Publishing Company. Pressey-Ruhlen Diagnostic Tests in English Composition: Punctuation. For Grades VII-XII. Public School Publishing Company. LANGUAGE Cross English Test. World Book Company. Kelley's Completion Exercises, Alpha and Beta. The Trabue Scales adapted to individual testing. Teachers College, Columbia University. Trabue's Completion Test Language Scales. Different scales for elementary schools and for high schools. Teachers College, Columbia University. Wilson Language Error Test. For Grades III-XII. World Book Company. SPELLING Ayres' Spelling Scale. For elementary schools. Russell Sage Foundation. Buckingham's Extension of the Ayres Spelling Scale. For elementary schools. Public School Publishing Company. Iowa Spelling Scale (Ashbaugh). For Grades II-VIII. Public School Publishing Company. Jones' One Hundred Spelling Demons. For elementary schools. W. Franklin Jones. Morrison-McCall Spelling Scale. For Grades II-VIII. World Book Company. Tidyman Standard Spelling Tests. World Book Company. FOREIGN LANGUAGES GENERAL Wilkins Prognosis Test in Moder Languages. For beginners in secondary schools or colleges. World Book Company. BIBLIOGRAPHY 139 FRENCH Handschin Modern Language Tests: Comprehension and Grammar Test A, French. For secondary schools and colleges. World Book Company. Handschin Modern Language Tests: Silent Reading Tests A and B, French. For secondary schools and colleges. World Book Company. Henmon French Tests. For secondary schools. World Book Company. GERMAN Starch's German Reading and Vocabulary Tests. Two different tests for secondary schools. University Cooperative Company. LATIN Henmon Latin Tests. For secondary schools. World Book Company. White Latin Test. For high schools. World Book Company. SPANISH Handschin Modern Language Tests: Silent Reading Test A, Spanish. For secondary schools and colleges. World Book Company. HANDWRITING Ayres' Handwriting Scale, Gettysburg Edition. For elementary schools. World Book Company. Ayres' Measuring Scale for Handwriting, Three-Slant Edition. For elementary schools. Russell Sage Foundation. Courtis Standard Practice Tests in Handwriting (Courtis-Shaw). For Grades III-VIII. Includes Courtis' Standard Research Tests in Writing and Courtis' Standard Supervisory Tests in Writing. World Book Company. Freeman's A Chart for Diagnosing Faults in Handwriting. Houghton Mifflin Company. Starch's Handwriting Scale. For elementary and secondary schools. University Cooperative Company. Thorndike's Handwriting Scale. For Grades V-VIII. Teachers College, Columbia University. Zaner's Handwriting Scales. For Grades I-XII, three scales. Zaner & Bloser Company. HISTORY GENERAL Rugg's Tests for Historical Judgment. Not available. E. U. Rugg. AMERICAN Van Wagenen's History Scales. For elementary schools. Tests for Information, A and B; Thought, A and B; Character Judgment, A, B, and L. Teachers College, Columbia University. 140 STUDIES IN MENTAL MEASUREMENT HOME ECONOMICS Cooley's Home Economics Information Tests. Clothing and Textiles; Foods; Home-making. For Grades VIII-IX. Teachers College, Columbia University. Murdoch's Scale for Measuring Certain Elements in Hand Sewing. For any grade. Teachers College, Columbia University. INTELLIGENCE Army Group Intelligence Examination, Alpha. For elementary and secondary schools and colleges. Division of Psychology, Surgeon General's Office, War Department, Washington, D. C., or Kansas State Normal School, Emporia, Kansas. Detroit First-Grade Intelligence Test (Engel). World Book Company. Detroit Kindergarten Test (Baker-Kaufmann). An individual test. World Book Company. Haggerty Intelligence Examination. Delta 1, for Grades I-III; Delta 2, for Grades III-IX. World Book Company. Herring Revision of the Binet-Simon Tests. An individual examination. World Book Company. Kuhlmann's Handbook of Mental Tests. Warwick & York, Inc. Miller Mental Ability Test, Forms A and B. For Grades VII-XII and college freshmen. World Book Company. National Intelligence Tests. Scale A, Forms 1, 2, and 3; Scale B, Forms 1, 2, and 3. (Haggerty, Terman, Thorndike, Whipple, and Yerkes.) For Grades III-VIII. World Book Company. Otis General Intelligence Examination. For business institutions. World Book Company. Otis Group Intelligence Scale. Primary Examination (Forms A and B), for Grades I-IV; Advanced Examination (Forms A and B), for Grades V to college. World Book Company. Otis Self-Administering Tests of Mental Ability. Intermediate Examination, for Grades V to IX; Higher Examination, for Grades IX-XII and college freshmen. World Book Company. Pintner's The Mental Survey Tests. C. H. Stoelting Company. Pintner-Cunningham Primary Mental Test. For kindergarten and Grades I and II. World Book Company. Pintner-Patterson's A Scale of Performance Tests. C. H. Stoelting Company. Stanford Revision of the Binet-Simon Tests (Terman). An individual test. Houghton Mifflin Company; C. H. Stoelting Company. Terman Group Test of Mental Ability (Forms A and B). For Grades VIIXII and college freshmen. World Book Company. Thorndike's Intelligence Examination for High School Graduates. Teachers College, Columbia University. BIBLIOGRAPHY 141 Trabue and Stockbridge's The Mentimeter. In Measure Your Mind. For all grades through college. Doubleday, Page & Co. Yerkes' A Point Scale for Measuring Mental Ability. An individual test. Warwick & York, Inc.; C. H. Stoelting Company. MATHEMATICS ARITHMETIC Bonser's Arithmetic Reasoning Tests. Not available for general use. Teachers College, Columbia University. Buckingham's Scale for Problems in Arithmetic. For Grades III-VIII. Public School Publishing Company. Cleveland Survey Arithmetic Tests (Courtis-Judd). For Grades III-VIII. S. A. Courtis. Courtis Standard Practice Tests in Arithmetic. For Grades IV-VIII. Offers tests for supervisory work and measurement also. Includes the Courtis' Standard Research Tests and the Supervisory Tests in Arithmetic. World Book Company. Otis Arithnietic Reasoning Test. For Grades IV-IX. World Book Company. Stanford Achievement Test: Arithmetic Examination. For Grades IIVIII. World Book Company. Stone's Standardized Reasoning Tests in Arithmetic. For elementary schools. Teachers College, Columbia University. Woody-McCall's Mixed Fundamentals. Two forms for Grades III-VIII. Teachers College, Columbia University. ALGEBRA Hotz's Algebra Scales. Five scales for first-year high school. Teachers College, Columbia University. Rugg and Clark's Standardized Tests in First-Year Algebra. For secondary schools. University of Chicago Bookstore. Thurstone's Algebra Test. See Thurstone Vocational Guidance Tests, page 143. GEOMETRY Minnick's Geometry Tests. For secondary schools. J. H. Minnick. Thurstone's Geometry Test. See Thurstone Vocational Guidance Tests, page 143. Music Hillbrand Sight-Singing Test. For Grades IV-VI. World Book Company. Seashore's Manual for Measures of Music. The Columbia Phonograph Company. 142 STUDIES IN MENTAL MEASUREMENT PHYSICAL TRAINING Baldwin's Physical Development Scale. For elementary and secondary schools. Bird T. Baldwin. Rapeer's Scale for Measuring Physical Education- Health and Physical Development. For elementary schools. L. W. Rapeer. READING Burgess' Scale for Measuring Ability in Silent Reading. Picture Supplement, Scales 1, 2, 3, and 4. For elementary schools. Russell Sage Foundation. Detroit Word Recognition Test (Oglesby). World Book Company. Fordyce's Scale for Measuring Achievements in Reading. Test I, for Grades III-V; Test II, for Grades VI-VIII. University Publishing Company. Gates' Word Pronunciation Test. Teachers College, Columbia University. Gray's Oral Reading Test. For elementary schools. University of Chicago Press. Haggerty Reading Examination. Sigma 1, for Grades I-III; Sigma 8, for Grades VI-XII. World Book Company. Monroe's Standardized Silent Reading Tests. For Grades III-VIII and for secondary schools, three different tests. Public School Publishing Company. Picture-Story Reading Lessons (Courtis-Smith). World Book Company. Stanford Achievement Test: Reading Examination. For Grades II-VIII. World Book Company. Thorndike-McCall Reading Scale for the Understanding of Sentences. For Grades II-VIII. Teachers College, Columbia University. Van Wagenen's Reading Scales for Particular Subjects. For history, general science, and literature. Public School Publishing Company. SCHOOL BUILDINGS Butterworth School-Building Score Card for One-Teacher School Buildings. World Book Company. Strayer-Engelhardt's Score Card for City School Buildings. Teachers College, Columbia University. Strayer-Engelhardt's Score Card for High School Buildings. Teachers College, Columbia University. Strayer-Engelhardt's Score Card for Village and Rural School Buildings of Four Teachers or Less. Teachers College, Columbia University. SCIENCE GENERAL Ruch-Popenoe General Science Test. For Grades VII-IX. World Book Company. BIBLIOGRAPHY 143 BIOLOGY Grier's Range of Information Test in Biology: I, Physiology; II, Zoology; III, Botany. Reference: Journal of Educational Paychology, Vol. 9 (AprilSeptember, 1918) and Vol. 10 (December, 1919). Ruch-Cossmann Biology Test. For high schools. World Book Company. CHEMISTRY Powers General Chemistry Test. For high schools. World Book Company. GEOGRAPHY Hahn-Lackey Geography Scale. For elementary schools. H. H. Hahn. Posey-Van Wagenen Geography Scales. For Grades V-VIII. Public School Publishing Company. PHYSICS Camp's Scales for Measuring Results of Physics Teaching. University of Iowa. Thurstone's Physics Test. See Thurstone Vocational Guidance Tests, page 143. SURVEY Otis Classification Test. An intelligence test combined with an achievement test on all school subjects. For Grades IV-VIII. World Book Company. Stanford Achievement Test. Primary tests in arithmetic, reading, and spelling, for Grades II and III; Advanced tests in arithmetic, reading, spelling, science, history, and literature, for Grades IV-VIII. World Book Company. TEACHER RATING Rugg's Rating Scale for Judging Teachers in Service. Self-administering. University of Chicago Bookstore. Schutte Scale for Rating Teachers. Self-administering. World Book Company. VOCATIONAL AND MANUAL TRAINING Stenquist Mechanical Aptitude Tests. Grade VI and up. World Book Company. Thurstone Vocational Guidance Tests. Tests in arithmetic, algebra, geometry, physics, and technical information to determine engineering interests. For secondary schools and colleges. World Book Company. WILL-TEMPERAMENT Downey Individual Will-Temperament Test. For secondary schools and colleges. World Book Company. Downey Group Will-Temperament Test. For secondary schools and colleges. World Book Company. 144 STUDIES IN MENTAL MEASUREMENT MISCELLANEOUS (Not classified above) Pressey's X-O Tests. For investigating the emotions in colleges and in work with neurotics and delinquents. C. H. Stoelting Company. II. SELECTED PERIODICALS AND BOOKS FOR REFERENCE PERIODICALS Educational Administration and Supervision. Warwick & York, Inc. Elementary School Journal. University of Chicago. Journal of Educational Psychology. Warwick & York, Inc. Journal of Educational Research. Public School Publishing Company. Philippine Education. Manila. Philippine Journal of Education. University of the Philippines. Philippine Journal of Science. Bureau of Science, Manila. School and Society. Science Press. Teachers College Record. Columbia tniversity. Yearbooks of the National Society for the Study of Education (particularly the Twelfth, Fifteenth, Seventeenth, and Twenty-first). Public School Publishing Company. BOOKS DICKSON: Mental Tests and the Classroom Teacher. World Book Company. GREGORY: Fundamentals of Educational Measurement. D. Appleton & Co. (Associated Publishers). HINES: Guide to Educational Measurement. Houghton Mifflin Company. MCCALL: How to Measure in Education. The Macmillan Company. PAULU: Diagnostic Testing and Remedial Teaching. D. C. Heath & Co. (Associated Publishers). PRESSEY: Introduction to the Use of Standard Tests. World Book Company. RuoG: Statistical Methods Applied to Education. Houghton Mifflin Company. TERMAN: The Measurement of Intelligence. Houghton Mifflin Company. WILSON AND HoKE: How to Measure. The Macmillan Company. WOOD: Measurement in Higher Education. World Book Company. BIBLIOGRAPHY 145 LIST OF ADDRESSES D. Appleton & Co., 29-35 West 32d Street, New York, N. Y. Baldwin, Bird T., University of Iowa, Iowa City, Iowa. Columbia Phonograph Company, 1819 Broadway, New York, N. Y. Courtis, S. A., 1807 East Grand Boulevard, Detroit, Michigan. Doubleday, Page & Co., Garden City, New York. Hahn, H. H., State Normal School, Wayne, Nebraska. D. C. Heath & Co., 231-245 West 39th Street, New York, N. Y. Houghton Mifflin Company, 2 Park Street, Boston, Massachusetts. Jones, W. Franklin, University of Southern California, Los Angeles, California. The Macmillan Company, 60 Fifth Avenue, New York, N. Y. Minnick, J. H., University of Pennsylvania, Philadelphia, Pennsylvania. Public School Publishing Company, Bloomington, Illinois. Rapeer, L. W., 20 Jackson Place, Washington, D. C. Rugg, E. U., Colorado State Teachers College, Greeley, Colorado. Russell Sage Foundation, 130 East 22d Street, New York, N. Y. Science Press, 2619 Grand Central Terminal, New York, N. Y. C. H. Stoelting Company, 424 North Homan Avenue, Chicago, Illinois. Teachers College, Columbia University, New York, N. Y. University Cooperative Company, 504 State Street, Madison, Wisconsin. University of Chicago, Chicago, Illinois. University of Chicago Bookstore, 5802 Ellis Avenue, Chicago, Illinois. University of Chicago Press, 5750 Ellis Avenue, Chicago, Illinois. University of Indiana, Bloomington, Indiana. University of Iowa, Iowa City, Iowa. University of the Philippines, Manila, Philippine Islands. University Publishing Company, 1126 Q Street, Lincoln, Nebraska. Warwick & York, Inc., 10 East Center Street, Baltimore, Maryland. World Book Company, Yonkers-on-Hudson, New York. Zaner & Bloser Company, 118 North High Street, Columbus, Ohio. APPENDIX REPRODUCTIONS OF TESTS OTIS GROUP INTELLIGENCE SCALE ~Devised by ARTHa S. OTIS ADVANCED EXAMINATION.: FORM A Examination Number.......... Name................................... (First name, initial, and last name) Age last birthday............years. Birthday.................................. Tell in figures) (Month, day) School...................................... Grade.............. City................................... Date....................... (Month, day, year) (Do not write below this line.) Remarks or Further Data TcaT Scoss 3.....................................................,. 4........................................................... 4......................:.................................... S 6 7.;...................................................... 8I........................................................ 8 9.......................................................... 9 Score 13........................ JB 14........................................................ _.. PR S............................ - PubFished by Wodd Book Company. Yonkes-on-Hudso, NOw YoAk, and I26 Praie Avewr. ChkMe', CopMrli. 8,. by ArtrS - Oti. Copyria. 1919. b Wcrld Boak Compamy. Copyht i ~G O ri nfa riw rap. QO:A*& 147 148 REPRODUCTIONS OF TESTS TEST 1 Followng Directions A B C D E F G H I J K L M N P Q R S T U V WX Y Z Sample problem: Write the fifth letter of the alphabet..........................( E ) Begin here: i. Do you understand that each letter is to be a capital made like printing and put in the parenthesis after the problem? If so, write C in the parenthesis..........( ) z 2. Will you remember not to ask any questions during the examination? If so, write Q...................................................( ) 2 3. Will you remember not to look toward the paper of any other pupil during the examination? If so, write L................................... ( ) 3 4. Will you remember not to turn over your booklet or any page of it at any time unless you are told. to? If so, write B; if not, write N......................( ) 4 5. Write the letter 0.......................................................( ) 6. Write the eighth letter o'fthe alphabet....................................( ) 6 7. Write the same letter that you were told to write in the fifth problem.........( ) 7 8. Write the letter which follows the third letter of the alphabet.................. ) 9. Write the letter which the letter L follows in the alphabet................. ) 9 so. If K comes after R in the alphabet, write K; if not, write R............. ( ) o t. Suppose all the even numbered letters in the alphabet (that is, the 2d, 4th, 6th,. etc.) were crossed out. The fifth letter left, not crossed out, would be what letter?( ) 'a 12. Write the letter which follows the letter which comes next after B in the alphabet.( ) I} 13. If E and F appear together in the alphabet, write E, unless T and Z also appear together in the alphabet, in which case write T instead..................( ) r3 t4. Write the letter which is the third letter to the right of the letter which is midway between K and 0.......................................................( ) 4 5t. Suppose that the first and second letters of the alphabet were interchanged, also the third and fourth, the fifth and sixth, etc. Write the letter which would then be the x4th letter in the alphabet....................................( ) 5I 16. A certain letter is the second letter to the left of another letter. This other letter is the fifth letter to the right of Q. What is the "certain letter" first mentioned?.. ( ) I6 17. A certain letter is the fourth letter to the right of another letter. This other letter is midway between two other letters. One of these last two letters is next after E in the alphabet and the other is just before K in the alphabet. What is the "certain'letter" first mentioned?....................................... ( ) I 7 t8. If the letters in the word IF appear in the same order that they do in the alphabet and if the same is true of the letters in the word AN, write the letter Z. But if this is true of only one of these words, write the last letter of that word.........( ) I8 19. Find the letter which, in this sentence, appears a second time nearest the beginning. W rite it, using a capital..................................... ( ) 19 20. Find the two letters in the word AFTER which have just as many letters between them in the alphabet as in the word. Write the one of these two letters'that comes first in the alphabet a..................a............................. ( ) 0 OTIS GROUP INTELLIGENCE SCALE 149 TEST 2 Opposite.Sam*ples:'.;.(f ort, down, small, low, young) thot........ (warm, ice, dark, cold, fire) DIECTIONS. Look at the first word on each line, think what word means exactly the' opposite of it, find that word among the five words in parenthesis on that line and draw a line under it. Begin here: j. east.......... (north, west, south, pole, equator)............ [ 2. yes......... (may-be, wrong, no, sure, nothing)............. a 3. top..........(bottom, side, cover, inside, feet)............ 3 4. before........(late, now, soon, when, after).................... difficult.......(hard, quick, soft, easy, common)............... 6. friend........ (brother, acquaintance, enemy, wife; stranger).... 6 7. succeed......(win, decline, fail, accede, try)............. 8. command......(officer, shout, order, obey, soldier).............. 8 9. beautiful...... (crooked, handsome, old, ugly, dirty).......... 9 to, brave........ painful, fear, weak, stingy, cowardly)........... o XI. pride.......(sorrow, humility, miserable, conceit, proud)...... xx 12. expand..... (burst, smaller, contract, vanish, stay)........... 2x 13. genuine......(coarse,.counterfeit, adulterated, worthless, impure) J3 14. help....... (person, work, push, give, hinder).............. r4 IS. love........(like, anger, hate, strange, lover)............... x6. graceful...... (rough, homely, miserable, awkward, stout)l.... 6 17. extravagant... (miser, humble, economical, poor, wasteful)....... z7 i8. cause........ (reason, because, origin, effect, why).............. 1 I9. abolish.......(alter, create, continue, destroy, change).......... 9 20. loyal........ (treacherous, enemy, thief, coward, jealous)....... 20 2I. always.......(sometimes, often, occasionally, seldom, never).... 21 22. fickle........(silly, constant, stationary, solid, sober).......... 22 23. therefore...... (since, why, may-be, there, cause).............. 23 24. however......(nevertheless, moreover, whether, even, never)... 24 25. unless........ (and, therefore, however, also, if)................ Score.............. 150 REPRODUCTIONS OF TESTS TEST 3 Disarranged Sentences men money for work.............................,. (true false) Samples: uphill rivers flow all.................................(true false) ocean waves the has.................... (true false) DraMcnoNs. The words on each line below make one sentence if put in order. If the sentence the words would make is true, underline the word true at the side, of the page. If the sentence they would make is false, underline the word false. Begin here:.. eat grass cows........... (true false), i 2. sail ocean ships the on.............................(true false) a 3. sun morning the the in sets......................... (true false) \ 4. trees birds nests the in build,....................(true false) 4 S. mountains live the in whales........................(true false) 5 6. comes Christmas a but year once...................(true false) 6 7. float iron water on will.......................... (true false) 7 8. days there in are week seven a.,,................ (true false) 8 9. usually are of made tables wood.......................(te false) 9 zo. has short very a a neck giraffe......... (true false) so it. cream ice children lile most..........................(true false) It 12. milk bees flowers gather the from................ (true false). 12 13. obtained sea sugar from is water.....................(true false) 13 14. fuel wood are- coal and for burned..................(true false) 14 z5. substances light lead gold and are very..............(true false) is s6. rivers lakes and many desert has a..................(true false) I6 17. moon earth.the from feet twenty the is......... (true false) 17 18. hump camel has a his a back on................ (true false) x8 19. grow and apples ground oranges the in....... (... true false) so 20. music fond people many are of......................(true false) 20 ar and eat good gold silver to are.....................(true false) 21 as. clouds ram sky from comes the the in.............(true false) 22 23. mile a a a travel snail in can riinute............. (true false) 23 24. automobile pocket man his keeps a his in..........(true false) 24 Ia. vote persons twenty-one cannot under......................(true false) 25 Riht..........W rong........... Score............. OTIS GROUP INTELLIGENCE SCALE 151 TEST 4 Proverbs.DIRECTIONS. Read each proverb, find the statement that explains it, and put the number of that statement in the parenthesis before the proverb. Proverbs (Group 1) < ) Make hay while the sun shines. ( ) A rowning man will-grasp at straws ( ) A stitch in time saves nine. ) Rats desert a sinking ship. ( ) In a calm sea every man is a pilot. ( ) Destroy the lion while it is young, ( ) He who would eat the kernel must crack the nut. ) One swallow does not make a summer. ) People who live in glass houses must not throw stones. ) A mouse must not think to cast a shadow like an elephant. Statements to Explain Proverbs in Group 1 x. It pays to attend to troubles before they get worse. 2. Leadership is easy when all goes well. 3. Make the best of your opportunities. 4. Those who would reap rewards must work for them. 5. It pays to do only one thing at a time. 6. Desperate people cling to absurd hopes. 7. False friends flee from us in disaster. 8. Weed out bad habits before they are too firmly established. 9. It is best to be silent when there is nothing to say. Io. Those who have faults should not criticize others. r. Do not attempt the impossible. 2. A single sign is not convincing. Proverbs (Group 2) ( ) Every rose has its thorn. ( ) A tree is known by its fruits. ( ) All is not gold that glitters. ( ) Where there is much smoke there must be some fire. ( ) No wind can do him good who steers for no port. ( ) Plant the crab tree where you will, it will not bear sweet apples. ( ) A bird in the hand is worth two in the bush. ( ) Too many cooks spoil the broth. ( ) Meddle not with dirt - some of it will stick to you. ( ) It is a long road that has no turn. Statements to Explain Proverbs in Group 2 I. Environment will not change one's nature. 2. There is no happiness without its pain or sorrow. 3. Appearances are often deceptive. 4. It is better to be content with little than to gamble for more. 5. One cannot have the same luck forever. 6. No object can be attained without some sacrifice. 7. Deeds show the man. 8. We cannot help those who have no object in life. 9. Suspicions usually have some basis. so. Association with evil is sure to leave its effect; i. Who undertakes too much accomplishes little. 12. Division of responsibility brings poor results. Score............... 152 REPRODUCTIONS OF TESTS TEST 5 Arithmetic DrnECTONS. Place the answer to each problem in the parenthesis after the problem. Do any figuring you wish on the margin of the page. v. If a boy had xo cents and earned 5 cents, how-much money did he have then?.........................................................( ) cents t 2. At 4 cents each, how much will 12 pencils cost?....... i.-.............. ) cents a $. If a man had $25 and spent $ro; how much money did he have left?... ( ) dollars 3 4. At 6 cents each, how many pencils can be bought for 48 cents?......( ) pencils 4 5. A boy spent 20 cents and then earned 30 cents. How much more money did he have than at first?.................................. ) cents 5 6. How far can a train go in 5 hours at the rate of 4o miles per hour?....( ) miles 6 7. How long will it take a glacier to move Iooo feet at the rate of Ioo feet a year?....................................................( ) years 7 8. If 24 yards of cloth cost 20 cents, what will Io yards cost?..........( ) cents 8 9. If 2 pencils cost 5 cents, how many pencils can be bought for 50 cents?( ) pencils 9 so. If a man walks east from his home 7 blocks and then walks west 4 blocks, how far is he from his home?............................. ( ) blocks to gi. If a boy can run at the rate of 5 feet in * of a second, how far can he run in to seconds?..........................'..............( )feet it 12. A ship has provisions enough to last a crew of 20 men So days. How long would they last a crew of 40 men?......................... ) days as j3. One schoolroom has 7 rows of seats with 8 seats in each row, and another schoolroom has 6 rows of seats with 9 seats in each row. How many more seats does one room have than the other?...............( ) seats ts 14. If Io boxes full of oranges weigh 5oo pounds, and each box when empty weighs 5 pounds, what do all the oranges weigh?...............( ) pounds 4 gS. Town X is 30 miles north, of Town Y. Town Y is i5 miles north of TownZ. How far is Town Z from Town X?.......................( ) miles Is 16. If 3* yards of cloth cost 70 cents, what will 21 yards cost?...........( ) cents 6 a7. If a strip of cloth 36 inches long will shrink to 33 inches when washed, how long will a 48-inch strip be after shrinking?............ (. ) inches t7 z8. If Frank can ride a bicycle 300 feet while George runs 200 feet, how far can Frank ride while George runs 300 feet?.................... ( ) feet 18 qg. A hotel serves a mixture of 3 parts cream and 2 parts milk. How many pints of cream will it take to make 25 pints of the mixture?....( ) pints 19 to. If a wire 20 inches long is to be cut so that one piece is.~ as long as the other piece, how long must the longest piece be?..................( ) ihs 20o OTIS GROUP INTELLIGENCE SCALE 153 DaECoNs. Each problem asks a question that is answered by a number. Write the answer to each problem in the parenthesis after the statement of the problem. Sample problem: 3 Fig. I Fig. 11 Look at Fig. I. What number is in the circle but not in the rectangle?........... ( 1 ):. What number in Fig. I is ih the rectangle but not in the circle?...........>..( 2. What number in Fig. I is in both the rectangle and the circle?..................( 3. Look at Fig. I (at the right). What number is in the rectangle but not in the circle nor in the triangle?'............................................ ( 4. What number in Fig. II is in the rectangle and in the triangle but not in the circle? ( (The remaining questions all refer to Fig. II.) S. What number is in the circle and in the rectangle and in the triangle?..........( 6. What is the smallest number that is in the triangle but not in the circle nor in the rectangle?.............................. 7. What is the largest number that is in the circle but not in the triangle nor in the rectangle?......................................( 8. Write the number that is in the lowest space that is in the triangle and in the circle but hot in the rectangle................................... ( 9. Find the geometrical figure (circle, triangle, or rectangle) that has the least number of spaces in it. Write that number of spaces..................: ( o1. How many spaces are there each of which is in all three geometric figures?........( t. How many spaces are there each of which is in one and only one geometric figure?..( 12. How many spaces are there each of which is in two and only two geometric figures?( 13. We may say that space 12 is like space 3 because they are both in the circle and triangle but not in the rectangle. Any space is like another which is in exactly the same geometrical figures. Write the number of the space which is like space 6......( i4. Write the number of the space which is like space..............................( t5. How many other spaces are there like space 9?..................................( t6. There is no other space like space 5, so we may call space 5 unique (yOneek). Any space is unique which has no other space like it. Examine spaces 8, 9, Io, zI, 12, and 13 in order until you find another unique space. 'Write its number...........( tf. How many unique spaces are there in Fig. II?............................( l8. What is the greatest number of unique spaces which it is possible to make by overlapping a circle, triangle, and rectangle? (You may draw any figures you wish on the margin of this page)......................................( ig. Also what is the least number of unique spaces possible?.....................( to. What is the greatest number of spaces which it is possible to make by overlapping a circle, triangle, and rectangle?.....................( Scor.._..., ) I ) a ) 3 ) 4. ) S ) 6 ) 7 ) 8 ) 9 ) to ) 's ) t6 ) 12 ) 13 ) 16 ) 17 ) is ):9 ) so. ~ ~ ~ 154 REPRODUCTIONS OF TESTS TEST 7 Analogies finger:hand- toe: (?)......foot, knee, arm, shoe, nail Samples: clothes: man - fur: (.......coat, animal, hair, skin, cloth tall: short - fat: (?)....... man, wide, thin, 'boy, heavy DIRECTIONS. The first sample means: Finger is to. hand as toe is to what Underline the word on each line that should go in the parenthesis in place of the question mark. Begin here: t. hand:arm- foot:(? )...............leg, toe, finger, wrist, elbow............. 2. peeling:banana - shell: (? )..........skin, orange, egg, juice, ripe............3. wool: sheep-feathers: ( )...........pillow, rabbit, bird, goat, bed......... 3 4. coal: locomotive -( ):automobile....motorcycle, smoke, wheels, gasoline, horn 4 - 5. man: woman - brother: (? ).........daughter, sister, boy, mother, son....... '5 6. automobile:wagon - motorcycle: (? )..walking, horse, buggy, train, bicycle.... 6 7. hospital: the sick - (? ):criminals....doctor, asylum, judge, prison, sentence. 7 8. hat:head —thimble: (?.............finger, needle, thread, hand, sewing..... 8 9. captain: ship - mayor:(? )..........state, council, city, ship, boss.......... 9 o1. better: good - worse:(?)..............very good, medium, bad, much worse; best Io it. grass: cattle-bread: (?)............butter, flour, milk, man, horses......... i 12. large: object - loud: ( )........soft, small, heavy, weight, sound....... I1 13. king: kingdom - president: (? )......vice president, senate, republic, queen, democrat 13 14. revolver:man - (?):bee.............wings, honey, flying, wax, sting.......... 14 z5. egg: bird - (? ):plant............ seed,.shell, leaf, root, feathers.,........ 15 t6. education: ignorance- ( ): poverty... laziness, school, wealth, charity, teacher. x6 17. circle: square - sphere:(?...........circumference, cube, round, corners, ball 17 18. point:line-line:(?)................surface, pencil, dot; curve, solid........ 18 t9. sanitation:disease- (?): accident.....doctor, hospital, bandage, cleanliness, care 19 20. ordinary: exceptional - many: (? )... all, none, few, common, more.......... 20 ax. sunlight:darkness-(? ):stillness......quiet, sound, dark, loud, moonlight..... 21 22. peninsula: land -(? ):ocean..........river, lake, cape, gulf, water............ 22 23. ellipse:circlde - (? ):square...........cube, curve, oval, circle, diamond...... 23 24. violence: anger - (? ):love............caressing, hate, temper, hope, happiness 24 a5. evolution: revolution - crawl: ( ).... baby, floor, stand, run, hands and knees 25 Score............... OTIS GROUP INTELLIGENCE SCALE 155 TEST 8 Similarities Test hat, collar, glove..........hand, cane, head, shoe, house Samples. rose, daisy, violet..........bush, red, plant, bed, pansy desk, bed, chair...........book, table, floor, pencil, coat DIRECTIONS. Find the way in which the first three things on a line are alike. Then look at the five other things on the same line and draw a line under the one that is most like the first three. I. red, white, green................. rose, paper, grass, soft, blue........ i 2. apple, peach, pear..............seed, tree, plum, juice, peel......... 3. pan, bowl, basket...............pail, handle, knife, fork, spoon...... 3 4. snake, cow, sparrow............. tree, doll, pig, feather, skin........ 4 5. ship, bicycle, carriage............sail, automobile, wheel, ocean, harness 5 6. cannon ball, wire, penny..........dollar bill, bone, string, pencil, key... 6 7. president, captain, general........ship, army, king, republic, soldier.... 7 8. book; teacher, newspaper.........pencil, magazine, ink, card, box... 8 9. ax, knife, shears................. hammer, razor, hoe, rake, fork...... 9 zo. ivory, snow, milk............... butter, rain, cold, cotton, water..... o r. day, say, gay............ night, said, joy, happy, lay........ I 12. nut, turnip, potato...........shell, tree, bush, milk, apple...... 12 13. strong, bad, fast..............and, man, soon, round, come........ 13 I4. generous, kind, honest............strong, selfish, wise, loyal, rich...... 14 zS. joy; anger, fear.................habit, memory, hate, life, hearing.... Continue below in the same way. Sample: ~-:T6~, ~_ *8 1 Au f _.......... A 19. 4 Xti -9 e ^ L.......^ a < 0 Se. 20. Q......... S Gore... O.-........ 156 REPRODUCTIONS OF TESTS TEST 9 Narrative Completion DIRECTONS. For each numbered blank in the stdry, choose the best word of the three in the list having the same number as the blank. Underline the word you choose. You may write these words in the blank spaces if you wish but only the underlining counts. Do nothing about the blanks that are not numbered. The Reward of Kindness ' Underline words here 'Once upon a.................,... there was a i. time place man s (1>................ that lived in a............ One 2. man lion dog a............. as he was roaming about, he stepped on 3. street garden forest 3 a...............and it stuck in his....... 4. tack thorn rock 4 (4) <) Ingreatpainhe...........outof the............ 5. back hand foot 5 in search of some one who would............... out the 6. came limped ran 6 7. shepherd hunter woodsman 7 At last he saw a -.......... and went up to him 8. glad sorry anxious 8 as if to say, ".;......... pull this........... out 9. gently nicely suddenly g of my.......... The............. saw what Io. angry hungry grateful io was the............ and was so.................. hand sheep dog Ii to see the lion suffer that he forgot to be frightened. 12. eating thanking harming 12 Very......... he pulled the thorn out of the 13. hunter king people 13 lion's foot. The............. was so............... 4. must may will 14 thathe............. the shepherd's............ 1S. man shout lion I5 and went away without................. him. O6. fighting killing helping 16 Not long after, the............... was blamed for 1.7. lion shepherd king 17 a cruel deed which he had not............ The i8. explain givd keep i8............;... said: "He................ die. 9g. softened relieved satisfied to (11 (14) Throw..........S; into the lion's den." So the 20. hunger anger suffering 20 king's men...................... shepherd and 21. king people men a2 put him into the................. with a great 22. cruel kind good 22................,It was the very........... the 23. dog lion shepherd 23 (15 shepherd had............. near the forest. And lo 1 24. knew accused hurt 24 Instead of............... the..... -...... the 25. many other cruel 25 lion only licked his.hand. The........ was amazed He. e............. the shepherd to.................. (l7. i8) his power over the.,.... 'Then the..,.................... how he had.............t. the.,,t'..i........ of........,! *.................... Upon.......... this, the.........,..., said, "This man...-.,...........r......... no.......... deed. Let him go.t So the.............,... ~*..... freed and after that no..................... him of.............. Have you heard this story before,............ &orew...... v........ OTIS GROUP INTELLIGENCE SCALE 157 TEST 10 Memory DmErCnoNs. Read each question and if the right answer, according to the story, is ys, draw a line under the word yes. If the right answer is no, draw a line under the word no. But if you do not know the right answer, because the story didn't say, draw a line under the words didn't say. Was the story about a king?....; i.......i...............(yes no didn't say) Samples: Was the king's daughter sixteen years old?7,..........-...(yes no didn't say) Was she ugly?........................... (yes no didn't say) Begin here: t. Was the king fond of hearing stories?..........................(yes no didn't say) r 2. Did the king offer his daughter to any one who could tell him a story that would last forever?................................. (yes no didn't say) 2 3. Did he offer all his kingdom also?.............................(yes no didn't say) 3 4. Did he say, "but if he fails he shall be cast into prison"?.........(yes no didn't say) 4 5. Was the king's daughter pretty?.............................. (yes no didn't say) 5 6. Did she like stories, to?...................................(yes no didn't say) 6 7. Did the story say that after a long time a young man came and offered to tell the king a story............................(yes no didn't say) 7 8. Did the first man's story last a week?.........................(yes no didn't say) 8 9. Was the first man's head cut off...................(yes no didn't say) 9 to. Did the king then order another man to tell him a story?........ (yes no didn't say) to Is. Did each man's story last longer than that of the one before?.... (yes no didn't say) xi 12. Were all the young men who came to tell stories handsome?.....(yes no didn't say) 12 z3. Did a handsome young man say to the king, "I can tell you a story that will last forever"?....................................(yes no didn't say) z3 14. Did the king beg the young man not to try?.................. (yes no didn't say) z4 x5. Was the king's daughter afraid.he would fail?................... (yes no didn't say) Ir it. Did she love him and so not want to see him killed?............ (yes no.didn't say) z6 17. Did thp young man tell the princ6ss to have no fear?............(yes no didn't say) x7 IS. According to the young man's story, did a rich man order a huge granary built?.................................. (yes no didn't say) i8 z9. Did he have it filled with oats to the very tip-top?..............(yes no didn't say) i9 20. Was a very small hole left between the bricks near the ground?.... (yes no didn't say) 20 21. Was the hole just big enough to let one little ant through?..... (yes no did&'t say) 2I 22. Did the young man say that one day a little antwent in and Carried off a grain of wheat?........................................(yes no didn't say) 22 23. Did he say that the next day another little ant went in and carried off another grain of wheat?.............................(yes no didn't say) 23 24. Did the king plead with the young man to tell him what happened after that?............................................(yes no didn't say) 24 25. Did the young man say, "Why, after that the ants just kept on carrying off the wheat"?................................... (yes no didn't say) 25 26. Did the king finally say, "Man, man, your story will last forever"?(yes no didn't say) 26 27. Did he say, "Take my daughter and half my kingdom and don't speak to me again"?........................ (yes no didn't say) 27 28. Did the young man marry the princess?.....................(yes no didn't say) 28 29. Did the king ever want to hear another story.................... (yes no didn't say) 29 30. Was the name of this story, "The story that had no end"?......(yes no 'didn't say) 30 Have you heard this story before?................ (yes no) 158 REPRODUCTIONS OF TESTS Haggerty Intelligence Examination DELTA 2 FOR GRADES 3 -Arranged and standardized by M. E. HAGGERTY, University of Minnesota An adaptation of ihe Army Intelligence Eaminations. Used in the Virginia Shool Survey My name is. -.. ---.-. —.-. --- —--—.. —.. I am a. --- —-- --—.. ---Firt name Last ume Write boy or girl This is the......... day of ---—.. --- —---— 19........ I am... --- — years old. My next birthday will be. —. ---.. 19.. ---- I am in.......half of Grade. ---..The name of my school is..-.......- The name of my city (county) is ----.............. The name of my state is.. ----...,.._-__ --- —- -—..-. --- —. --- —------- Do not turn this page until you are told to do so. (To be read silently by pupils while examiner reads aloud) This little book contains some exercises which will show how well you can do certain things. Some of the things are very easy and some are very hard.. There are six exercises in all. You will be shown them one at a time and will finish each one before you see the next one. Do not turn any page until you are told to do so. As soon as you turn the page, lift your pencil, with your elbow on your desk, and do not put your pencil down until we have read the instructions and until I say, GO I Now turn the page to Exercise 1. Published by World Book Company, Yonkenron.Hudson, New York, and.fl6 Prairie Avenue, Chicago Cprighbt. a. by World Book Campany. Copynight lG Crea Britai. Al 1itk rerfv d. ni: ODnLTA -8 HAGGERTY INTELLIGENCE EXAMINATION 159 EXERCISE 1 DIRECTIONS. I. Read this question: Do cats see? NO YES The right answer is Yes; so a line is drawn under Yes. 2. Read the next question: Is coal white? NO YES The right answer is No; so a line is drawn under No. Below are a great many more questions. Read them carefully, one at a time, and draw a line under the right answer. When you are not sure, guess. i. Do dogs run? ---------.YES NO 2. Can adoll sing? ------ YES NO 3. Does the sun shine? --—.-YES NO 4. Do men drink water? -. --- YES NO 5. Are all apples red?. ---- YES NO 6. Does a table have'legs? ----—.. —.YES NO 7. Are eggs good to eat?.-..... YES NO 8. Are two more than four? ---------- YES NO 9. Are children's dresses always blue? ---YES NO' so. Are houses sometimes made of bricks?-.YES NO I Do soldiers ever live in camps? --------—..YES NO 12. Does it rain every moming. —, --- YES NO 13. Do all travelers have companions?-. --- —- YES NO 14. Is south different from:north. -----—. --- YES NO 15. Do pupils attend school-at midnight? -—. — YES NO 16. Does lightning sometimes occur at night?.-.... YES NO 17. Do guards ever take captives? ----.............YES NO 18. Are all barbers wealthy persons?...... ---. -- YES NO 19. Does the country need patriotic citizens? -- -—. YES NO 20. Should school teachers be continually tardy? —.YES NO 21 Are all swimming animals quadrupeds? -..-....- -..- YES NO 22. Is the development of trees ever stunted?.-. ----..- -YES NO 23. Is electricity used only for lighting?. --- —.....YES NO 24, Do all foreigners make good citizens?. — - —. ----YES NO 25. Is the government of colonies important?. ---........... YES NO 26. Are future events definitely predictable? ------------—.... YES NO 27. Is hospitality likely to be appreciated? --—. --- -—. ---- YES NO 28. Are missionaries ever persecuted by natives?. —. —.-.-.. YES NO 29. Is a faithless commanderdeserving of reward?.................YES NO 30. Do governors ever issue proclamations?. ----.. --- —-.YES NO. 31. Doess the ascent of a mountain conduce to fatigue?.. —.. ---........YES NO 32. Do arguments arise over political questions? --- —------—.. ---. —.- YES NO 33. Should a sentinel's challenge be ignored?. --- —-., ---........YES NO 34. Are integrity and obedience virtues? ----- -- - -.... —..YES NO 35. Are historians infallible - - ---.. YES NO 36. Are ",patriotism" and "elocutiti " synonyms? --.... —..... —.. YES NO, 37. Does allegiance imply loyalty? ------- --------...-. ---..-YES NO 38. Is surgery the vocation of diplomats?. --- —---—.. ----.... --- -—.YES NO 39. Are all lunatics in penitentiaries? —. ---.-. — --- -....-. —... YES NO 40. Are judicial decisions ever enforced?.-...... ---.... --............... - YES NO Score -............... 160 REPRODUCTIONS OF TESTS EXERCISE 2 Get the answers to these problems as quickly as you can. Use the side of this page to figure on if you need to. SAMPLESJ z How many are 5 men and so men?...... --- —-—. Answer ( IS ) 2 If one pencil costs 5 cents, what will 4 pencilscost?...Answer ( ) a How many are 30 men and 7 men? -—. ---. --- ——.-..Answer ( ) 2 Aboy had o centsandspent 4 cents. How many cents had he left?.Answer ( ' ) 3 If you save $7 a month for 4 months, how much will you save?.-.Answer ( 4 If 24 men are divided into groups of 8, how many groups will there be?................................................................. --- —Answer ( ) 5 A boy had 12 marbles. He bought 3 more, and then lost 6. How many marbles did he have left?. ---. ---- ----—. ---. --- — Answer ( ) 6 Mary was carrying a dozen eggs in her apron. Two eggs fell out and were broken. How many eggs had she left?. --- —--—.. ----.Answer ( 7 An army advanced 5 miles and retreated 3 miles. How far was it then from its first position? -..................-....... — ----- Answer ( 8 How many hours will it take to drive a team 66 miles at the rate of 6 miles an hour? ---------. --................... Answer ( ) 9 How many apples can you buy for 50 cents at tle rate of 2 for 5 cents? ---—.. ----. — --- —. --- —— Answer ( o1 A regiment marched 40 miles in five days. The first day it marched 9 miles, the second day 6 miles, the third zo miles, the fourth 8 'miles. How many miles did it march the last day?.... —........Answer ( ) I If you buy two writing tablets at 7 cents each and a book for 65 cents, how much change should you get from a two-dollar bill? —..... — Answer ( i2 If there are.5 school days in a week, 4 weeks in a month, and '9 months in a school year, how many school days are there in a school year?. ---... --------—.. --- —-Answer ( ) 13 A dealer bought some mules for $800. He sold them for $1ooo, making $40 on each mule. How many mules were there? -... Answer ( 14 A rectangular bin holds 400 cubic feet of corn. If the bin is to feet long and'5 feet wide, how deep is it? ----------------—. ---.Answer ( ) 15 If it takes 6 men 3 days to dig a i8o-foot drain, how many men are needed to dig it in half a day? A --- —--.Answer ( 16 A soldier spent one eighth of his money for post cards and four times as much for a box of letter paper, and then had go cents left. How much money did he have at first?.-.. -—.. -.- ---—.Answer ( ) 17 If 3 tons of coal cost $2, what will 5 tons cost?................... Answer ( 18 A ship has food to last her crew of 50o men 6 months. How long would it last. 2oo men? -.... --- —------—....... --- — Answer ( 19 If a man runs a hundred yards in Io seconds, how many feet does he run in a fifth of a second?.-. --- —---- ------------ - Answer ( ) 2o A submarine makes 8 miles an hour under water and 5 miles on the surface. How long will it take to cross a too-mile channel, if it has to go two fifths of the way under water?..........................nswer ( ) Scoret _. HAGGERTY INTELLIGENCE EXAMINATION 161 EXERCISE 3 Each of these pictures has something missing, and you ire to put in with your pencil the missing part. Look at the first one..It is the picture of a boy s face, but it has no mouth. Now with your pencil mark in a mouth. The woman has no eye. Give her an eye. The other pictures are to be finished in the same way. Bi S..' 162 REPRODUCTIONS OF TESTS EXERCISE 4 Look at these two words: little-small They mean the same thing; so a line is drawn under same. Now look at the next two words: good-bad These two words do not mean the same. They mean just the opposite; so a line is drawn under opposite. Now look at all the other words on this page. If the words of a pair mean the same or nearly the same, draw a line under same. If they mean the opposite or nearly the opposite, draw a line under opposite. If you cannot be sure, guess. same-opposite same-opposite I no-yes. ----. --- —----—..- - -.same-opposite 2 big-large. ---. ---- ---------—. —same-opposite 3 leap-jump --- ——. ----.. --- —— same-opposite 4 day-night —.. --- ——.. ---.. same —opposite 5 cold-hot....-.....-. --- —same-opposite 6 wet-dry. -— a --- ——.m --- —-— same-opposite 7 in-out-. —.. --- --------- - -.same-opposite 8 wide-broad.- -.-. --- —------—.-same-opposite 9 bitter-sweet ---- --—. --- —----— same-opposite so slim-slender.....-.. ----.......-same-opposite I go-leave.. --- —---......- --—. —..same-opposite 12 egin-commence -----—..-.. same-opposite 13 take-accept. --- —--—. --- —-- same-opposite 14 find-lose.-L. -.. --- —-----—..same-opposite 5 joy-happiness --—. —. ---. --—. —same-ppposite 6 asleep —awake —. --- —-.. —......same-opposite 17 command —obey ---------—. ---same-opposite 18 beg-entreat.. --- —-------— same-opposite 19 appeal-beseech. —.. ---. — same-opposite 20o legible-readable ---..-.. ---- — same-opposite 2 ancient-modern --- —--. --- same-opposite 22 lax-strict -------—..- -----—.same-opposite 23 acquire-lose —. --- —- --- same-opposite 24 sacred-hallowed ----------- same-opposite 25 compute-calculate. — -....L same-opposite 26 repress-restrain ---- -------- same-opposite 27 bestow —confer -.. —.. —...-. same-opposite 28 amenable-tractable -...... ---. same-opposite 29 avert-prevent... --- —-. —.- - same- opposite 30 contradict-corroborate —............-same-opposite 3r dearth-scarcity.-..-.. ---.......same-opposite 32 prefix-append —.. --- —......same-opposite 33 amiable-surly. ---..............- same-opposite 34 docile-refractory-.... —..........same-opposite 35 celibate-married................same —opposite 36 extinct-extant --...- -.. same-o —pposite 37 pertinent-relevant —.......-... same-opposite 38 diatribe-invective................same —pposite 39 apathy-indifference...............same —opposite 40 fallacy-verity..............s...... ame —opposite 2 3 4 5 6 7 8 9 10 II 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 3I 32 33 34 35 36 37 38 39 40 Score..... — HAGGERTY INTELLIGENCE EXAMINATION 163 EXERCISE 5 This is a test of common sense. Below are sixteen cuestions. Three answers are given to each question. You are to look at the answers carefully; then make a cross in the square before the best answer to each question, as in the sample: Why do we use'stoves? Because <SAMPLE ao they.look well M they keep us warm o they are black Here the second answer is the best one and is marked with a cross. Begin with No. I and keep on until time is called. I Cats are useful animals, because O they catch mice l they are gentle O they are afraid of dogs 2 Why are chairs made of wood? Because O wood is cheap and light O wood burns 0 wood is easily broken 3 A house is better than a tent, because D it costs more O it is more comfortable 0 it is made of wood 4 Shoes are made of leather, because O it is tanned [ it is tough, pliable, and warm D it can be blackened $ Why judge a man by. what he does rather than by what he says? Because D what a man does shows what he really is O it is wrong to tell a lie a a deaf man cannot hear what is said 6 If you were asked what you thought of a person whom you didn't know, what should you say? O I will go and get acquainted 0 I think he is all right O I don't know him and can't say 7' Why does it pay to get a good education? Because D it makes a man more useful and happy O it makes work for teachers O it makes demand for buildings for schools and colleges 8 If the grocer shoujd give you too much money in making change, what is the right thing to do? 0 buy some candy from him with it O give it to the first poor man you meet N tell him of his mistake S' Go to No. 9 above 9 If you are lost in a forest in the daytime, what is the thing to do? a hurry to the nearest house you know of a look for something to eat O use the sun or a compass for a guide io The feathers on a bird's wings help him to fly, because they 1 make a wide, light surface N keep the air off his body O keep the wings from cooling off too fast I Why are criminals locked up? C to protect society O to get even with them 0 to make them work iz Why should all parents be made to send their children to school? Because 0 it prepares them for later life O it keeps them out of mischief O they are too young to work 13 Why do inventors patent their inven. tions? Because O it gives them control of their inventions O it creates a greater demand a it is the custom to get patents 14 A train is harder to stop than an automobile, because O it is longer E it is heavier 0 the brakes arc not so good I5 We see no stars at noon, because O they have moved around to the other side of the earth D they are so much fainter than-the sun O they are hidden by the sun 16 Why is it colder nearer the poles than near the equator? Because D the poles are always farther from the sun O the sunshine falls obliquely at the poles * ' there is more ice at the poles Score............. — 164. REPRODUCTIONS OF TESTS EXERCISE 6 Look at this sentence: People hear with the eyes -ears - nose-mouth. The correct word is "ears," because it makes the truest sentence. In each of the sentences below you have four choices for the last word. Only one of them is correct. In each sentence draw a line under the one of these four words that makes the truest sentence. If you cannot be sure, guess. The first one is already marked as it should be. France is in Europe Asia Africa Australia. X The apple'grows on a shrub vine tree bush -.. ---.. —.. --- —---....... I 2 The day before Thursday is Tuesday Wednesday Friday Saturday.................. 2 3 America was discovered by Drake Hudson Cabot Columbus —...-. --- —------ 3 4 The first President of the United States was Lincoln Washington Jackson Garfield 4 5 The capital of the United States is New York Chicago Washington New Orleans..... 5 6 Wool is obtained from the ocean the ground a plant an animaL...-..-...... 6 7 The Amazon is a river city mountain country.......................................... 7 8 Boston is in Connecticut Rhode Island Maine Massachusetts. ----.................... 8 9 The capital of France is London Rome Paris Berlin.. --- —--—. --- —-..... --- 9 o1 The second month before July is August May June April.-.... --- —...... 1o It The number of days in a year is 144 287 365 412.-.......................-..... I Is The Leghorn is.a kind of cow horse granite fowl. —.. --- —------...-.. --- -- 12z 13 Charlie Chaplin is noted as an actor soldier preacher physician....... ----.... --- — 13 14 The commander of the allied armies was Wilson Foch, Lloyd George Hindenburg... 14 15 Moses was a great Greek Roman Japanese' Jew. --- —.-....-................... 15 16 Shakespeare is noted as a soldier statesman writer scientist...... ---........ --- 16 17 A pound of tea usually costs about so cts. 5 cts. $2.00 50 cts..........-..-.- 17 18 Ivory is obtained from elephants oysters mines reefs. —.-...-......-................. 18 19 The Durham is a'kind of horse cow goat sheep -... ----.-.....-..-......... --- 19 20 Indigo is a food drink color fabric...-................................................ 20 21 It is usually. coldest at sunrise sunset noon midnight --- -..-.-2.... -... 21 22 The U. S. School for army officers is at Annapolis West Point New Haven St. Paul 22 23 Leap year comes every two years fouryears six years eight years........... 23 24 Rubber is obtained from ore petroleum tries hides-....... —..................... 24 25 Darwin was most famous in literature politics war science. ---.................... 25 26' The battle of Lexington was fought in x620 1775 j8I2 1864.........-.............. 26 27 Combustible things will rip fight bur break -.... — -... -......-.- 27 28 Emeralds are usually red blue yellow' green ---............. --- -a....... 28 29 Diamonds are obtained from mines reefs elephants oysters......................... 29 30 Turpentine is obtained from rivers rocks trees animals............................... 30 3i The saber is a kind of musket sword cannon pistol -.. —. ----. - —.......31 32 The larynx is in the head neck shoulder abdomen —. ---... ---... --- —.. 32 33 Larceny is a term used in medicine theology law pedagogy - -...........-............ 33 34 Alfalfa is a kind of corn hay print rice.. — —....-.. ----—......34 35 Maroon is a kind of food fabric drink color - -......-...............-....- -...... 35 36 The clarinet is used in music stenography lithography drawing.................... 36 37 The mimeograph is a kind of typewriter copying machine phonograph pencil...- 37 38 The constitution of the league of nations was written in France Russia England Germany 38 39 Monogamy is a term relating to electricity business the family manufacture... — - 39 4o A five-sided figure is called a scholium pentagon parallelogram trapezium --- —-------.40 Score......... HAGGERTY READING EXAMINATION 165 R W SCORE Vocabulary Sentences Paragraphs.TOTAL _ Haggerty Reading Examination SIGMA 3: FORM A FOR GRADES 6 —1 Arranged and standardized by M. E. HAGGERTY and LutRA C. HAGGERTY, University of Minnesota M y nam e is........................................................................... I un a.................................. First name Last name Write boy or girl This is the............................. day of......................................... I am................years old. My next birthday will be................9................... I am in......... half of Grade......... The name of my school is....................... The name of my city (county) is............................ The nam e of m y state is......................................................................................................... Directions for Test I i. On the following pages are some words - each word is written like the word red in the next line, with some other words and phrases in parentheses. red (apple, color, to shine, green) 2. One of the words in the parentheses is a definition of the first word, You are to draw a line under the word or phrase which is the best definition, like this: red (apple, color, to shine, green) 3. Here are some words for practice. Look at the first word and then look at the words and phrases in the parentheses and draw a line under the word or phrase which is the best definition of the first word. The first one is marked as it should be. Mark all the others. a. orange (round, a fruit, sour, to eat) b. coffee (black, liquid, drink, bitter) c. soldier (man, man who fights, animal, gun) d. pupil (school child, boy, school, teacher) e. juggler (engineer, plowman, butcher, one who throws balls) 4. Now turn to page 2 and mark all the definitions correctly. Mark the definitions in order. Pubhhbed by Worid Book Ceomp. Yoakera-m-Huds, New York, and ss6 Prairie Avenue. Chlkag CaoWlt.b 1biy. by World Bo at Capymr. Copyright in GeLt Britain. AU4 iss r esfrat aJta: a-: a-fUEW TZ 9 JA. 166 REPRODUCTIONS OF TESTS TEST 1 VOCABULARY Draw a line under the best definition for each word. I minister (servant, preacher, agent, to assist).......................................... 2 student (one who seeks knowledge, teacher, paper, book)......................................... 3 pardon (forgive, hinder, condemn, smile at)............................................................ 3 4 island (section, part of the ocean, land surrounded by water, peak)............................ 4 5 float (sail, sink, to fly, to stay on top of the water)._............................................ 6 tataract (rushing, a waterfall, a basin, a spray).................................................... 6 7 aisles (houses, passages, churches, length).......................................................... 7 8 parliament (a conference, to propose, to palliate, foreigners)_.................................. 8 r9 perilous.(precious, dangerous, to spy, to invest)..................................... 9 o1 fleet (navy, engineer, group of vessels, effective)......................................................... 10 I armor (metal, protective covering, soldiers, knights)......................:................:............ 11 12 wharf (person who has no parents, landing place for ships, edge, animal).................. x 13- brandy (wine, liquid, liquor, medicine)................................................................ 13 14 noose (midday, a loop with knot, a gallows, a moose)............................................... 14 IS bristling (stubby, standing stiff, long, thin).....................15 16 descend (to move downwards, to fall, to speed, to climb).......................................... 16 17 retort (a charge, to speak back, civility, to control).............-.................... 17 18 calm (quiet, sleepy, night, restful).................................................................. 18 19 cupola (church, high, schoolhouse, rounded dome).-..................................... 9 20 swain (a prince, a country lover, swing, a student).-.,,......... 20 21 toast (shore line, outside, near the sea, boundary)................................................ 21 22 value (prize, worth, cost, am6unt)...................................................................... 22 23 deceitful (trustworthy, misleading, sincere, careful).................................................... 23 '24 lapwing (flapping, crest, a bird, to waver)..................................................................... 24 '25 dubious (certain, unsettled, determined, in danger)........................................... 25 '26 pallid (morose, darkness, pale, placid)......................................................................... 26 27 dwindled (swindled, decreased, to consume, dwarflike)............................................. 27 28 derision (amazement, mockery, decision, to succumb).......................................... 28 '29 navies (commerce, navigation, fleets of warships, canoes).......................................... 29 30 crevice (tiny, a fissure, rocky, mountains)............................................................... 30 31 ardent.(praise, passionate, relative, to wed).............................................. 31 32 scrupulous (populous, scrappy, conscientious, sacred).......................................... 32 33 steel (netal, mineral, hard substance, a kind of iron).-............................... 33 34 revive (to remember, to call back, to have life again, to return)........................... 34 35 zinc (stove, to wash dishes in, soft lead, mineral).................... -............... 35 ' Go to top of next page. [2] HAGGERTY READING EXAMINATION 167 36 hypothesis (a supposition, relation, provision, reflex)............................. 36 37 apathy (pathetic, cold, indifference, dislike).............................. 37 38 appreciate (lovely, to esteem duly, likable, to listen to).__.......................... ' 38 39 epaulets (dresses, boy's garments, shoulder ornaments, apparel).............................. 39 40 chalice (bowl, dew, a flower cup, vase)................................................................... 40 41 blithe (springlike, juicy, joyous, full of melody)._................................ 4t 42 accuracy (positive, necessary, mistakes, exactness)............................................... 42 43 extricate (liberal, entangle, set free, to fasten to).................................................... 43 44 primitive (forests, first, to postpone, to abolish)............................................................ 44 45 sagacious (lacking in judgment, improved, wise, a remark)..................................... 4 46 phantom (a delight, like a phaeton, delusion, paltry).......................;....................... 46 47 facetious (friendly, morose, witty, stupid).................................................... 47 48 avidity (to vow, harshness, eagerness, to avoid).......................................................... 48 49 dispel (to expend, to distrust, to scatter, to relieve)....................................................... 49 So delectable (eatable, expensive, delicious, fancy)................................................ 50 Score_-_ Directions for Test 2 I. In the following pages are some sentences. Each sentence asks a question which can be answered by YES or NO. The sentences are written like this: Are all men soldiers?.........YES NO 2. You are to draw a line under the right answer, like this: Are all men soldiers?.........YES NO Are some men soldiers?...........YES NO 3. Mark the right answer to these sentences by drawing a line under the YES or the NO. Do not mark both YES and NO. Markonly the right answer. a. Is snow white...........YES NO b. Are elephants plants?............YES NO c. Can a pupil respond to a question?........YES NO d. Are multitudinous defects desirable?..........YES NO 8. May a hamlet be located in a province?..........YES NO 4. Now turn to page 4 and mark all the sentences correctly -. Mark the sentences in order.:[3 168 REPRODUCTIONS OF TESTS TEST 2 SENTECE READING Draw a line under the right answer to each question. i. Can good children make promises?...................YES NO 2. Do all people rent houses?..............................YES NO 3. Do laborers ever become exhausted?...............YES NO 4. Are compasses used by mariners?.......................YES NO 5. Canchildren act in a serviceable manner?......YES NO 6. Do caravans always move with great speed........YES NO 7. Is day always preceded by night?...........................YES NO 8. Can a boy be absorbed in a performance...............YES NO 9. Do vicious men plan revenge?...............................YES NO to. Are all experiences humiliating............................YES NO it. Are all sources of information reliable?.........................YES NO I2. Do some people have bright prospects?...........................YES NO 13. Do histories consist chiefly of prophecies?.......................YES NO 14. Are brazen persons the best companions?.......................YES NO 15. Can a man possess both valor and vigor?........................YS NO 16. Are continuous sounds always harmonious?............................YES NO 17. Are armed cruisers vessels of war?.......................................YES NO 18. Is a battery a place where transports are made?....................YES NO 19. Are venerable people sometimes invincible?..........................YES NO 20. Do lunatics render great service to their country?..............YES NO 2.' Are inquiring friends sometimes courteous?...........................YES NO 22. Should evild6ers make amends?....................................... ES NO 23. Do autumnal showers occur in the winter?.................................YES NO 24. Can prominent people administer relief........................................YES NO 25. Are devices used in measuring time?............................................. YES NO 26. Do ravenous monsters respond to persuasion?.........................Y........E.... ES NO 27. Are arsenals primarily for civic meetings?................................... YES NO 28. Are stalactites parts of dwellings?..........................................................YES NO 29. Are the prospects of good crops always remote?....................................YES NO 30. Do financial transactions involve monetary considerations?..............YES NO 31. Are the adherents of law and order sometimes orthodox?............................YES NO 32. May popular distrust be evident to a sovereign.....................................YES NO 33. Can a challenge to a duel be accepted?...................................................... ES NO 34. Is it mutinous to give succor to the helpless?...............................................YES NO 35. Can the confidence of a'discouraged man be restored?.................................YES NO 36. Are insidious people usually deceptive........................................................... YES NO 37. May candidates live in hamlets?.......................................................................YES N 38. Does fidelity denote faithfulness?......................................................................YES NO 39. Do conciliating parties have pacific interests?..................................... YES NO 40. Are assiduity and frugality undesirable characteristics?................................YES NO &ore............... [41 HAGGERTY READING EXAMINATION 169 Directions for Test S Read these directions in order and do what they say to do. 1. The following pages contain a series of paragraphs with directions. You are.to read the paragraphs and do what the directions tell you to do. 3. There are two kinds of directions. The first direction is to "underline." Where this direction occurs, you are to draw a line under the correct word or phrase, as in this sample: He was an old-fashioned scholar who made the boys learn the Latin grammar by heart, and who flogged them when they failed. I. Underline the correct word to complete this sentence: young The "old-fashioned scholar" was jolly severe ignorant "Severe" is the correct word, and so you should draw a line under the word "severe." Do it before you read the next line. y. The second direction is to "check." Where this direction qccurs, you are to put a check like this 4 in front of the correct statement, as in this sample: 2. Check the true sentence: a. -The scholar was a boy. b. -The scholar taught history. c. -The scholar taught Latin. 4. The first and second statements are clearly false. The third one is true. So a check mark should be put in front of the third sentence. Put it on the line between the letter c and the first word of the sentence. Do it. 5. On the following pages read each paragraph as you come to it. Then read directions which follow the paragraph and do what the directions tell you to do. The correct answers to all questions are to be found by reading the paragraphs. Read the paragraphs as often as you need to. 6. Now turn the page. You will have about twenty minutes to work. Do all you can in that time, but work carefully. Make the correct mark for each direction. I[5 170 REPRODUCTIONS OF TESTS TEST 3 PARAGRAPH READIG I A carriage, drawn by four horses, dashed 'round the turn of the road. Within it, thrust partly out of the window, appeared the face of a little old man, with a skin as yellow as gold. He had a low forehead, small, sharp eyes puckered about with innumerable wrinkles, and very thin lips, which he made still thinner by pressing them forcibly together. 1, Underline the correct phrase: two mules The.arla4ge was drawn by a fancy tears four horses a gray mare.g Check the sentence which is true: a, wThe carriage was slowly drawn around the turn. 6.,-The carriage was turned over as it rounded the' turn. ~; -The carriage was hurried violently around the turn. 3. Check the false statements: a. -The man was large and bony, b. -The man was middle-aged. c. -The man was little and old. II There was the greatest interest throughout the ship, and not an eye was closed that night. As the evening advanced, Columbus took a position in the cabin of his vessel and kept up a continuous watch. About two 'o'clock he thought he beheld a light, glimmering at a great distance. Fearing his eager eyes might deceive him, he called a gentleman of the King's bedchamber, to inquire whether he saw such a light, and'he admitted that he saw it. I. Underline the word that shows what time it was; midday forenoon night afternoon 2. Underline the correct phrase: riding on a train Columbus was wa!king on land living in a house traveling in a boat 3. Check the statement which is true: a. - Columbus called the King. b. - The gentleman saw a light. c. -All were asleep except Columbus, 4. Check one statement which is not true a a. - Columbus watched continuously. b. - Columbus first saw the light. c. - No one except Columbus was interested. d. - Columnbus. saw the light after midnight. III In the anteroom he found his attendant Anwold, who, taking the torch from the hand of the waiting-maid, conducted him with more haste than ceremony to an exterior and ignoble part of the building, where a number of small apartments, or rather cells, served for sleeping places to the lower order of domestics and to strangers of mean degree. a. Check the true sentences: a. - Anwold was in the basement. b. - Anwold was in a waiting-room. c - Anwold was not to be found. 2. Check the true statements: a. -The attendant took the light from the maid. b. - The attendant led the way. e. - Anwold held high his torch. 3. Underline the phrase making this sentence true: the downstairs The"poorest servants apartments had sleepingquarters in: the worst part of the building the attic 4. Underline the words which describe the strangers: fashionable guests of high repute of low manner poorly clad W" Go to top of next page. (61 HAGGERTY READING EXAMINATION 171 IV The great error in Rij's c6ripbsition was an insuperable aversion to all kinds of profitable labor. It could not be for the want of assiduity or perseverance; for he would sit on a wet rock, with a rod as long and heavy as a Tartar's lance, and fish all day without a murmur, even though he should not be encouraged by a single nibble. He would carry a fowling-piece on his shoulder for hours together, trudging through woods and swamps, and up hill and down dale, to shoot a few squirrels or wild pigeons. He would never refuse to assist a neighbor, even in the roughest toil,, and was a foremost man at all country frolics for husking Indian corn, or building stone-fences; the women of the village, too, used to employ him to run their errands, and to do such little odd jobs as their less obliging husbands would not do for them. In a word, Rip was -ready to attend to anybody's business but his own; but as to doing family duty, and keeping his farm in order, he found it impossible. I. Underline the one phrase which tells what Rip did not like to do: run errands work at home 'hunt fish a. Check the one of the following sentences which is true: a. - Rip never showed perseverance. b. -.Rip's neighbors disliked him. c. - Rip was an obliging neighbor. 3. Check the one of the following sentences which is true: a. - Rip owned a well-kept farm., - Rip disliked profitable labor. r. - Rip always avoided rough work. 4. Underline the words which describe Rip's character: careless good-natured thrifty V Yet, unless I greatly deceive myself, the general effect of this chequered narrative will be to excite thankfulness in all religious minds, and hope in the breasts of all patriots. For the history of our country during the last hundred and sixty years is eminently 'the history of physical, of moral, and of intellectual improvement. Those who compare the age on which their lot is fallen with a golden age which exists only in their imagination may talk of degeneracy and decay; but no man who is correctly informed as to the past will be disposed to take a morose or desponding view of the present. 'I. Underline the phrase necessary to complete this sentence: discourage the The author believes people his narrative will: inspire hope in the people leave the people indifferent 2. Check all the true statements among the. following: a -By "chequered. narrative" the author refers to a historical narrative. 6. -The author believes his country has improved in the past century. ~. -The author believes all persons wilD accept his conclusions. 3. Check all the true statements among the following: a. -The author believes there has been degeneracy and decay in his country. b. - Well-informed persons will take a hope. ful view of the present. e. -The "golden age" exists in imaginative minds. 4. Check the true statement: a. -The country had improved' physically but not morally. b. -Correctly informed persons will. take a morose view of the present. c. -The history of "our country" i encouraging to religious minds. W Go to top of next page 171 172 REPRODUCTIONS OF TESTS VI The champions were therefore prohibited to thrust with the sword, and were confined to striking. A knight, it was announced, might use a mace or battle-ax at pleasure, but the dagger was a prohibited weapon. A knight unhorsed might renew the fight on foot with any other on the opposite side in the same predicament; but mounted horsemeh were in that case forbidden to assail him. When any knight could force his antagonist to the extremity of the lists, so as to touch the palisade with his person or arms, such opponent was obliged to yield himself vanquished, and his armor and horse were placed at the disposal of the conqueror. A knight thus overcome was not permitted to take' further share in the combat. If any combatant was struck down, and unable to recover his feet, his squire or page. might enter the. lists and drag his master put of the press; but in that case the knight was adjudged vanquished, and his arms and horse declared forfeited. I. Underline the word which names the weapon that could not be used: sword mace dagger battle-ax. Check the one of these statements which is false: a. - A knight could fight on foot. b. -One knight could not injure another knight. c. -Moutted horsemen could fight only mounted horsemen. 3. Check the false statements: a. -A knight could be vanquished without being killed. b. -A knight's page could fight. c. -A vanquished knight retained his horse. 4- Check the true statements: a. - Champions were prohibited to use the sword.. - An unhorsed knight could renew the fight. c.-An opponent was vanquished if his arms touched the palisade. d. -A knight dragged from the lists by his page was beaten. VII The speech of Judge Hoar was perfect, and to that handful of people, who heartily applauded it. When a good man rises in the cold and malicious assembly, you think, "Well, it would be more prudent to be silent. Why not rest on a good past? Nobody doubts your talent and power; and, for the present business, we know all about it, and are tired of being pushed into patriotism by people who stay at home." But he, taking no counsel of past things, but only of the inspiration of his today's feelings, surprises them with his tidings, his better knowledge, his larger yiew, his steady gaze at the new and future event, whereof they had not thought, and they are interested like so mnany children, and carried off out of all recollection of their malignant nonsense, and he gains his victory by prophecy, wher6 they expected repetition. He knew beforehand that they were looking behind, and that he was looking ahead, and therefore it was wise to speak. What a godsend are these people to a town I and the Judge, what a faculty!-he is put together like a Waltham watch, or like a locomotive just finished from the Tredegar Works. X. Check all true statements, if any: a. - The audience was inclined to look backward. b. -At the end of the. speech the audience was hostile. 'c. - The speakerhad a forward-looking mind. 2. Check alf false statements, if any: a. - The.author admires Judge Hoar. b. -The speaker surprised his audience. c. - The audience changed its attitude. d. -The speech wasa failure. 3. Underline the words which best describe Judge Hoar: talented sagacious retrospective prophetic 4. Check the false statements:.a. -The Judge talked about an old subject in a new way.. - The audience was wiser than the Judge. e. -The Judge was a burden to his community. ] Score_ INDEX Ability tests. See Tests. Achievement tests. See Tests. Alpha, Army Intelligence Examination, purpose of, 9; application of, to Filipino students in Ohio State University, 68-69, 133. American public schools, problems of, and testing in. See Schools. Arithmetical average. See Mean. Arithmetic tests, in American schools, 35; in Philippine schools, 64-66. Ayres, L. P., cited, 39. Ayres Spelling Scale, results of, 18, 63. Beta, Army Intelligence test, purpose of, 9. Binet, Alfred, and development of testing, 8-9, 20, 130, 131. Binet-Simon tests, 8-9, 130. Bliss, D. C., cited, 41, 51. Bobbitt, F., cited, 21n., 24, 26-27. Bonner, H. R., cited, 40. Business administration, application of standard tests in, 21-26. Castro, Mrs. V. B., and administration of tests in Philippine public schools, 81. Chronological age, defined, 37n. City scores, test results shown by, from reading examinations, Sigma 1 and Sigma 3, 88-91, 94-97; from intelligence examinations, Delta 1 and Delta 2, 97-106; diagnosis of, 107-128. Coover, J. E., studies of, with Downey, 47. Courtis tests, application of, in arithmetic, 18, 35-36, 49-50. Cubberly, E. P., cited, 30n. Delta 1, Haggerty Intelligence Examination, administration of, 77 -87; results of, 97-106; diagnostic study of, 112-118, 123-124, 128. Delta 2, Haggerty Intelligence Examination, administration of, 77 -87; results of, 97-106; diagnostic study of, 119-124, 125-128. Discriminative capacity, criterion of, 133, 134. Downey, June E., and development of will measurement, 20; studies of, with Coover, 47. Educational guidance, 44-45, 58. Elimination, defined, 39. Elliott, C. B., cited, 52n. English language, relative importance of, in testing Filipino, 133. Examiner's guide for application of tests in Philippine public schools, 77-81. Filipinization, extent of, 53. Filipino child, natural interests of, as compared with those of American child, 53. Fisher, Rev. George, and development of testing, 6-7. Flanders, J. K., studies of, 46, 47. Galton, Sir Francis, and development of testing, 7. Goddard, H. H., and revision of Binet-Simon tests, 8, 130. Grade overlapping, problems of, in the Philippine schools, 34, 35, 36. Graphical representation of test results, from reading examinations, 95, 96; from intelligence examinations, 103, 105. I Dearborn, W. F., and development Haggerty, M. E., and development of of testing, 9. testing, 9; cited, 32n., 37-38; and 173 174 INDEX methods of teaching and the course Mental age, defined, 35n. of study,.42-43, 47-49; and school Miller, W. S., and development of organization and administration, 47-50. Haggerty Intelligence Examination, Delta 2, reproduction of, 158-164. Haggerty Reading Examination, Sigma 3, reproduction of, 165-172. Haggerty Tests, results of application of, to Filipino students in Minneapolis and St. Paul, 66-68; administration of, in the Philippine public schools, 77-87; comparative study of, 88-128; diagnostic study of, 107-128. Hanus, Paul, and development of testing, 7, 129. Hartendorp, V. H., studies of, 18-19; graphs of, 70, 72, 73. Herring, John P., and revision of Binet-Simon tests, 8, 130; Hillegas Composition Scale, 8, 130. Horn, P. W., quoted on testing, 10-11. Hudelson Composition Scale, use of, in administration of tests in Philippine public schools, 80. Intelligence quotient (I. Q.), defined, 46n. Intelligence tests. See Tests. Knollin, H. E., studies of, 46-47. Kuhlmann, F., and revision of BinetSimon tests, 8, 130. Manila, test scores obtained in. See City scores. Marquardt, Dr. W. W., and first administration of tests in Manila schools, 5. Mean (arithmetical average), how to find, 85. Median, defined, 34n.; how to find, 85-86; percentages graphically represented, 118. testing, 9. Mode, how to find, 85. Native capacity, relation of, to education, 133. Naval, M., and administration of tests in Philippine public schools, 81. Norms, city, 98-99; provincial, 101, 102; comparison between city and provincial, and author's, 100 -104. Osborn, J. W., and administration of tests in Philippine public schools, 81. Otis, Dr. Arthur S., and development of testing, 9, 130. Otis Group Intelligence Scale, application of, to Filipino teachers, 19, 70-74; reproduction of, 147-157. Overlapping, grade. See Grade. Pampanga, administration of tests in, 5; test scores obtained in. See Provincial scores. Philippine schools, problems in, administration of, and testing in. See Schools. Pintner, R., and development of testing, 9. Plateau, defined, 50n. Pressey, S. L., and development of testing, 9, 20. Provincial scores, test results shown by, from reading examinations, Sigma I and Sigma 3, 91-97; from intelligence examinations, Delta 1 and Delta 2, 100-106; diagnosis of, 107-128. Reading tests, in American schools, 34; in Philippine schools, 88-97, 107-112, 124-125, 128. INDEX 175 Retardation, defined, 38-39; causes of, 40-41; application of tests to, 41, 58. Rice, Dr. J. M., and development of testing, 6, 7, 20, 129, 130, 131. Scales, Hillegas composition, 8; teachers' rating, 14. Schools, American, application of standard tests in, 26-31, 47-51; problems in administration of, 32 -51. Schools, Philippine public, evolution and administration of, 52-56; educational problems in, 56-57; business problems in, 57-58; rOle of tests in, 58-60. Scores, early spelling, 64; early arithmetic, 64-66; city, 97-100; provincial, 100; comparison between city and provincial, 100-104. Sigma 1, Haggerty Reading Examination, administration of, 77-87; results of, 88-97; diagnostic study of, 107-109, 128. Sigma 3, Haggerty Reading Examination, administration of, 77-87; results of, 88-97; diagnostic study of, 110-112, 128. Simon, Dr. T., and development of testing, 8-9, 130. Spelling tests, in American schools, 34; in Philippine schools, 63-64. Starch, D., cited, 33, 34, 35. Strayer, G. D., cited, 40. Tallying, 84. Taylorism, 22-25. Terman, L. M., and development of testing, 8, 9, 130; cited, 32n., 35-36, 39, 40, 45-46, 47. Testing movement, the, history and development of, 6-20; hindrances to, and ultimate triumph of, 10-12; agencies responsible for promoting of, 16-18; the future of, 19-20. Tests, achievement, 6-8, 13-14, 63 -66; intelligence, 8-10, 14, 66-69, 77-87, 97-106, 112-124, 125-128; classification of, 12; of the emotions, 14; physical measurement, 14; of the temperament, 14; of the will, 14; tendencies in the use of, 14-15; principles of administration of, 21-31, 77-87; parallel use of standard, 26-30; application of, to American educational problems, 32-51, 131-132; application of, to retardation, 41, 58; application of, to Philippine students and teachers, 63-76; administration of, in Philippine public schools, 77-87, 132-135; recommendations for changes in, to meet needs of Filipino child, 133-135; research work in the Philippines in regard to, 135. Thorndike, E. L., and development of testing, 7-8, 9, 20, 130. Thurstone, L. L., and development of testing, 9. Trabue, M. R., and development of testing, 9. Vocational guidance, 45-47, 58. Whipple, G. M., and development of testing, 9. Writing tests, in American schools, 34. Yerkes, R. 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