|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
IntelligenceFrequency Of Different Degrees Of IntelligenceAverage Adult Alternative Test 2: Comprehension Of Physical Relations Supplementary Considerations Essential Nature Of The Scale The Game Of Patience Border-line Cases (usually Between 70 And 80 I Q) Alternative Test 1: Naming Six Coins The Ball-and-field Test (superior Plan) Desirable Range Of Testing Alternative Test 2: Repeating Twenty To Twenty-two Syllables Alternative Test: Giving Age Pointing To Parts Of The Body Detecting Absurdities Superior Adult 3: Repeating Eight Digits Sources Of Data Reliability Of Repeated Tests Alternative Tests Giving Differences Between A President And A King Other Fallacies In The Estimation Of Intelligence Arranging Five Weights |
Recording ResponsesPlus and minus signs alone are not usually sufficient. Whenever possible the entire response should be recorded. If the test results are to be used by any other person than the examiner, this is absolutely essential. Any other standard of completeness opens the door to carelessness and inaccuracy. In nearly all the tests, except that of naming sixty words, the examiner will find it possible by the liberal use of abbreviations to record practically the entire response _verbatim_. In doing so, however, one must be careful to avoid keeping the child waiting. Occasionally it is necessary to leave off recording altogether because of the embarrassment sometimes aroused in the child by seeing his answer written down. The writer has met the latter difficulty several times. When for any reason it is not feasible to record anything more than score marks, success may be indicated by the sign +, failure by -, and half credit by 1/2. An exceptionally good response may be indicated by ++ and an exceptionally poor response by --. If there is a slight doubt about a success or failure the sign? may be added to the + or -. In general, however, score the response either + or -, avoiding half credit as far as it is possible to do so. If the entire response is not recorded it is necessary to record at least the score mark for each test _when the test is given_. It must be borne in mind that the scoring is not a purely mechanical affair. Instead, the judgment of the examiner must come into play with every record made. If the scoring is delayed, there is not only the danger of forgetting a response, but the judgment is likely to be influenced by the subject's responses to succeeding questions. Our special record booklet contains wide margins, so that extended notes and observations regarding the child's responses and behavior can be recorded as the test proceeds. Next: Scattering Of Successes Previous: Scoring
Viewed 3712 |
|||||||||||||
