Spelling ability, its measurement and distribution . t we have keenly appreciated the importance ofdistributing the amount of elimination where it most probablyoccurs, that we have been at no small pains to find out whereto distribute it, and that we have estimated as wisely as we XXXIV gives the entire plan of elimination and retention for each grade. 6 TABLE XXXIV Plan of Elimination and Retention for Each Grade Grade, etc. Per centeliminated Per centretained Grade, etc. X Per cent eliminated Per centretained 3d Grade. N=Q725 . —4—3—2 100 40 0 0 60100 7th GradeiV=5744
Spelling ability, its measurement and distribution . t we have keenly appreciated the importance ofdistributing the amount of elimination where it most probablyoccurs, that we have been at no small pains to find out whereto distribute it, and that we have estimated as wisely as we XXXIV gives the entire plan of elimination and retention for each grade. 6 TABLE XXXIV Plan of Elimination and Retention for Each Grade Grade, etc. Per centeliminated Per centretained Grade, etc. X Per cent eliminated Per centretained 3d Grade. N=Q725 . —4—3—2 100 40 0 0 60100 7th GradeiV=5744 . ———+ + ++ 1007050201050 03050 80 4th GradeiV=9546 . — ——— 100 40 10 0 0 60 90 100 90 95 100 8th Grade#=4821 . —2 —1 0 + 1 +2+ 3+ 4+ 5+ 6 100 70 50 30 20 10 6 2 0 0 5th GradeN=8840 . ———— 100 50 20 0 0 50 80 100 305070 8090 6th GradeJV=7087 . ———++ ++ 1006035151050 04065859095100 94 98 100 go Spelling Ability—Its Measurement and Distribution. Mfc -2?.i -7>£. 7p£ 12?L +3P&. ?HfP-t. Figs. 31-36. The estimated amount and distribution of elimination andretention. See Table XXXIII. Derived Forms of Distribution 91 The next step was to apply the data of Table XXXIV to thenormal distribution and to derive therefrom for each grade amodified distribution which should take account of the amountand range of elimination as estimated. In order that the validityof our method may be open to inspection, we shall illustrate forthe 6th grade the manner in which these modified distributionswere derived. We have adopted certain percentages of retention for desig-nated amounts of general ability (Table XXXIV, 6th grade),and these percentages must not only stand the test of reasonable-ness in themselves, but they must also when applied to a normaltable of frequency (the sum of whose cases is, say, 1000), reducethe number of cases to an amount which represents a reasonablepercentag
Size: 1148px × 2177px
Photo credit: © The Reading Room / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., book, bookcentury1900, bookdecade1910, booksubjectenglishlanguage
