. Teachers' marks; their variability and standardization. nded, we maj saythat in nearly all the subjects, the regents examiners reject thejudgment of the teachers to just about the same degree that theteachers reject the judgment of the pupils. In the graphical representation of these data given in Fig-ure 4 we see how closely the two areas correspond not only inextent, but in shape as well. The only explanation which occurs Marking Examination Papers 61 to me for this is the absence of all harmonious standards amongthe examiners of the various subjects. When the questions areprepared by the
. Teachers' marks; their variability and standardization. nded, we maj saythat in nearly all the subjects, the regents examiners reject thejudgment of the teachers to just about the same degree that theteachers reject the judgment of the pupils. In the graphical representation of these data given in Fig-ure 4 we see how closely the two areas correspond not only inextent, but in shape as well. The only explanation which occurs Marking Examination Papers 61 to me for this is the absence of all harmonious standards amongthe examiners of the various subjects. When the questions areprepared by the examiners, a certain standard of excellence inhigh school work is set up in each subject. The questions arean attempt to measure ability by these several standards. Whenthe thousands of teachers over the state get the questions withthe answer papers from their respective classes, if the questionsseem easy as measured by the small number of their pupils Avhom fzicim OF FAPcm Failed byTCACHrRS PtffCfnr or PAfcn fAuro BfIftucmi or Those PAtsro by TcAC«cns. Fig. 4. Showing the percentages, by departments, of all papers writtenin the regents examinations in January and June 1912, which were failed bythe teachers, and also the percentages failed by the regents of those passedby the teachers. they feel compelled to fail, it is an evidence that the standardheld by the examiner in that subject is not high as compared withthe standard of the teachers of the subject throughout the , on the other hand, the questions seem very hard to the teach-ers, and they must fail a larger per cent of the pupils, it is evi-dence that the standard of the examiner in that subject is higherthan that held by the teachers. Consequently, when the teach-ers mark the papers by their own standards, the examiner whosestandard is lower than theirs finds fewer papers to reject among 62 Teachers Marks those passed by the teachers than does the examiner whose stand-ard is higher than that of the teachers. Wh
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