The Gary schools; a general account . rade to grade. fact is shown graphically (Figure 13)^ by the change inthe slant of the development curves in the successivegrades. As a check upon the formal spelUng tests, misspellings See page 96. 96 THE GARY SCHOOLS in papers written in the composition test were errors noted were of two sorts: slips, or trivial mis-takes, such as the omission of d in the word and;and more serious misspellings, such as peise (piece).In the eighth grade papers, 27,610 words were used, and720 misspellings occurred—or, omitting slips, 5S0. Thegeneral accuracy
The Gary schools; a general account . rade to grade. fact is shown graphically (Figure 13)^ by the change inthe slant of the development curves in the successivegrades. As a check upon the formal spelUng tests, misspellings See page 96. 96 THE GARY SCHOOLS in papers written in the composition test were errors noted were of two sorts: slips, or trivial mis-takes, such as the omission of d in the word and;and more serious misspellings, such as peise (piece).In the eighth grade papers, 27,610 words were used, and720 misspellings occurred—or, omitting slips, 5S0. Thegeneral accuracy of the spelling was in either case veryhigh—97 or 98 per cent., according as slips are countedor not—a result that conflicts with that of the two testsalready described. Even if the fifty common words,used altogether 14,598 times, are omitted, the percentageof the remainder correctly spelled is still high (96 percent.). The list thus abbreviated still contains many Figure 13Results of Dictation Tests 7- 90 60 30- TrsT e, rtsj 3. ^Y L=W0RD5INL15T5 CBACBACBACBACBACBACBA. GRADES CLASSROOM TESTS 97 short and easy words, but it also contains some of theso-called spelling demons—words commonly mis-spelled by children everywhere and in all grades. Hencethe meaning of the discrepancy between the list tests andthe composition tests must remain a matter of speculation. The products of training in arithmetic are many and ofvarying complexity. They range from such simple skillsas addition and multipHcation to such complex productsas abUity to reason in arithmetical terms. Measure-ment of the simple skills is comparatively easy, butJust what constitutes a legitimate thinking or reasoningproblem at each stage of school progress has not yet beendetermined. Accordingly, no reasoning tests were givenat Gary. The skills selected for measurement wereaddition, subtraction, multiplication, and division ofwhole numbers and fractions. These abiUties are atleast fundamental for all
Size: 2372px × 1054px
Photo credit: © The Reading Room / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1900, bookdecade1910, booksubjecteducationalsurveys
