. How to measure in education . is then approximately 20 times the differ-ence between two adjoining grades. But before many assertions can be made about the amountof overlapping it is necessary to enquire which of the threepossible causes of overlapping is responsible. These threecauses are, {a) the trivial or inadequate nature of themental traits measured, (b) the unreliability of the test, and(c) incorrect classification. Is the large amount of over-lapping between grades of School X and School Y due tothe last cause or to the first two causes? Measurement in Classifying Pupils 43 The tests
. How to measure in education . is then approximately 20 times the differ-ence between two adjoining grades. But before many assertions can be made about the amountof overlapping it is necessary to enquire which of the threepossible causes of overlapping is responsible. These threecauses are, {a) the trivial or inadequate nature of themental traits measured, (b) the unreliability of the test, and(c) incorrect classification. Is the large amount of over-lapping between grades of School X and School Y due tothe last cause or to the first two causes? Measurement in Classifying Pupils 43 The tests used in both schools were not of a trivial measured mental traits which are now and ought tobe central in classification. If two groups ideally classifiedand separated for educational purposes were measured forweight, a large overlapping between groups would be this would not be an indictment of the classification forvariations in weight have little significance for educational CM t* MEDIAN VII VI Fig, A Graphic Picture of the Amount of Overlapping of the Educational Agesof Pupils in Grades VI and VII of School Y. classification. The traits measured in these schools were,unlike weight, of vital significance for educational classifica-tion. While the traits measured were not trivial they were prob-ably inadequate. Kruse ^^ has shown that the obtainedoverlapping of abilities from grade to grade is alwaysgreater than the true overlapping and hence any classifica-tion based upon inadequate measures is sure to be toodrastic. If classification ought to be based upon methods-of-work abilities, a charge of inadequacy cannot easily be ^^ Paul Kruse, The Overlapping of Attainments in Certain Grades; TeachersCollege, Columbia University, New York, 1918. 44 How to Measure in Education placed against the tests of School X. The tests used arefairly representative samplings of the methods-of-workabilities. If classification ought to be based upon informa-tional abil
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