Table Of ContentInterpretation of educational measurements / by Truman Lee Kelley.
Kelley, Truman Lee, 1884-
Yonkers-on-Hudson, N.Y. : World Book, c1927.
http://hdl.handle.net/2027/mdp.39015001994071
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/It, /
MEASUREMENT AND
ADJUSTMENT SERIES
EDITED BY LEWIS M. TERMAN
INTERPRETATION
OF EDUCATIONAL
MEASUREMENTS
BY TRUMAN LEE KELLEY, PH.D.
Professor of Education and Psychology
Stanford University
WORLD BOOK COMPANY
Yonkers-on-Hudson, New York
and Chicago, Illinois
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WORLD BOOK COMPANY
THE HOUSE OF APPLIED KNOWLEDGE
Established 1905 by Caspar W. Hodgson
YONKERS-ON-HUDSON, NEW YORK
2126 PRAIRIE AVENUE, CHICAGO
Nebuchadnezzar had had a dream, and he
remembered only that it was a bad one; yet
he demanded that it be told him and inter-
preted. Daniel saved his own head and the
heads of the other wise men of Babylon also,
by meeting both requirements. Interpre-
tation, in that case, was a matter of vital
importance. What's the use in having
Chaldean1s and such, thought the old king,
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unless the0y can tell us something that we do
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not alread9y know? What's the use in having
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tests unle01ss the results of them can be
interprete50d? In preparing this book on the
1
Interpreta0tion of Educational Measurements,
9
the autho3r has established a kind of bureau
p.
of standadrds for the evaluation and inter-
m
pretation 7/of educational tests and the means
of testing2. His critical inquiries are designed
0
tmoa eyl imteilnl uanet/2tse m gourees,s awnodr ktha tt om tohree eancdcu trhaatte ltye,sts
about mindle.d in the making
MAS n: KIF.M 1
a
Copyrightdl.h 1927 by World Book Company
Copyrighth in Great Britain
All rightp://s reserved
PRINThttED IN U.S.A.
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«Jfr PREFACE
THE claims put forward for standardized intelligence and
educational tests extend from the cradle to the grave. They
have been mentioned seriously in connection with the selec-
tion of children for adoption and in choosing life partners.
They have been charged with undermining democracy and
•i have been hailed as of the greatest aid in solving the complex
social problems of present times. It is my thesis that these
instruments are potent for good if intelligently used by hon-
f 1 est, capable, and socially minded counselors, and it is the pur-
pose of this book to offer certain guides in the interpretation
of test scores and to make explicit the errors involved — all
with a view to a more sane, a more widespread, and at the
same tim1e a more penetrating use of such measures.
7
The most0 radical departures from the treatments of earlier
4
texts de9aling with mental measurements are, first, a study of
9
achievem01ent and intelligence measures in their mutual rela-
tionships 50and not of either the one or the other separately;
1
second, a0n emphasis upon measures of reliability and an at-
9
tempt to d3etermine the trustworthiness of each and every
p.
conclusiodn reached; and third, the publication of the ratings
m
for genera7/l excellence for purposes of individual measurement
and diagn2oses of all the well-known intelligence and educa-
0
tmioonnadl tFesnet/2trsa. nI zaemn, dFeepralyn kinde Nbte.d F to trheee mjanu, dWgesil,l iDamrs .A R. aMyc-Call,
Arthur Sdle.. Otis, Marion R. Trabue, and Martin J. Van Wag-
enen, whon have so kindly provided me with their opinions.
a
I believe Idl.h can speak for a great many and say to these judges
that they hhave rendered a great service to perplexed school
men and p://women by thus making known their individual
appraisalshtt of tests. A correspondingly great service has been
raetendd einre sdu MT / bpyp layuintgh omrse aasnudr eosth oefr sre wliahboi lhitayv oef stoe swtsil.l iInng tlyh icsooper-
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iv Preface
connection I am particularly indebted to Dr. G. M. Ruch
for reliability data drawn from his personal files, to Miss M.
Alice Cronin for data reported in a master's thesis at Stanford
University, and to Dr. G. M. Ruch and Mr. G. D. Stoddard
for the extensive data which they have incorporated in their
recent work, Tests and Measurements in High School Instruc-
tion. I am indebted to my colleagues, Dr. Harold Hotelling,
for a suggestion followed in Section 5 of Chapter VIII, and
Dr. Walter R. Miles, for his counsel in connection with the
discussion of Chapter V, dealing with mental types.
That this text presents to the reader more problems than
it solves is perhaps merely a sign of the youth and vitality
of a move1ment which I believe is destined to revolutionize
7
the huma0n relationship problems of society.
4
TRUMA9N L. KELLEY
9
STAN01FORD UNIVEBBITY
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CONTENTS
EDITOR'S INTRODUCTION xi
CHAPTER
I. HISTORICAL SURVEY OF MENTAL MEASUREMENT . 1
MOTION
1. Sources .... 1
1. Written examinations . 1
S. Diverse and mingled origins ..... 1
4. General intelligence . S
5. The intelligence quotient 5
6. Mental age ... '..... 5
7. Subject and achievement ages 6
8. Subject and achievement quotients .... 6
9. The acc1omplishment quotient ..... 7
7
10. Quo0tients not based upon mental or subject ages . . 8
4
11. The m9ean ... 10
9
12. Individ01ual differences . 10
13. The n50ormal distribution . 11
1
14. Psych0ophysical methods and standardized administration 11
9
15. Qua3ntitative measurement 11
p.
16. Grodup measurement . 11
m
17. Nor7/ms .... 12
18. S2tandardized judgments . 18
0
1290.. EVaarlinet/2ldyi teyd auncdat rioenliaabl tileitsyt s. .1 133
21. Anadle.lytical measures . 14
22. Testend procedures . . 15
a
23. The stdl.heps and pitfalls ahead 15
II. PURPhOSES SERVED BY EDUCATIONAL TESTS . . 18
— 1. Intep://lligence tests versus achievement tests ... 18
2. The reshttponsibility of the counselor .... 18
84. C.o Tmhme upMT / nroitbya obfl ef uenrcrotiro 2n1 ....... 21
5. CommuGnity in achievement tests and general intelligence
7
tests 210
2:
6. The a2ccomplishment quotient 22
7. Commu22 nity in different achievement tests ... 25
8. The p0-rognostic value of achievement and intelligence
1
scores 263-
1
9. Primary20 and university testgles 26
1101.. EThen adn) on doewqmeunatc, ytr oafin tihneg ,a acd-goonhdie tvheem pernotb tleemst s. .o..f 2m8easurement 26
12. Sixg purposes 28p
ai#
18. Rpeliabilities requisitee to each purpose .... 29
ms
14. Valiadity 29 _u
hs
15. Otha-Cer desiderata 82ces
18. Rnequisite reliabilityc for group measurement ... 38
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