Author 
 
 ^V*D^ 
 
 
 O 
 
 z: 
 
 o 
 
 Title 
 
 -i **s^ 
 
 .a 
 
 .n. 
 
 Imprint 
 
Sfcmdard Educafioncit Tests 
 
 Manual of Directions 
 
 By M. E. HAGGERTY 
 
 University of Minnesota 
 
 For Achievement Examination in 
 Reading : Sigma 1, and Intelligence 
 Examinations : Delta 1 and Delta 2 
 
 1920 
 WORLD BOOK COMPANY 
 
 Yonkers-on-Hudson 
 
WORLD BOOK COMPANY 
 
 THE HOUSE OF APPLIED KNOWLEDGE 
 
 Established, 1905, by Caspar W. Hodgson 
 
 YONKERS-ON-HUDSON, NeW YoRK 
 
 2126 Prairie Avenue, Chicago 
 
 Two types of measurement are called for in modem 
 educational work : one the measurement of intelli- 
 gence, the other of achievement. To meet this 
 need World Book Company has inaugurated a series 
 of Standard Educational Tests. Of the three initial 
 items of this series, one is an achievement exami- 
 nation in primary reading and two are group in- 
 telligence examinations. All three tests have been 
 widely used, and both grade and age norms are avail- 
 able. With the aid of this Manual of Directions, 
 teachers who are not expert psychologists can give 
 and score the tests. For this reason the tests should 
 prove of great service not only to specialists, but to 
 all school superintendents, principals, and teachers 
 
 n, •f B» 
 
 SEP 23 1920 
 
 Copyright, 1920, by World Book Company 
 
 Copyright in Great Britain 
 
 All rights reur'ved 
 
V 
 
 ^\\^\ 
 
 ^ 
 
 II. 
 
 III. 
 
 IV. 
 
 \\^ 
 
 CONTENTS 
 
 Introduction ..... 
 
 1. Achievement Tests . 
 
 2. Intelligence Tests 
 
 3. Who Can Give Intelligence Tests .? 
 
 4. Teaching and Testing 
 
 5. Practice in Testing . 
 
 6. The Tests .... 
 
 7. General Directions ... 
 
 8. How to Use Results of Tests . 
 
 (A) For Grouping of Pupils 
 
 (B) For Measurement of Progress 
 
 (C) Caution .... 
 
 Achievement Examination in Reading 
 
 1. Directions for Giving 
 
 2. Directions for Scoring 
 
 3. Class Record Sheet . 
 
 4. Interpretation of Results . 
 
 Intelligence Examination : Delta i 
 
 1. Directions for Giving 
 
 2. Directions for Scoring 
 
 3. Class Record Sheet . 
 
 4. Interpretation of Scores . 
 
 Intelligence Examination : Delta 2 
 
 1. Directions for Giving 
 
 2. Directions for Scoring 
 
 3. Class Record Sheet . 
 
 4. Interpretation of Scores . 
 
 Sigma i 
 
 5 
 5 
 5 
 8 
 
 9 
 9 
 
 10 
 II 
 14 
 14 
 
 17 
 18 
 
 20 
 20 
 24 
 27 
 30 
 
 32 
 32 
 41 
 45 
 45 
 
 47 
 47 
 
 52 
 57 
 57 
 
I 
 
 INTRODUCTION 
 
 I. Achievement Tests 
 
 Within recent years educational science has developed 
 standardized tests and scales for measuring the achieve- 
 ments of school children. One of the obvious advan- 
 tages of such measuring instruments is that they offer 
 standards of attainment for the several grades based 
 upon the performance of a large number of children to 
 whom they have been given. They present, therefore, 
 a known difficulty for the several grades, and with such 
 tests it is possible to determine the relative standing 
 of any pupil or any class in terms of standard scores. 
 
 The usefulness of such standard scales and tests is 
 now generally accepted in leading educational circles 
 throughout the country, and wide-awake teachers and 
 supervisors are everywhere employing them to supple- 
 ment their regular school procedure. The time has 
 come when the efficiency of teaching and the progress of 
 children in certain subjects can be more clearly stated in 
 terms of standard tests than in any other way. 
 
 2. Intelligence Tests 
 
 While the use of achievement tests may thus be said 
 to be a fairly well-established procedure in leading 
 school systems throughout the country, the employment 
 of tests of general intelligence is less widespread. There 
 can be little doubt, however, that the time is ripe for a 
 considerable extension of intelligence testing in connec- 
 tion with regular school procedure. Such testing should 
 
 5 
 
6 Manual of Directions 
 
 be in part supplementary to the use of achievement tests ; 
 in part it should be a substitute for the tests in regular 
 school subjects. 
 
 Note. However we may technically define intelligence, what we mean 
 by it here is that capacity which enables a pupil to profit by the work of a good 
 school, to recognize the meaning of words and sentences, to remember impor- 
 tant facts observed and learned, to discriminate essential from unessential 
 materials, and to infer correct conclusions from presented data. 
 
 The score which a child makes in an achievement test 
 is due in part to the native intelligence of the child and 
 in part to the teaching which he has received in school. 
 The fact that a pupil makes a high score in a reading 
 test may be due to the superior teaching he has received 
 or to the fact that he is of superior mental ability. The 
 achievement test makes no pretense at discriminating 
 these two factors. The intelligence tests attempt to 
 measure, in a more discriminating way than do the 
 achievement tests, the native intelligence of a pupil. 
 They thus give additional information upon which to 
 judge the reasonable progress of a pupil and an addi- 
 tional basis for his classification and instruction. 
 
 With the extension of educational investigation it is 
 becoming apparent that too little attention is being paid 
 to the native intelligence of children. Attention was 
 first directed to the matter through the presence in the 
 schools of a considerable number of mentally defective 
 and in some cases of feeble-minded children. These 
 children presented serious problems to teachers and 
 forced themselves upon the attention of superintendents 
 and others. The result was the organization of special 
 classes for teaching them and the development of special 
 testing methods for their proper classification. 
 
Introduction 7 
 
 More recently attention has been called to the presence 
 in the schools of a number of superior children. The 
 number of these is probably as great as that of the 
 backward and feeble-minded. The work of Terman, 
 Whipple, and others shows that such pupils can be 
 identified through the use of intelligence tests and that 
 they can with profit to themselves and others be sepa- 
 rated from the regular classes and be taught as a special 
 group. 
 
 The defective and the superior children are but the 
 extremes. Even among the so-called normal group — 
 the large proportion of children of any age who cluster 
 about a central tendency of ability and attainment — 
 there are wide variations that cannot be accurately stated 
 in terms of chronological age and school advancement. 
 
 It is clearly to the interest of any child that his teacher 
 have an accurate appreciation of his general intelligence, 
 whether it be high or low. If he is of low intelligence, 
 he should not only be grouped along with other children 
 of his own level, but he should be instructed by methods 
 adapted to his needs. If he is of superior quality, he 
 should be given every reasonable chance to learn rapidly 
 and to receive the kind of training which his capacities 
 warrant. The average child should be known for what 
 he is and instructed accordingly. 
 
 Until the last short while it has been next to impossible 
 to measure the intelligence of any very large number 
 of individuals, because the tests available provided only 
 for individual examination, and this consumes time. 
 The necessities of the army examination, however, 
 demanded group examinations and quickly forced the 
 
8 Manual of Directions 
 
 development of methods for testing large numbers of 
 individuals at a time. The results of this forward step 
 in intelligence testing will now be available for the work 
 of the schools. 
 
 The group test provides the means by which it will 
 soon be possible to get, without too great an expenditure 
 of time, an intelligence rating of every child in the school. 
 In some schools this is already being done. 
 
 3. Who Can Give Intelligence Tests .f* 
 
 Teachers will never have an adequate appreciation 
 of the significance of intelligence or of the part it plays 
 in the education of children until they learn to give 
 intelligence examinations and to interpret the results 
 of the tests. They should learn through actual expe- 
 rience in giving and scoring tests how great the differences 
 of intelligence among children of the same age really are. 
 Only when they deal with concrete cases measured in 
 definite terms will they be able to direct their school 
 work so as to secure the best results. 
 
 It is fortunate, therefore, that in the development of 
 methods of intelligence examination we have arrived at 
 the place where a good teacher can safely make the tests. 
 It is further fortunate that the development of group 
 methods enables her to do this for all the children who 
 come under her direction. Because of these two facts 
 we are fairly able to give intelligence examinations to 
 all the children in our public schools. 
 
 These statements should not be taken to imply that 
 the average teacher can make an adequate psychological 
 diagnosis of complicated and difficult cases. Such chil- 
 
Introduction 9 
 
 dren should have the services of an expert psychologist. 
 The point to be urged here Is that an intelligent teacher 
 can be quickly taught how to give and score the kind of 
 tests described In this manual. In almost any school 
 system there Is some teacher, principal, supervisor, or 
 other person who has had sufficient training In normal 
 \ school or college to enable him to follow the directions 
 here given. Such a person can be used to train others, 
 and with proper perseverance and precautions an entire 
 corps can be taught to do the work. 
 
 4. Teaching and Testing 
 
 A handicap which even the good teacher suffers in 
 giving tests Is his well-established teaching habits. 
 These lead him to assist the pupil who is trying to 
 solve a difficult problem, by the asking of leading 
 or suggestive questions or by a simplification of the 
 situation. Such methods are out of place in the giving 
 of a standard test. For the duration of the examination 
 the teacher ceases to teach and merely acts to provide 
 a situation to which each child will respond as his abilities 
 enable him to respond. This situation must be the 
 same for all children, and to this end the teacher must 
 restrain his tendency to help weak pupils or to simplify 
 the tests more than the printed directions already do. 
 The directions must he naturally but rigidly followed. 
 
 5. Practice in Testing 
 
 Every examiner should have some preliminary practice 
 in giving the tests before attempting seriously to examine 
 a class. Well-trained teachers, supervisors, or super- 
 
lO Manual of Directions 
 
 intendents who are not trained in giving tests will show 
 peculiar variations in methods of work in their early 
 efforts, and these variations may make significant dif- 
 ferences in results. Practice should be continued until 
 these individual variations in method are reduced to a 
 minimum. If a group of teachers will practice giving 
 the tests to small groups of pupils or adults under criti- 
 cism of each other or of a principal, supervisor, or super- 
 intendent, they will soon attain a fair uniformity in 
 method. 
 
 6. The Tests 
 
 The present project offers three separate group exami- 
 nations. Two of these are general intelligence exami- 
 nations. The third is an achievement examination (two 
 tests) in primary reading, Grades i to 3. All these tests 
 were used in the survey of the public schools of Virginia 
 during the year 1919. Intelligence examination Delta 2 
 is an adaptation of the army intelligence examinations. 
 Approximately i5,ocx) Virginia children were given this 
 examination. It has also been used in the public schools 
 of Baltimore, Buffalo, Champaign, Cleveland, Detroit, 
 Evansville, Indianapolis, Louisville, Oakland, Omaha, 
 Rochester, Stoughton, Aberdeen, and in a number of 
 other cities in Illinois, Iowa, Wisconsin, South Dakota, 
 and California. Sigma i was devised during the Vir- 
 ginia Survey for the purpose of measuring the reading 
 ability of second-grade children, and in addition to 
 the five thousand first, second, and third grade chil- 
 dren examined in Virginia the test was given in the public 
 schools of St. Louis, Cincinnati, Madison, Bloomington, 
 
Introduction 1 1 
 
 Minneapolis, and Aberdeen. Delta i was devised and 
 used as a group intelligence test for primary children. 
 It has been given somewhat less widely than Sigma i, 
 but tentative norms are available for comparative pur- 
 poses, and the results indicate that it will be serviceable 
 for the lower grades. 
 
 7 
 
 7. General Directions 
 
 To assist those who have had little experience in giv- 
 ing tests, the following general directions are offered, 
 in order that the results of the tests may be comparable 
 with similar results obtained elsewhere. Specific directions 
 for each examination will be given later. 
 
 (i) Quiet room. The examinations should be given 
 in a room free from distracting noises within or without. 
 Preferably only the examiner and the pupils should be 
 present. If others are present, they should be seated 
 at the back of the room and should remain quiet until 
 the examination is completed. 
 
 (2) Clear desks. Have all books, papers, and other 
 materials removed from the tops of the desks during the 
 examinations. 
 
 (3) Sharp pencils. Have the pupils use pencils in 
 all tests. Each pupil should have two well-sharpened 
 pencils with which to begin, and the examiner should 
 keep a supply of sharpened pencils at hand for 
 emergencies. 
 
 (4) Distribution of materials. The examiner should 
 remain at the front of the room during the entire exam- 
 ination. He should not, therefore, distribute materials 
 himself. He should lay bundles of papers on the desks 
 
12 Manual of Directions 
 
 of pupils sitting in the front seats and instruct these 
 pupils how to distribute them. 
 
 (5) Examiner^s manner. The examiner's manner 
 should be pleasant and such as to set the pupils at ease 
 in beginning the examination. He should speak dis- 
 tinctly, in a moderate voice, and should avoid anything 
 that would distract the attention of pupils from the work. 
 He should proceed promptly, so as to keep pupils alert, 
 but should avoid excitement. The examinations can be 
 successfully given only when the children are attentive 
 and interested. Go about your work in a businesslike 
 way. Do not hurry, but do not waste time. Children 
 naturally like the tests which are here to be given, and 
 any failure on their part to respond in a proper manner 
 will usually be due to some failure on the part of the 
 examiner to use ordinary tact in handling the exami- 
 nation. 
 
 (6) Giving directions. It is intended that the direc- 
 tions shall be so explicit that all children will understand 
 exactly what to do after the signal to start has been given. 
 Therefore, in order to maintain uniform conditions in 
 the giving of the tests do not entertain any questions 
 from pupils after the signal "Go !" has been given. Read 
 and speak all directions slowly and distinctly, so that 
 every child will have a fair opportunity to understand 
 clearly what he is to do, but do not repeat if the instruc- 
 tions do not so direct. Avoid all impromptu directions, 
 since such variations in the method may modify the 
 results of tests. 
 
 (7) Keeping time. The results of the examinations 
 will be valueless unless the time is kept accurately. A 
 
Introduction 1 3 
 
 good watch having a second hand is sufficiently accurate 
 if the examiner is skillful in starting the examination 
 and stopping the pupils on the exact second. How 
 important this is, is shown by the fact that a variation of 
 one second in timing certain tests means a variation of 
 about one per cent in amount accomplished. 
 
 In starting a test be sure that all pupils are at "Atten- 
 tion" before giving the starting signal. Start each 
 test with the second hand of your watch at 60 or 
 zero. Watch the time accurately and speak the word 
 *'Stop" in a pleasant but decisive tone, so that all 
 pupils will stop work at the same time. If by chance 
 you make any mistake in timing the test, note that fact, 
 so that account may be taken of it when the tests are 
 scored. 
 
 (8) Copying. Every effort should be made to prevent 
 copying. This kind of unfairness is especially likely 
 to occur where two or more children occupy the same 
 desk or where the aisles between desks are narrow. It 
 is absolutely necessary that it be prevented. Where 
 the conditions are not favorable for work, the examiner 
 should not hesitate to reseat pupils and should not 
 hesitate to call to attention quietly but firmly any pupil 
 caught copying. The papers of such children should 
 be marked so as not to be counted in the scoring of the 
 class. 
 
 (9) Unreliable papers. In some classes papers of 
 certain pupils will be rendered unreliable by breaking 
 of a pencil point, by children leaving the room, or by 
 other variations. All such papers should be marked 
 so that they will not be counted in a group score. 
 
14 Manual of Directions 
 
 8. How TO Use Results of Tests 
 (a) for grouping of pupils 
 
 From what has been said earlier it will appear that 
 one of the functions of the intelligence tests is to indicate 
 the proper grouping of children in the school. This 
 is also one function of the reading test described in this 
 manual. It is not always easy, however, to place chil- 
 dren where the tests indicate they should go. 
 
 Much depends upon what facilities are available or 
 can be made available. Two general types of classes 
 in addition to the regular grades are coming into vogue 
 in American schools. The first of these and the one of 
 longest standing is the class for retarded children. Such 
 classes are of various levels, from those for feeble-minded 
 to those ^* opportunity classes" designed for normal 
 pupils who have fallen behind because of illness, absence, 
 or other reason. Every school system with an enroll- 
 ment of 300 pupils should have one or more such classes. 
 Backward and defective children should be gathered 
 together and placed in the hands of a teacher trained 
 specifically for the teaching of such pupils. Where 
 classes of this type are already in existence, it is a simple 
 matter to transfer to such a class a pupil whom the tests 
 indicate will not profit by the regular work of the class. 
 
 A more recent development in public schools is the 
 class for superior children, in some schools called '* rapid 
 progress classes." American schools have as yet had 
 but little experience in the training of superior children 
 as a class, but indications point to a considerable exten- 
 sion of the special class to meet the situation. Such 
 
Introduction 15 
 
 classes should be organized early in the school course, 
 probably about the fourth grade. The probable members 
 of such a class can be determined at this time, if not 
 earlier, and they can then cover the remaining portion of 
 the elementary school course at a rapid rate but without 
 skipping important parts of the upper-grade work. The 
 teacher of a superior class is as much in need of special 
 preparation as is the teacher of defective children, in 
 order that he may make the best possible use of the 
 children's time. Surely no more attractive task awaits 
 any elementary teacher. 
 
 From the positive social point of view the average and 
 superior children are most important. The great bulk 
 of the world's work is done by persons of average capac- 
 ity, and these pupils should be taught as effectively as 
 possible. On the other hand, most of the leaders of the 
 next generation are among the small per cent of superior 
 pupils now in the elementary schools. These children 
 should be discovered and set upon the road of rapid prog- 
 ress. They have far to go because their training must 
 be extensive. They will arrive none too early, for active 
 participation in the world's affairs will stop short their 
 educational careers if too prolonged. 
 
 The special class, however, is not the only solution for 
 the mis-grouping of children which the tests reveal. 
 Children in the lower and middle grades who are shown 
 to be distinctly superior may be given double promotions. 
 Such children quickly adjust themselves to new conditions 
 and in some cases are soon ready to repeat the process. 
 Skipping in the upper grades, particularly the seventh, is 
 of more doubtful expediency, although here it is some- 
 
l6 Manual of Directions 
 
 times to be preferred to the lockstep which dulls interest. 
 Skipping the eighth grade is probably a less serious matter. 
 The important point to be kept in mind always is to be 
 assured that the child's abilities warrant the move. 
 
 It is by no means certain that skipping or rapid prog- 
 ress in a special group is the proper solution of the educa- 
 tion of the superior child. InteUigence is not the only 
 determinative factor. There are, besides, the important 
 physical and social qualities which may or may not keep 
 pace with the growth of intellect. It is just possible that 
 the rapid development in intelligence may best be utilized 
 by the enrichment of the course of study while the child 
 is allowed to remain in the same social group. Quite 
 frankly we are here pioneering in educational methods. 
 The best discussion of the matter will be found in the 
 following recent books : Terman, The hitelligence of School 
 Children, and Whipple, Classes for Gifted Children. 
 
 The one distinct step in advance is the increase in the 
 reliability of our measuring scales and their adaptation to 
 group methods, to the end that we can measure all the 
 children in the school. 
 
 Demoting children is always fraught with danger both 
 because of parental objection and because it is so likely 
 to dull the edge of effort. It should be avoided wherever 
 possible. If the use of intelligence tests is begun suffi- 
 ciently early in the child's career, demotion will not be 
 necessary. The pupil will not only be saved the chagrin 
 of being grouped with his intellectual superiors, but the 
 instruction which he gets will be better adapted to his 
 needs, and real progress will be actually more rapid than 
 if he is dragged along in a class more able than he is. 
 
Introduction 17 
 
 In some cases conditions may be such as to suggest 
 a regrouping of an entire class or even of a school. In 
 that event, the general intelligence of pupils coupled 
 with their industry is probably a better basis of classi- 
 fication than are the scores in any achievement tests, 
 unless it be a test in silent reading. The best arrange- 
 ment, where conditions permit, is probably a flexible 
 grouping system which places children in a class group 
 on the basis of their general intelligence and then allows 
 a regrouping for the teaching of certain subjects such as 
 handwriting, spelling, or geography. 
 
 (b) for measurement of progress 
 
 Certain of the tests described in this manual have a 
 function other than that of classifying pupils. This is 
 true of the reading tests in Sigma i. In a sense it is 
 true also of Exercise i of Delta 2, which may be regarded 
 as a test in reading, and Exercise 2 of Delta 2, which 
 tests ability in the solution of common arithmetical 
 problems. Grade norms are given for all these tests, 
 and comparison will show the standing of a pupil or class 
 in terms of these standard norms. None of the norms 
 given represent a particularly high degree of achieve- 
 ment, and the pupil or class which falls short of the 
 norm is in need of attention in that subject. 
 
 After a lapse of time the tests may be given again, to 
 show if progress has been made in the interim. The dif- 
 ference in the initial and final scores will then be the 
 measure of improvement. 
 
1 8 Manual of Directions 
 
 (c) CAUTION 
 
 A caution should be urged against relying too exclu- 
 sively on the bald test score as a basis for administrative 
 action. The tests when properly given do measure what 
 they are supposed to measure. There is always the 
 possibility, however, that the child for some reason did 
 not do himself full justice in the test. Cases of this 
 sort are more likely to remain undetected in group test- 
 ing than where an individual is examined alone. The 
 results of the tests should therefore be set alongside 
 other important data of the type called for on the Class 
 Record Sheet and interpreted in the light of all such supple- 
 mentary information as may be available. In the small 
 number of cases where there is a clear disagreement 
 between the results of the tests and other data, the tests 
 may be repeated and additional tests may be given. 
 
 One particular procedure to be highly recommended is 
 the individual examination of unusual cases. This can be 
 done with the Stanford Revision of the Binet Tests, the 
 Yerkes-Bridges Point Scale, the Pintner-Patterson Per- 
 formance Scale, or any other series of well-standardized 
 tests. This method of following up group tests with 
 individual examinations was pursued in the intelligence 
 examinations in the army with highly satisfactory results. 
 
 It should be especially pointed out that the tests are 
 not a substitute for common sense on the part of a teacher 
 or superintendent. When a physician reads a ther- 
 mometer, counts the pulse, and measures the blood pres- 
 sure of a patient, he does not throw away his power 
 of personal judgment. He interprets these data in terms 
 
Introduction 19 
 
 of all the other things he knows about the patient and 
 about human nature in general. In like manner the 
 educational examiner must use the results of his tests to 
 supplement, to correct, or to reinforce his ordinary powers 
 of observation. Only so will the tests justify themselves, 
 but so used they will add greatly to intelligent treatment 
 of school problems. 
 
 Doubtless the tests will render their greatest service 
 to individuals who are particularly stupid or particularly 
 bright. Experimental work shows that teachers gen- 
 erally rate dull pupils better than they are and tend to 
 promote them to work they cannot do. Similarly they 
 tend to underrate superior children and to keep them 
 from advancing as rapidly as they should. The interests 
 of all concerned demand the most accurate possible 
 classifications. A class is most easily instructed when 
 all the pupils are of the same grade of development. 
 Dull children should be set to learn tasks they can per- 
 form, and superior children should be released from the 
 lockstep of a rigid grading system and set free for their 
 most effective development. 
 
II 
 
 ACHIEVEMENT EXAMINATION IN READING: 
 
 SIGMA 1 
 
 I. Directions for Giving 
 
 (i) Sigma I contains two reading tests. Test i extends 
 from page i through page 7, and Test 2 is on page 8. 
 Test 2, on page 8, should be given first. 
 
 (2) After the examiner's mission has been explained 
 to the children, desks have been cleared, pupils, where 
 advisable, reseated, pencils distributed, and monitors 
 appointed in accordance with the general directions, the 
 examiner will say to the pupils : 
 
 ''We are now ready for our first test. The monitors 
 will please distribute these little books, giving one to each 
 pupil, this side (exhibiting the last page of the booklet) 
 up. You are to do nothing until I tell you what to do." 
 
 (3) When the books have been distributed and the 
 pupils are all giving attention, the examiner will say : 
 
 a. "On this page are some questions with the answers 
 'No' and 'Yes' written after them. Only one answer is 
 right for each question. Let us read the first question 
 aloud together. (Examiner reads aloud with children.) 
 'Do dogs bark.^' No Yes. The right answer is Yes; 
 so a Hne is drawn under 'Yes.' 
 
 h. "Read the next question aloud with me. (Read 
 aloud with children.) Is ice hot .^ No Yes. The right 
 answer is No ; so a line is drawn under 'No.' 
 
 c. "Read the next question. (Read aloud with chil- 
 dren.) 'Have cats wings .^' No Yes. Put your pencil 
 under the right answer. Which word is your pencil 
 
 20 
 
Achievement Examination: Sigma i 21 
 
 under ? (Examiner gets response from several children.) 
 No is the right answer; so the pencil should be under 
 *No.' Draw the Hne under 'No' and be sure to draw it 
 only under 'No.' 
 
 d. "Read the next question. (Read aloud with chil- 
 dren.) Can you see ^ No Yes. Put your pencil under 
 the right answer. Which word is your pencil under t 
 (Examiner gets response from several children.) Yes 
 is the right answer. Draw a hne under it and be sure to 
 draw it only under 'Yes.' 
 
 e. "Below are a great many more questions. Read 
 them carefully to yourself one at a time and draw a line 
 under the right answer. Ready! Go!" 
 
 (4) Allow exactly 2 minutes and then say: "Stop! 
 Turn your books to page i." (Examiner holds up book 
 so that all can see.) 
 
 (5) When the books are all turned, the examiner will 
 instruct the pupils to fill in the blanks at the top of page. 
 In some cases, as in that of a teacher giving the test to 
 her own class for her own use, the name may be all the 
 data needed. In such cases the other blanks may be 
 ignored. In the upper grades the pupils will supply the 
 needed information without detailed instructions. 
 
 Where the detailed information is desired, the following 
 instructions may be used : 
 
 a. "On this page (pointing to the front page of the 
 booklet) there are certain blanks to fill in. Look at the 
 first one and write your first and last names. (Pause.) 
 
 h. "On the same hne read 'I am a ' Write the 
 
 word 'boy' if you are a boy. If you are a girl, write the 
 word *girl.' (Pause.) 
 
22 Manual of Directions 
 
 c. "On the next line it says : 'This is the day 
 
 of 19- • ' Write in the day and the name of the 
 
 month. (Examiner will give the correct data.) (Pause.) 
 
 d. "On the same Hne tell how old you are. (Pause.) 
 
 e. "Now look at the next line. 'My next birthday 
 
 will be ' Write the month, 
 
 day, and year. (Pause.) 
 
 /. "Look at the next sentence : 'I am in half 
 
 of Grade ' In the first blank write the word 
 
 'First' if you are in the first half grade; write the word 
 'Second' if you are in the second half grade. (Pause.) 
 In the second blank write the figure showing which grade 
 you are in. (Pause.) 
 
 g. "Now look at the next line and write the name of 
 your school. (Pause.) On the same Hne write the name 
 of your city (county). (Pause.) 
 
 h. "On the last Une write the name of your state." 
 (Pause.) 
 
 Note. For the younger pupils the examiner should write on the board 
 all difficult words, such as names of months, name of school, city, state, etc. 
 
 FORE-EXERCISE 
 
 The remainder of page i is to be used as a fore-exercise 
 to Test I, which begins at the top of page 2. 
 
 In beginning the fore-exercise the examiner will say to 
 the pupils : " In this book are some pictures. You are to 
 make some marks on the pictures and you must be very 
 careful to make exactly the right marks and to make 
 them in exactly the right place. 
 
 a. "Look at the first picture on the page. It is an 
 apple. Let us read the first Une together and see what 
 
Achievement Examination: Sigma i 23 
 
 kind of a mark you are told to put on the apple. (Ex- 
 aminer reads aloud with children.) 'Put a stem on the 
 apple.' Find the right place on the apple and put on the 
 stem. Do not put any other marks on the picture. 
 
 h. "Read the next Hne aloud with me. (Read aloud 
 with children.) *Put a cross on the ball.' Make a cross 
 Uke this : X. (Show children on the blackboard.) Do it. 
 
 c. "Read the next Une aloud with me. (Read aloud 
 with children.) * Put a ring around the bee.' What kind 
 of a mark are you to make this time .^ (Get answer.) 
 Yes, a ring. Where are you to make it .^ Around the 
 bee. Do it. 
 
 d. "Read the next Hne. (Read aloud with children.) 
 'Make two lines under the horse.' What kind of marks 
 are you to make t Lines. How many .? Two. Where ^ 
 Read the sentence again to make sure. Under the horse. 
 Make the lines this way. (Examiner makes two hori- 
 zontal lines on blackboard.) Be sure to make the right 
 kind of marks and to put them in the right place. Do it. 
 
 e. "Read the next Une aloud. (Read with children.) 
 ' Put a cross over the dog.' Over the dog means above, not 
 on, the dog. Put your pencils over the dog on the place 
 where you are going to make the mark. Read the 
 sentence again to see what kind of a mark you are told to 
 make. A cross. Do you remember how to make a 
 cross 1 Like this, X (pointing to cross on board). Make it. 
 
 TEST I 
 
 /. "On the next pages you will find more pictures, with 
 sentences telling you how to mark them. You are to 
 read the sentences to yourself and make the right mark in 
 
24 Manual of Directions 
 
 the right place. Begin at the top of the page and read 
 as far as you can. 
 
 "Ready! Turn the page and begin." 
 
 If the children in the advanced second and third grades, 
 on completing page 6, hesitate about starting on page 7, 
 the examiner may tell them to answer the paragraphs 
 on that page also. 
 
 Allow exactly 20 minutes and then say *^Stop 1" 
 
 2. Directions for Scoring 
 
 TEST I 
 
 (i) Page I, which is a fore-exercise, is not scored as a 
 part of a test. The test proper begins with question i 
 on the second page. In general, any response is accepted 
 as correct which shows that the pupil has read the passage 
 accurately. Marks placed on the pictures in addition 
 to those required are to be ignored unless the presence of 
 such additional marks makes it impossible to determine 
 whether the correct response was actually intended. 
 For example, question 16 requires a cross to be put over 
 the picture of the mouse. If the child makes this cross 
 and also puts the cross over the lion, it is not clear that 
 he understood the direction accurately. Such response 
 is, therefore, counted wrong. The following detailed 
 directions will serve as a key for the scoring of each item. 
 Where the rules given in 2 do not cover the case, the scorer 
 is to exercise his own best judgment. 
 
 (2) Rules for individual items. In scoring, place a 
 check mark against each wrong or omitted response. 
 
 Item I. Any kind of tail put on in the right place 
 scores right. 
 
Achievement Examination: Sigma i 2g 
 
 Item 2. Any mark on the head of the bird obviously- 
 intended to be an eye is correct. If both fish and 
 bird are marked, it is wrong. 
 
 Item 3. If ring is around both mouse and squirrel, 
 or if ring is around each, score wrong. A ring 
 drawn around the squirrel but excluding the tail 
 
 ' scores right. "> 
 
 Item 4. Cross must be clearly on the wing of the 
 goose. Cross on either wing counts right. A 
 cross on both the wing of the goose and the wing 
 of the chicken counts wrong. 
 
 Item 5. Tail must be clearly an extension of the 
 tail on the rabbit. 
 
 Item 6. Score wrong if there are two lines under 
 each of the bubbles. 
 
 Item 7. The cross must be clearly above the hand 
 that is holding the pipe. If there are lines under 
 the larger bubble and a cross above it, score wrong 
 even if a cross is above the pipe. 
 
 Item 8. Each cross must be above a bird, not on a 
 bird, to score right. Score right if there is a cross 
 above at least three of the birds that are on the 
 ground. 
 
 Item 9. The cross must be on each child in the box 
 to score right. Score right if the crosses are on 
 the hair, face, or clothes of the children. Score 
 wrong if cross is also on the girl outside of the box. 
 
 Item 10. Lines must be under girl outside of the 
 box only to score right. 
 
 Item II. One Hne under wolf if not also under pig 
 or kettle scores right. 
 
26 Manual of Directions 
 
 Item 12. Cross, if under kettle only, scores right. 
 
 Item 13. Two lines must be over elephant only 
 to score right. 
 
 Item 14. Cross must be under monkey only to score 
 right. 
 
 Item 15. Line must be under the hunters only to 
 score right. 
 
 Item 16. Cross must be over the mouse only. 
 
 Item 17. Cross must be clearly under the man. 
 Cross on man's trousers scores wrong. 
 
 Item 18. Four crosses on the Une scores right. 
 Score wrong if the figure 4 or word "four" is 
 written on the line. Score wrong if crosses are on 
 the turtles on the stump. 
 
 Item 19. Line must be under the women only to 
 score right. 
 
 Item 20. The ring should be around all the chil- 
 dren. Score right if the two larger boys and one 
 larger girl are encircled. Score right if separate 
 rings are drawn around each child in the group. 
 Score wrong if any other ring is drawn on the 
 picture. 
 
 Item 21. A cross under either bell scores right. 
 A cross under each bell scores right. Score wrong 
 if any other cross is on the picture. 
 
 Item 22. Score right if line is drawn under the word 
 "teacher.'' Any other mark is wrong. 
 
 Item 23. Score right if line is drawn under the word 
 "displeasing." Any other mark is wrong. 
 
 Item 24. Score right if line is drawn under "Sub- 
 marine." Any other mark is wrong. 
 
Achievement Examination: Sigma i 27 
 
 Item 25. Score right if line is drawn under "much." 
 Any other mark is wrong. 
 (3) When the separate items of tests have been properly- 
 checked, count up the number of correct responses and 
 place the number on the front page. This is the figure 
 to be recorded on the class record sheet. 
 
 TEST 2 
 
 Use Scoring Key for Sigma i. Place this alongside the 
 No- Yes column and mark with a check every item wrongly 
 marked. 
 
 1. The score for this test is rights minus wrongs. This 
 may be quickly figured by doubling the number of wrongs 
 and subtracting from the attempts. Be careful not to 
 subtract wrongs from attempts. Omitted items should 
 be disregarded. 
 
 2. If all the noes or all the yeses are marked, the score 
 is zero. 
 
 3. In all cases, when the number of wrongs is equal to or 
 greater than the number of rights, the score is zero. 
 
 4. The score when once computed should be written 
 in the upper left-hand corner of page 8. This is the score 
 to be recorded on the Class Record Sheet. 
 
 3. Class Record Sheet 
 
 On the Class Record Sheet for Sigma i record the names 
 of all pupils examined. Under' heading " Score in Test i " 
 record the number of correct answers as marked on front 
 page of tests. In column headed "Score in Test 2" 
 record score marked at top of page 8. 
 
 In completing the columns headed "Reading AbiHty by 
 Grade" and "By Age," refer to the tables of grade stand- 
 
28 Manual of Directions 
 
 ards and age norms on pages 30 and 31 and record in the 
 column headed "By Grade" the grade to which the 
 pupil's score most nearly approximates and in the column 
 " By Age " the corresponding age. Do this for both Test i 
 and Test 2. 
 
 In completing the other blanks on the sheet, observe 
 the following directions : 
 
 (i) Under "Age" give the exact present age in years 
 and months, as 8-3. 
 
 (2) Years in School. Write 3, 3 J, 4, 4^, 5, 5 J, etc., to 
 indicate the exact length of the time pupil has been in 
 school, from the time he first entered any school to the 
 date of the examination. 
 
 QUALITIES 
 
 a. Scholarship. In rating a pupil in scholarship, think 
 about how well he does in his school studies. If he is 
 average, mark him C. If he is as good as the best 5 
 per cent of children you have known in the public schools, 
 mark him A, If he is better than the poorest 75 per cent 
 of the pubHc school children you know, but not so good 
 as the best 5 per cent, mark him B. If he is poorer 
 than the best 75 per cent you have known, — i.e., poorer 
 than the middle 50 per cent, but not so poor as the 
 poorest 5 per cent, — mark him D. If he is as poor as the 
 poorest 5 per cent of children in the pubHc schools, mark 
 him E. Proceed similarly with every other child on the 
 Hst. 
 
 h. Intelligence. Intelligence is not the same as scholar- 
 ship. In scoring pupils for intelligence, think of the skill 
 with which they are able to meet new situations, both in 
 
Achievement Examination: Sigma i 29 
 
 school and out. It Is not always true that the most intelli- 
 gent pupil makes the highest marks in school, nor that 
 the pupil with the highest marks in school subjects is the 
 most intelUgent child. An intelligent child may earn 
 high school marks if he is industrious, if he is physically 
 well, if he is regular in attendance, and if all other school 
 conditions are favorable. If these conditions do not pre- 
 vail, he may still be inteUigent and not earn high marks. 
 
 Proceed in estimating the intelligence by the same 
 method as was used in estimating scholarship, scoring 
 each pupil A^ B, C, Z), or E, as indicated. 
 
 c. Industry. In rating a pupil for industry, consider 
 his ability to apply himself to his school work, both in 
 school and out, to learning his lessons, and to doing other 
 set tasks, so far as this may be known to you. 
 
 Proceed as in the case of scholarship and intelligence 
 and score each pupil J, B, C, D, or E, as indicated. 
 
 Keep in mind that 
 
 J means superior, about the score of the best 5 per cent 
 of children of that race and age. 
 
 B means high average, above the average, but not so 
 good as A. About 20 per cent of the children make this 
 score. 
 
 C means average, the score of the middle 50 per cent 
 of that race and age. 
 
 D, low average, means below the best 75 per cent of 
 school children of that race and age; i.e., below the 
 middle 50 per cent, but not so poor as the lowest 
 5 per cent. 
 
 E means inferior, about the score of the poorest 5 per 
 cent of the children of that race and age. 
 
30 
 
 Manual of Directions 
 
 MEDIAN SCORE 
 
 It will sometimes be helpful to compute the median 
 score for the class either in the "total score" or for each 
 test separately. When the median score for a small 
 group is desired, it may be obtained by the following 
 method : 
 
 Select the highest score made and place this at the top 
 of a column, ranging the other scores down in the order 
 of magnitude to the lowest score at the bottom. Then 
 count upward to the midpoint. This midpoint score 
 may be taken as the median of the group. 
 
 Where a more accurate determination is desired, it may 
 
 be found by the formula 
 cases under consideration. 
 
 r+ I 
 
 where r = the number of 
 
 4. Interpretation of Results 
 
 The results of the primary reading tests Sigma i may 
 be interpreted in terms of grade standards and age norms 
 shown in Tables i and 2. These standards are based on 
 the results of the testing of 6000 children in Richmond, 
 Norfolk, Cincinnati, St. Louis, Minneapolis, Madison, and 
 Bloomington. 
 
 Table i 
 Grade Standards for Achievement Test in Reading : Sigma i 
 
 Grade 
 
 I 
 
 2 
 
 3 
 
 4 
 
 f Test I 
 
 4 
 
 12 
 
 16 
 
 20 
 
 [ Test 2 
 
 2 
 
 8 
 
 14 
 
 18 
 
Achievement Examination: Sigma i 
 
 31 
 
 Table 2 
 Age Norms for Achievement Test in Reading : Sigma i 
 
 Age in Years 
 
 7 
 
 8 
 
 9 
 
 10 
 
 II 
 
 [ Test I 
 
 6 
 
 12 
 
 Us 
 
 18 
 
 24 
 
 [ Test 2 
 
 4 
 
 7 
 
 12 
 
 IS 
 
 19 
 
 In certain cases the pupil's standing in the two tests 
 will not agree. This is due partly to the fact that the 
 two tests measure somewhat different functions and 
 partly to the fact that in one or the other test the pupil 
 may not do himself full justice. 
 
 A better interpretation of a pupil's educational ability 
 and possibilities can be made if the other data called for 
 on the Record Sheet are suppUed. The general intelligence 
 tests will also give important supplementary information. 
 
 There is good reason to believe that this Sigma i 
 examination, in addition to being a test of reading ability, 
 is also a good measure of general intelligence. A group 
 of 144 eight-year-olds (7 years, 10 months to 8 years, 
 3 months) were studied as to grade location and teachers' 
 rating for intelligence. These two facts concerning a child 
 may be considered a fair measure of his intelligence and as 
 a criterion by which the dependability of a test may be 
 measured. With this criterion the reading tests show a 
 correlation of .674, P.E. .030. In another group of 200 in 
 the first three grades, the correlation is .762, P.E. .020. 
 
 Because of this general intelligence aspect of the exam- 
 ination, it is a much better instrument upon which to 
 base a prediction of future achievement than if it were to 
 be regarded as a measure of present achievement merely. 
 
Ill 
 
 INTELLIGENCE EXAMINATION: DELTA 1 
 
 I. Directions for Giving 
 
 (1) This examination consists of 6 tests, with a "fore- 
 exercise" for each test. The fore-exercises are printed 
 as Exercises i, 3, 5, 7, 9, and 11; the tests proper, as 
 Exercises 2, 4, 6, 8, 10, and 12. 
 
 (2) The fore-exercise is intended in each case to serve 
 two purposes : (i) to afford opportunity for giving pre- 
 Hminary instruction in the method of performing the 
 real test, and (2) to give all pupils some practice in the 
 test in order to equahze the preliminary experiences of 
 the children with the test. 
 
 (3) The tests are arranged in such a fashion that the 
 fore-exercise can be given without the test proper being 
 exposed. All instructions regarding methods of pro- 
 cedure are to be given in connection with this fore- 
 exercise, and when the pupil turns the page to the real 
 exercise all instruction by the examiner ceases and no 
 questions from pupils are to he entertained. The direc- 
 tions for each exercise should be followed explicitly. 
 
 (4) When the tests are distributed, the examiner will 
 instruct the pupils to fill in the blanks at the top of first 
 page. In some cases, as in that of a teacher giving the 
 test to her own class for her own use, the name may be all 
 the data needed. In such cases the other blanks may be 
 ignored. In the upper grades the pupils will supply the 
 needed information without detailed instructions. 
 
 Where the detailed information is desired in the lower 
 grades, the following instructions may be used : 
 
 32 
 
Intelligence Examination: Delta i 33 
 
 a. "On this page (pointing to the front page of the 
 booklet) there are certain blanks to fill in. Look at the 
 first one and write your first and last name. (Pause.) 
 
 b. *'0n the same Hne read, *I am a Write 
 
 the word *Boy' if you are a boy. If you are a girl, write 
 the word *Girl.' (Pause.) 
 
 c. ''On the next Une it says : 'This is the day 
 
 of 19 Write in the day and the name 
 
 of the month. (Examiner will give the correct data.) 
 (Pause.) 
 
 d. "On the same Hne tell how old you are. (Pause.) 
 
 e. "Now look at the next Une. 'My next birthday 
 
 will be on ' Write the month, day, and 
 
 year. (Pause.) 
 
 /. "Look at the next sentence : 'I am in half 
 
 of Grade ' In the first blank write the word 
 
 'First' if you are in the first half grade; write the word 
 'Second' if you are in the second half grade. (Pause.) 
 In the second blank write the figure showing which grade 
 you are in. (Pause.) 
 
 g. "Now look at the next line and write the name of 
 your school. (Pause.) On the same hne write the name 
 of your city (county). (Pause.) 
 
 h, "On the last Une write the name of your state." 
 (Pause.) 
 
 EXERCISE I. ORAL DIRECTIONS 
 
 Fore-exercise 
 Introducing the first fore-exercise, the examiner pro- 
 ceeds as follows: "Lay your pencils down until I say 
 
34 Manual of Directions 
 
 * Ready!' With this Httle book we are going to play 
 some interesting games. You must look straight at me 
 and do just what I tell you to do. Do not turn over 
 any page until I tell you to do so." 
 
 All directions should be read slowly. 
 
 (i) "Put your finger on i. See the Unes ? See the 
 letters A and B at the top ? Look at me. (Examiner 
 holds book before the class with finger pointing to the 
 incomplete square.) When I say 'Go,' draw a line from 
 the letter A to the letter B. Ready ! Go !" 
 
 5 seconds. "Pencils down. 
 
 (2) "Put your finger on 2. See the apple?" Ex- 
 aminer goes to board and makes a cross like the letter X 
 and says, "Here is the way to make a cross. Look at 
 me. When I say ' Go,' make a cross on the apple. Ready ! 
 Go!" 
 
 5 seconds. "Pencils down. 
 
 (3) "Put your finger on 3. See the big A .^ Look at 
 me. When I say 'Go,' draw a ring around the letter A. 
 Ready! Go!" 
 
 5 seconds. "Pencils down. 
 
 (4) "Put your finger on 4. See the ring .f* Look at 
 me. When I say 'Go,' put a figure 3 inside the ring. 
 Ready! Go!" 
 
 5 seconds. "Pencils down. 
 
 (5) "When I say 'Turn,' you are to turn the page. 
 There you will find a whole page of pictures. Do not 
 make any marks on any picture until I tell you to do so. 
 Ready ! Turn ! 
 
Intelligence Examination: Delta i 35 
 
 EXERCISE 2. ORAL DIRECTIONS 
 
 (i) "Put your finger on i. See the mouse ? Look at 
 me. When I say 'Go,' draw a ring around the mouse. 
 Ready! Go!" 
 
 3 seconds. "Pencils down. 
 
 (2) "Put your finger on 2. See the letters A and B ? 
 Look at me. When I say 'Go/ draw a hne from the 
 letter A to the letter B. Ready ! Go !" 
 
 3 seconds. "Pencils down. 
 
 (3) "Put your finger on 3. See the letters A and B ? 
 Look at me. When I say *Go,' draw a hne from the 
 letter A to the point at B. Ready ! Go !" 
 
 3 seconds. "Pencils down. 
 
 (4) "Put your finger on 4. See the big figure i .^ Look 
 at me. When I say *Go,' make two zeroes after the i. 
 Ready! Go!" 
 
 3 seconds. "Pencils down. 
 
 (5) "Put your finger on 5. See the big ring.? Look 
 at me. When I say 'Go,' make a ring around the letter X 
 and another around the letter O. Ready ! Go !" 
 
 5 seconds. "Pencils down. 
 
 (6) "Put your finger on 6. Look at me. When I say 
 'Go,' draw a line from A to B that will pass through C. 
 Ready! Go!" 
 
 5 seconds. "Pencils down. 
 
 (7) "Put your finger on 7. Look at me. When I say 
 'Go,' write a letter B on the ball, a letter G on the girl, 
 and a letter F on the fish. Ready! Go!" 
 
 8 seconds. "Pencils down. 
 
 (8) "Put your finger on 8. Look at me. When I 
 
36 Manual of Directions 
 
 say 'Go,' make a figure 2 on the chick, a figure 4 on the 
 dog, and a figure 6 on the bug. Ready ! Go !" 
 10 seconds. "Pencils down. 
 
 (9) "Put your finger on 9. Look at me. When I say 
 'Go,' if the bee comes after the rabbit put a cross on the 
 rabbit ; if not, put a cross on the squirrel. Ready ! Go !" 
 
 10 seconds. "Pencils down. 
 
 (10) "Put your finger on 10. Look at me. When I 
 say 'Go,' if a pig is larger than an elephant put a cross 
 in the last square ; but if not, put a cross in the first 
 square. Ready! Go!" 
 
 10 seconds. "Pencils down. Now turn the page to 
 Exercise 3." 
 
 When giving the direction " Look at me," make sure 
 that every pupil is looking at the examiner before the 
 critical direction is given. 
 
 EXERCISE 3. COPYING DESIGNS 
 
 Fore-exercise 
 
 (i) "Put your finger on i. Look at the straight line 
 from A to B. When I say *Go,' make one just like it. 
 Make it by drawing a line from the letter C to the letter D. 
 Ready! Go!" 
 
 5 seconds. "Pencils down. 
 
 (2) "Put your finger on 2. Now look at the ring. 
 When I say 'Go,' you are to make one just like the one 
 you see. Make it by drawing around the big letter A. 
 Ready! Go!" 
 
 5 seconds. "Pencils down. 
 
 (3) "Put your finger on 3. Now look at all the rest 
 of the lines on the page and copy each one in the space 
 
Intelligence Examination: Delta i 37 
 
 beside it. Work as carefully and as fast as you can. 
 Ready! Go!" 
 
 Allow 30 seconds and then say, "Pencils down. Turn 
 over the page to Exercise 4. 
 
 EXERCISE 4. COPYING DESIGNS 
 
 "When I say 'Go/ begin at the first picture here 
 (examiner points to first picture) and copy just as many 
 of these pictures as you can right down the page. Then 
 make the next row, beginning here (examiner points to 
 picture at 6). Make yours just like the one you see here. 
 Ready! Go!" 
 
 Allow 2 minutes and then say "Stop! Pencils down. 
 Now turn over the page to Exercise 5. 
 
 EXERCISE 5. PICTURE COMPLETION 
 
 Fore-exercise 
 (i) "Put your finger on i. See the picture of a boy .^ 
 It has something left out. The boy has no mouth. 
 With your pencil mark in a mouth. Don't take time 
 to make a good mouth. A straight line will do for a 
 mouth. Ready ! Go ! 
 
 (2) " Put your finger on 2. See the girl ? She has no 
 eye. Give her an eye. A dot will do for an eye. Ready ! 
 Go! 
 
 (3) "Put your finger on 3. Look at all the other 
 pictures on this page and mark in the part that is left 
 out. Don't stop to make fine drawings. Make just 
 enough marks to show that you know what is left out. 
 Ready! Go!" 
 
 Allow 20 seconds and then say "Pencils down. 
 
38 Manual of Directions 
 
 EXERCISE 6. PICTURE COMPLETION 
 
 "Do not turn over this page until I tell you to do so. 
 When I say 'Turn/ you are to turn the page and find a 
 whole page of pictures, each of which has something left 
 out. Mark on each picture the part that is left out. 
 Finish as many as you can before I say *Stop.' Ready! 
 Turn!" 
 
 Allow 3 minutes and then say "Stop! Pencils down. 
 (Pause.) Turn over the page to Exercise 7. It is upside 
 down. Turn it right side up. 
 
 EXERCISE 7. PICTURE COMPARISON 
 
 Fore-exercise 
 
 (i) "Put your finger on i. See the two pictures of a 
 hand .^ Are they the same t (Get the answer from some 
 child.) Yes. Then make an S on the little line between 
 them. 
 
 (2) "Put your finger on 2. See the next two pictures .^ 
 Are they the same or different t (Get the answer from 
 some child.) They are different. Then make a D on the 
 little line between them. Ready ! Go ! 
 
 (3) "Put your finger on 3. Are the next two the same 
 or different .^ (Get the right answer from some child.) 
 Yes, they are the same. Then make the letter S where 
 it should be. Ready ! Go ! 
 
 (4) "Now look at all the other pictures. If the two 
 pictures are the same, put an S on the little line between 
 them. If they are different, put a D on the line between 
 them. Ready! Go!" 
 
 Allow 10 seconds and then say "Stop ! Pencils down. 
 
Intelligence Examination: Delta i 39 
 
 EXERCISE 8. PICTURE COMPARISON 
 
 "Do not turn the page until I tell you to do so. When 
 you do turn it, you will find a whole page of pictures ar- 
 ranged in twos. If the two pictures are the same, put 
 the letter S on the line between them. If they are differ- 
 ent, put the letter D on the line between them just as 
 you did on this page. When I say 'Turn,' turn to Exer- 
 cise 8 and mark as many as you can before I say 'Stop.' 
 Ready! Turn!" 
 
 Allow 20 seconds and then say "Stop 1 Pencils down ! 
 Turn the page to Exercise 9. 
 
 EXERCISE 9. SYMBOL-DIGIT 
 
 Fore-exercise 
 
 (i) "Look at this row of pictures (examiner holds up 
 the test, pointing with his finger to the top row). Look 
 at the first picture, a knife. What figure is under it t 
 (Get the answer from some child.) Yes, a i. Look 
 at the chicken. What figure is under it .^ Yes, a 2. 
 See, each picture has a figure under it. 
 
 (2) "Now look at the next row of pictures. There 
 are no figures here. (Examiner points.) You are to 
 put the figures in with your pencil. Look at the first 
 picture, a chicken. Find the chicken in the first row of 
 pictures. What figure is under it "^ (Examiner gets 
 answer from some child.) Yes, it is a 2. Now put a 2 
 in the square under the lower chicken. (Examiner 
 points.) Now look at the next picture in the lower row. 
 It is a knife. The figure under the knife above is i. 
 Put a I in the right square. Look at the next picture. 
 
40 Manual of Directions 
 
 Find the right figure. It is 3. Put a 3 in the right place. 
 Now work right on in the same way until you have filled 
 each square on the page." 
 
 Allow one-half minute and then say " Stop ! Pencils 
 down. 
 
 EXERCISE 10. SYMBOL-DIGIT 
 
 "Do not turn the page until I tell you to do so. On 
 the next page you will find a whole page of pictures to be 
 numbered in the same way. You are to put the right 
 figure in just as you did on this page. Be sure to get 
 the right figure in each square. Begin at the top row 
 and do as many as you can. Ready! Turn!" 
 
 Allow I minute and then say "Stop! Pencils down! 
 Turn over the page to Exercise 11. 
 
 EXERCISE II. WORD COMPARISON 
 
 Fore-exercise 
 
 (i) "Put your finger on i. Here are two words: 
 small — little. Do they mean the same thing t (Get 
 the answer from some child.) Yes. Then write the 
 letter S on the little line between them. Ready ! Go ! 
 
 (2) "Put your finger on 2. See the two words : no — 
 yes. Do they mean the same ^ (Get the answer from 
 some child.) No, they mean different. Then put a 
 letter D on the little line between them. 
 
 (3) "See the next two words: fall — drop. What 
 mark will you put on the line between them } (Get 
 answer from some child.) Yes, put a letter S between 
 them because they mean" the same thing. Ready ! Go ! 
 
 (4) "Now look at the next two words: leap — jump. 
 
Intelligence Examination: Delta i 41 
 
 What letter shall we write between these ? (Get the 
 right answer from the pupils.) S is correct. Write it. 
 
 (5) "Now look at number 5. What are the words? 
 Black — white. What shall we write on the line be- 
 tween them t (Get the answer as before.) D is correct. 
 Write it. 
 
 "Now look at the next pairs of words. Mark them as 
 they should be. Ready ! Go !" 
 
 Allow 30 seconds and then say "Stop ! Pencils down. 
 
 EXERCISE 12. WORD COMPARISON 
 
 "Do not turn the page until I tell you to do so. When 
 you do turn it, you will find a long list of words. 
 The words are arranged in twos. In some cases the two 
 words mean the same thing. In other cases the words 
 mean different things. If the two words mean the same 
 thing, put an S on the little line between them. If they 
 mean difi'erent things, put a D between them. When I 
 say *Turn,' you are to turn the page and begin work. 
 Begin at the top of the page and be very careful to do 
 them right, S for * Same ' and D for ' Different.' Ready ! 
 Turn!'' 
 
 Allow 2 minutes and then say "Stop ! Pencils down. 
 
 "Close your books and lay them on your desk this 
 side up (examiner showing). The monitors will gather 
 them up quickly and quietly, keeping them all the same 
 side up." 
 
 2. Directions for Scoring 
 
 Exercises i, 3, 5? 7? 9? ^nd 11 are fore-exercises and are 
 not to be scored. Score exercises 2, 4, 6, 8, 10, and 12. 
 
42 Manual of Directions 
 
 EXERCISE 2. ORAL DIRECTIONS 
 
 (i) Score is twice the number right. Slight varia- 
 tion in execution if intent is clear does not invalidate 
 response. 
 
 (2) The following rules for the several items should be 
 observed : 
 
 Item I. Any line, though irregular, which surrounds 
 
 the mouse is correct. 
 Item 2. Line should connect with points A and B 
 
 so as to complete the star. 
 Item 3. Line should begin at the A, pass through 
 
 feathered end of arrow, and end at arrow head so 
 
 as to complete the arrow. 
 Item 4. Two zeroes placed in any position after the 
 
 I count right. 
 Item 5. Circles should surround the letters and not 
 
 overlap the large circle. 
 Item 6. Line should touch or approximately touch 
 
 the lines at A and B or the letters A and B and 
 
 should touch the letter C or pass immediately 
 
 above or below it. 
 Item 7. Letters should be on the pictures. Any 
 
 part of the pictures, even the edge, counts right. 
 Item 8. Figures should be in correct order, though 
 
 they need not be exactly on the pictures. 
 Item 9. Cross on squirrel counts right. Cross on 
 
 rabbit, on the bee, or on any two pictures counts 
 
 wrong. 
 Item 10. Cross in first square counts right; any 
 
 other mark makes response wrong. 
 
Intelligence Examination: Delta i 43 
 
 (3) Check all wrong or omitted responses and compute 
 the number right. Multiply this number by 2. The 
 product is the correct score. 
 
 EXERCISE 4. COPYING DESIGNS 
 
 (i) Score is number right. 
 
 (2) Use Scoring Key for Delta i, Ex. 4. Score right 
 any drawing as good as any one of the satisfactory re- 
 sponses shown in the key. 
 
 (3) Check all wrong or omitted responses, and record 
 the number right. 
 
 EXERCISE 6. PICTURE COMPLETION 
 
 (i) Score is number right. 
 
 (2) Criterion of correct response is that child evidently 
 
 tried to indicate the missing part. Ignore technical 
 
 accuracy in scoring. The following rules cover the 
 
 several items where there is likely to be question : 
 
 Item 4. Both lines must be completed. 
 
 Item 5. Lines joining broken stream of water. 
 
 Correct. 
 Item 6. Correct : one, two, or three lines indicating 
 
 missing veins. 
 Item 7. Correct : any mark indicating missing rung 
 
 of ladder in right place. 
 Item 8. Correct : any marks indicating missing 
 
 trunk. All else wrong. 
 Item 9. Correct : any marks to indicate missing 
 
 leaves. 
 Item II. Line indicating cord from base on table 
 to end of ear trumpet is right. Nothing else. 
 
44 Manual of Directions 
 
 Item 12. Correct : any mark indicating missing oar. 
 Item 13. Any marks indicating shadow of andiron 
 
 on right counts correct. 
 Item 14. Correct : Line must be drawn through end 
 
 of arrow in boy's right hand. Line connecting 
 
 ends of bow but not touching, or approximately 
 
 touching, the boy's hand scores wrong. 
 Item 15. Correct: Any mark to indicate missing 
 
 hub scores right. 
 Item 16. Zero placed to left of column of mercury 
 
 and midway between 20 and 20 correct. Nothing 
 
 else. 
 (3) Check wrong and omitted items and record num- 
 ber of rights. 
 
 EXERCISE 8. PICTURE COMPARISON 
 
 (i) Score is R — W, rights minus wrongs. 
 
 (2) Use Scoring Key, Ex. 8. Check wrong and omitted 
 items and subtract the wrongs from the rights. This 
 is the score. 
 
 EXERCISE ID. SYMBOL-DIGIT 
 
 (i) Score is number right. ^ 
 
 (2) Use Scoring Key, Ex. 10. Check wrong and omitted 
 items and compute the number right. 
 
 EXERCISE 12. WORD COMPARISON 
 
 (i) Score is R — W, rights minus wrongs. 
 (2) Use Scoring Key, Ex. 12. Check wrong and omitted 
 items. Subtract wrongs from rights. This is the score. 
 
Intelligence Examination: Delta 
 
 45 
 
 TOTAL SCORE 
 
 Total score is the sum of the scores made on the several 
 items of the test. The total possible score is indicated 
 in this table. 
 
 Table 3 
 
 Exercise 
 
 Method of Scoring 
 
 MAXDfljM Score 
 
 2 
 
 (Rights) 
 
 10 
 
 4 
 
 Rights 
 
 10 
 
 6 
 
 Rights 
 
 16 
 
 8 
 
 Rights — Wrongs 
 
 20 
 
 10 
 
 Rights 
 
 48 
 
 12 
 
 Rights - Wrongs 
 
 25 
 
 129 
 
 3. Class Record Sheet 
 
 Record name and total score on the Class Record Sheet. 
 
 The data for the two columns headed "Nearest Stand- 
 ard Scores, Grade and Age," are to be obtained from 
 Tables 4 and 5. 
 
 The other data called for may be provided as directed 
 on pages 27 to 30. 
 
 4. Interpretation of Scores 
 
 In Tables 4 and 5 on the following page are given the 
 grade standards and age norms for the Delta i tests based 
 on results from 4000 children in Grades i to 3 of Rich- 
 mond, Norfolk, St. Louis, Cincinnati, MinneapoHs, and 
 Bloomington. The results of the Delta i tests may be 
 interpreted in terms of these norms. 
 
46 
 
 Manual of Directions 
 
 Table 4 
 Grade Standards for General Intelligence Test ; Delta i 
 
 Grade at end of year 
 
 I 
 
 2 
 
 3 
 
 Score 
 
 35 
 
 55 
 
 70 
 
 Table 5 
 
 Age Norms for General Intelligence Test : Delta i 
 
 Age 
 
 7 
 
 8 
 
 9 
 
 10 
 
 Score 
 
 35 
 
 SO 
 
 6S 
 
 75 
 
 This test shows a fairly high correlation with the grade 
 location and teachers' intelligence rating of pupils. In 
 the case of 164 eight-year-olds (7 years, 10 months to 
 8 years, 3 months) in Richmond the figures were .633 
 (Pearson), P.E. .033. With a group of 200 chosen from 
 Grades i to 3 the correlation is .678, P.E. .030. 
 
 The dependability of the results from this test will be 
 increased if they are used in connection with the Sigma i 
 examination. In such use the best practice is to give the 
 two examinations two or more days apart. Another way 
 of increasing the dependability of the tests is to repeat 
 this same examination after the lapse of a week or ten 
 days: On the second trial there will be some increase in 
 score for the class as a whole, and individuals whose 
 scores on the first trial may have been due to abnormal 
 conditions on the first test day will be given a chance to 
 recover and show their normal capacity. Particularly 
 high or low scores repeated on the second trial are less to 
 be ignored than those made on one trial alone. 
 
IV 
 INTELLIGENCE EXAMINATION: DELTA 2 
 
 I. Directions for Giving 
 
 (i) The examiner will explain to the pupils that a new 
 test is to be given. He will hold up a copy of Delta 2, 
 with the front page to the class, and say, "The tests are 
 in these Httle books. We will now distribute them with 
 this side up (indicating front page). Do not turn them 
 over or open them until I tell you to do so." 
 
 (2) Have monitors distribute the tests as indicated. 
 
 (3) When the tests are distributed the examiner will in- 
 struct the pupils to fill in the blanks at the top of first page. 
 In some cases, as in that of a teacher giving the test to 
 her own class for her own use, the name may be all the 
 data needed. In such cases the other blanks may be 
 ignored. In the upper grades the pupils will supply the 
 needed information without detailed instructions. 
 
 Where the detailed information is desired in the lower 
 grades, the following instructions may be used : 
 
 a. "On this page (pointing to the front page of the 
 booklet) there are certain blanks to fill in. Look at the 
 first one and write your first and last names. (Pause.) 
 
 h. "On the same hne read, *I am a Write the 
 
 word 'Boy,' if you are a boy. If you are a girl, write 
 the word * Girl.' (Pause.) 
 
 c. "On the next Une it says : *This is the day of 
 
 19- •' Write in the day and the name of the 
 
 month. (Examiner will give the correct data.) (Pause.) 
 
 d, "On the same line tell how old you are. (Pause.) 
 
 47 
 
48 Manual of Directions 
 
 e. "Now look at the next line. *My next birthday- 
 will be ' Write the month, day, 
 
 and year. (Pause.) 
 
 /. *'Look at the next sentence : ^I am in half 
 
 of Grade ' In the first blank write the word * First' 
 
 if you are in the first half grade ; write the word ' Second' 
 if you are in the second half grade. (Pause.) In the 
 second blank write the figure showing which grade you 
 are in. (Pause.) 
 
 g. "Now look at the next hne and write the name of 
 your school. (Pause.) On the same line write the name 
 of your city (county). (Pause.) 
 
 h. "On the last Hne write the name of your state." 
 (Pause.) 
 
 (4) When the blanks have been satisfactorily filled in, 
 the examiner will read the instructions aloud while the 
 pupils read them silently. 
 
 He will proceed as follows, reading slowly : 
 
 "Read the instructions on this page with me. (I will 
 read aloud while you look at what it says.) 'This Httle 
 book contains some exercises which will show how well 
 you can do certain things. Some of the things are very 
 easy, and some are very hard. There are six exercises 
 in all. You will be shown them one at a time and will 
 finish each one before you see the next one. Do not turn 
 any page until you are told to do so. As soon as you 
 turn the page, lift your pencil, with your elbow on your 
 desk, and do not put your pencil down until we have read 
 the instructions and until I say " Go ! " Now turn the page 
 to Exercise i.' 
 
Intelligence Examination: Delta 2 49 
 
 EXERCISE I. SENTENCE READING 
 
 "Attention ! Attention always means to hold your 
 pencil like this (examiner demonstrating), with elbow 
 on desk and with eyes looking straight at me. Now look 
 at the directions at the top of the page as I read them. 
 
 *' * Read this question : Do cats see .? No Yes 
 
 The right answer is Yes ; so a line is drawn under Yes. 
 
 *' 'Read the next question : Is coal white "^ No Yes 
 
 The right answer is No ; so a hne is drawn under No. 
 
 " ' Below are a great many more questions. Read them 
 carefully, one at a time, and draw a line under the right 
 answer. When you are not sure, guess.' You will have 
 5 minutes to work. Ready! Go!" 
 
 Allow exactly 5 minutes and then say "Stop! Turn 
 over the page to Exercise 2. 
 
 EXERCISE 2. ARITHMETICAL PROBLEMS 
 
 "Attention ! Look at the directions at "the top of the 
 page while I read them. 'Get the answers to these prob- 
 lems as quickly as you can. Use the side of this page 
 (exhibiting) to figure on if you need to.' I will say 
 'Stop!' at the end of 5 minutes. You may not be able 
 to finish all of them, but do as many as you can in the 
 time allowed. The first two are already answered cor- 
 rectly. Ready! Go!" 
 
 Allow exactly 5 minutes and then say "Stop! Turn 
 over the page to Exercise 3. 
 
 EXERCISE 3. PICTURE COMPLETION 
 
 "This is Exercise 3 here (examiner holds up page) — 
 a lot of pictures. Let us read what it says: 'Each of 
 
50 Manual of Directions 
 
 these pictures has something missing, and you are to 
 put in with your pencil the missing part. Look at the 
 first one. It is the picture of a boy's face, but it has no 
 mouth. Now with your pencil mark in a mouth. The 
 woman has no eye. Give her an eye. The other 
 pictures are to be finished in the same way.' 
 
 "Attention! When I say ^Go,' begin at No. i and 
 mark in each picture the part that is missing. Ready I 
 Gol" 
 
 Allow exactly 3 minutes and then say "Stop! Now 
 turn your book around to Exercise 4. (Examiner 
 illustrates necessary rotation.) 
 
 EXERCISE 4. SYNONYM-ANTONYM 
 
 "Attention ! Look at the directions at the top of the 
 page while I read them. (Examiner reads slowly.) 
 " 'Look at these two words : 
 
 Httle — small same — opposite 
 
 " 'They mean the same thing ; so a Hne is drawn under 
 
 ^^"^^' good — bad same — opposite 
 
 " ' These two words do not mean the same ; they mean 
 just the opposite ; so a line is drawn under opposite. 
 
 " ' Now look at all the other words on this page. If the 
 words of a pair mean the same or nearly the same, draw 
 a Hne under same. If they mean the opposite or nearly 
 the opposite, draw a line under opposite . If you cannot 
 be sure, guess.' 
 
 "Ready! Go!" 
 
 After 2 minutes say "Stop! Turn over the page to 
 Exercise 5. 
 
Intelligence Examination: Delta 2 51 
 
 EXERCISE 5 PRACTICAL JUDGMENT 
 
 •* Attention ! Look at the directions at the top of the 
 page while I read them. (Examiner reads slowly and 
 carefully.) 'This is a test of common sense. Below are 
 sixteen- questions. Three answers are given to each ques- 
 tion. You are to look at the answers carefully ; then make 
 a cross in the square before the best answer to each ques- 
 tion, as in the sample : 
 
 Why do we use stoves t Because 
 D they look well 
 they keep us warm 
 D they are black 
 "*Here the second answer is the best one and is marked 
 with a cross. Begin with No. i and keep on until time is 
 called.' Ready! Go!" 
 
 'After 2 minutes say "Stop! Turn over the page to 
 Exercise 6. 
 
 EXERCISE 6. INFORMATION 
 
 "Attention ! Look at the directions at the top of the 
 page while I read them. (Examiner reads slowly.) * Look 
 at this sentence : People hear with the eyes — ears — nose 
 — mouth. The correct word is "ears," because it makes 
 the truest sentence. In each of the sentences below you 
 have four choices for the last word. Only one of them is 
 correct. In each sentence draw a line under the one of 
 these four words which makes the truest sentence. If you 
 cannot be sure, guess. The first one is already marked as 
 it should be.' Ready! Go!" 
 
 After 4 minutes say "Stop !" 
 
 Have all booklets and other materials collected at once. 
 
52 Manual of Directions 
 
 2. Directions for Scoring 
 
 general rules 
 
 (i) Each item of each exercise is scored either right or 
 wrong. No part credits are given. 
 
 (2) In general, items evidently corrected by the pupil 
 stand as corrected. 
 
 (3) Before beginning the scoring of each exercise, indi- 
 cate the last item of the test attempted by drawing a long 
 Hne under that item and out into the margin of the page. 
 
 (4) In tests where the score is "number right," wrong 
 and omitted items are checked thus, v/, and the number of 
 checks subtracted from the total number of items down 
 to the Hne indicated under 3 above gives the score. 
 
 (5) In Tests I and 4, where the score is "Right minus 
 Wrong," wrong and omitted items must be separately 
 checked. Wrong items are checked thus, >/. Omitted 
 items are checked thus, o. 
 
 (6) Enter the score for each test in the lower right- 
 hand corner of the test page and encircle it. When the 
 test has been rescored, a check mark may be made beside 
 the circle. 
 
 (7) Use blue pencil, because it increases accuracy of 
 scoring. 
 
 (8) The Scoring Key for Delta 2 may be used for scor- 
 ing all exercises. 
 
 EXERCISE I 
 
 (i) Use Scoring Key for Delta 2, Ex. i. Place in posi- 
 tion as indicated on the key and check all incorrect and 
 omitted answers. 
 
 (2) The score is R — W, the number right minus the 
 
Intelligence Examination: Delta 2 53 
 
 number wrong. A quick method is to double the 
 "wrongs" and subtract from the "attempts." 
 
 Warning! Do not figure the score as attempts minus 
 wrongs. 
 
 (3) Anyclearmethodof indicating answer is given credit. 
 
 (4) When both "No" and "Yes" are underhned, count 
 as omitted, not as wrong. Items so omitted are con- 
 sidered not attempted. 
 
 (5) If only "Noes" are underlined right down the 
 column, the score is zero; similarly if only "Yeses" are 
 so underhned. 
 
 EXERCISE 2 
 
 (i) Use Scoring Key, Ex. 2. Place the edge of the 
 key next to the column of answers and check wrong and 
 omitted responses thus, s/. 
 
 (2) Score is number right. To obtain it, count all 
 checks recorded under i above and subtract from the 
 number of the last problem attempted. 
 
 (3) Answer may be written on dotted Une or elsewhere 
 near its problem. 
 
 (4) If two answers are given to any problem, count 
 as wrong. 
 
 (5) If it seems clear that, by a slip, one answer has 
 been put in the wrong brackets, and the next answers 
 are all thus misplaced, give credit for the answers that 
 are right even if misplaced. 
 
 (6) Omission of dollar sign is permissible. 
 
 (7) Omission of decimal point is permissible in items 2, 
 II, and 16. Fraction may be expressed as decimal in 
 item 18. 
 
 (8) Abstract numbers are to be considered right. 
 
54 Manual of Directions 
 
 EXERCISE 3 
 
 (i) In the key for this exercise, the missing parts are 
 shown in red. 
 
 (2) Score is number right, not including first two items, 
 which are samples. 
 
 (3) Rules for individual items : 
 
 Item 2. Any spoon at any angle in right hand re- 
 ceives credit. Left hand, or unattached spoon, 
 
 no credit. 
 Item 3. Any mark surely indicating a handle to 
 
 pot, counts right. In the key two kinds of handles 
 
 have been drawn in in red. Either kind scores 
 
 right. 
 Item 4. Only an ear on side opposite the intact 
 
 ear receives credit. 
 Item 5. Marks indicating the missing jaw are to 
 
 be counted right. 
 Item 6. Drawing indicating strings, even though 
 
 not of the correct length, receives credit ; nothing 
 
 else receives credit. 
 Item 7. Square, cross, etc., between date mark and 
 
 upper right-hand corner receives credit. All others 
 
 wrong. 
 Item 8. Any marks to indicate missing block count 
 ■ right. 
 
 Item 9. Mark to indicate trigger of pistol right. 
 Item 10. Chimney must be in right place. No 
 
 credit for smoke. 
 Item II. Stick in the right hand in any position 
 
 counts right. 
 
Intelligence Examination: Delta 2 55 
 
 Item 12. Any marks connecting ink blot with neck 
 
 of bottle. 
 Item 13. Only marks clearly indicating tracks be- 
 tween last track and feet of boy score right. 
 Item 14. Handle of umbrella to hands of child 
 
 counts right. Handle in any other position does 
 
 not count. 
 Item 15. Mark indicating food in bill of mother bird. 
 Item 16. Hand and powder puff must be put on 
 
 proper side in the image. (Left hand of lady is 
 
 the right hand of her image.) > 
 Item 17. Line indicating long hand of clock and 
 
 placed between I and IV scores right. Any other 
 
 marks wrong. 
 Item 18. Zero placed to left of column of mercury 
 
 at mid-point between 20 and 20. 
 Item 19. Any marks indicating shadow of cat on right. 
 Item 20. Any marks to indicate steam issuing from 
 
 spout of kettle. 
 
 EXERCISE 4 
 
 (i) Use Scoring Key, Ex. 4. Place in position as indi- 
 cated and check all wrong responses thus, \/, and all 
 omitted responses thus, o. 
 
 (2) Score is R — W, rights minus wrongs, as defined 
 for Exercise i. 
 
 (3) Any clear method of indicating answer is given 
 credit. 
 
 (4) When both "Same" and "Opposite" are under- 
 lined, count as omitted, not as wrong. 
 
 (5) If only "Sames" are underlined right down the 
 
56 Manual of Directions 
 
 column, score for the test is zero; similarly, if only 
 ^'Opposites" are underlined right down the column. 
 
 (6) Papers which give evidence of alternate responses 
 are marked zero. 
 
 EXERCISE 5 
 
 (i) Use Scoring Key, Ex. 5. Place in position as indi- 
 cated and check wrong responses. 
 
 (2) Score is number right. 
 
 (3) Any clear method of indicating answer is given full 
 credit — underlining, checking, etc. 
 
 (4) If two answers are marked, count as wrong unless 
 one is clearly indicated as final. 
 
 EXERCISE 6 
 
 (i) Use Scoring Key, Ex. 6, and check all wrong and 
 omitted responses thus, s/. 
 
 (2) Score is number right. 
 
 (3) Any clear indication other than underlining receives 
 full credit. 
 
 (4) If two or more of the last four words are marked, 
 give no credit. 
 
 (5) Underlining of any of the first three words of an 
 item does not in itself remove credit. 
 
 TOTAL SCORE 
 
 When all the exercises of a book are scored, add the 
 several scores for the separate tests and place the total 
 score on the front page of the test book in upper right- 
 hand corner. The following table indicates in summary 
 the method of scoring and the maximum raw score : 
 
Intelligence Examination: Delta 2 
 
 Table 6 
 
 57 
 
 Test 
 
 Method of Scoring 
 
 Maximum Raw Score 
 
 I 
 
 R-WorA-2W 
 
 
 40 
 
 2 
 
 R 
 
 
 20 
 
 3 
 
 R 
 
 
 20 
 
 4 
 
 R - W or A - 2W 
 
 
 40 
 
 5 
 
 R 
 
 
 16 
 
 6 
 
 R 
 
 Total score 
 
 40 
 
 176 
 
 R = Right 
 W = Wrong 
 A = Attempts 
 
 3. Class Record Sheet 
 Follow directions given for Delta i on page 45. 
 
 4. Interpretation of Scores 
 
 The results of the Delta 2 tests may be interpreted in 
 terms of the following tables of norms, based on tests 
 of about 20,000 white children in the city and rural schools 
 of Virginia and in the following cities : Baltimore, Buffalo, 
 Champaign, Cleveland, Evansville, Indianapolis, Louis- 
 ville, Rochester, Stoughton and schools of Illinois, Iowa, 
 and Wisconsin. 
 
 Table 7 gives the standard scores for the several grades 
 based on the present classification of children in the 
 schools. The median deviations from these scores are 
 fairly low, much less than the intergrade steps between 
 successive grades. Granting, therefore, that the tests 
 have been fairly given, it is reasonably certain that the 
 
S8 
 
 Manual of Directions 
 
 score which a pupil makes represents his general intelli- 
 gence in terms of this test. 
 
 Table 7 
 
 Standard Scores in General Intelligence Examination Delta 2 for Each of 
 
 Grades 3 to 9 Inclusive 
 
 Grade 
 
 3 
 
 4 
 
 5 
 78 
 
 6 
 
 7 
 
 8 
 
 9 
 
 Score 
 
 1 
 
 40 
 
 60 
 
 96 
 
 no 
 
 120 
 
 130 
 
 In addition to interpreting results in terms of grade 
 standards, it is frequently desirable to compare them 
 with the age norms shown in Table 8. If an eleven-year- 
 old child scores 78, he is normal for the fifth grade. If, 
 however, he scores 97, he is of sixth-grade ability, and his 
 score has added significancebecause it is considerably above 
 the median for his age. He is a superior child and should 
 be given the educational treatment adapted to his needs. 
 
 Table 8 
 Age Norms for General Intelligence Test, Delta 2 
 
 Age 
 
 8 
 
 9 
 
 10 
 
 II 
 
 12 
 
 13 
 
 14 
 
 15 
 
 Score 
 
 25 
 
 43 
 
 55 
 
 66 
 
 77 
 
 87 
 
 100 
 
 115 
 
 Table 9 
 Standard Scores in Exercises i and 2, Delta 2, for Each of Grades 3 to 9 
 
 Inclusive 
 
 Grade 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 Exercise i 
 
 14 
 
 20 
 
 23 
 
 27 
 
 30 
 
 32 
 
 35 
 
 Exercise 2 
 
 5-0 
 
 7.0 
 
 9.0 
 
 lo.S 
 
 II-5 
 
 130 
 
 150 
 
Intelligence Examination: Delta 2 59 
 
 In case it is desired to check the results of this intelli- 
 gence examination, it can be done by repeating the test 
 after an interval of a week or ten days. The increase in 
 score in the second trial for children who have had no 
 intervening practice will be slight, probably not to exceed 
 5 per cent on the test as a whole. In the case of such 
 repetition the scores for the two tests may be added and 
 the sum divided by two. This result will be within a 
 small per cent of what the child should have made on the 
 first test if all conditions had been favorable for his doing 
 his best. He is thus protected from any disadvantage or 
 unfair rating that he might suffer from the single test. 
 
 What was said on page 18 concerning individual exam- 
 inations is pertinent here. 
 
 In distinctly abnormal cases a consulting psychologist 
 or physician, or both, should be called in. It is not 
 intended in advising teachers to use intelligence tests 
 that they should assume complete competency in psycho- 
 logical diagnosis. Their use of the tests should make 
 them more apt to recognize the cases needing expert 
 attention and more ready to solicit such assistance in 
 special cases. 
 
£inniiinniiiiiiiiiiiiMiiiiiniiMiiMiiiiiniiniiiiiiiiMiiniiiiiiniiiiMiniiiiiiiiiiiiiMnnniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimi« 
 
 j School Efficiency Monographs | 
 
 I Constructive educational books of handy size covering many edu- | 
 
 I cational activities named in the order in which they were issued | 
 
 I THE PUBLIC AND ITS SCHOOL j 
 
 I By William McAndrew | 
 
 I Treats educational matters in a big way. Illustrated. 75 cents, I 
 
 i STANDARDS IN ENGLISH I 
 
 = By John J. Mahoney | 
 
 I A course of study in composition for elementary schools. S9 cents | 
 
 I AN EXPERIMENT IN THE FUNDAMENTALS I 
 
 I By Cyrus D. Mead I 
 
 I Gives results from practice material. Illustrated. 60 cents. | 
 
 I NEWSBOY SERVICE I 
 
 By Anna Y. Reed | 
 
 Of value to those interested in the Smith-Hughes Act. S9 cents. | 
 
 EDUCATION of DEFECTIVES in the PUBLIC SCHOOLS I 
 
 By Meta L. Anderson = 
 
 A thoroughly readable and instructive book. 90 cents. I 
 
 RECORD FORMS FOR VOCATIONAL SCHOOLS § 
 
 By Joseph J. Eaton | 
 
 Forms showing ways to introduce efficiency methods. 75 cents. | 
 
 RURAL EDUCATION and the CONSOLIDATED SCHOOL I 
 
 By Julius B. Arp | 
 
 The problems of the rural school. Illustrated. 99 cents. § 
 
 PROBLEMS IN STATE HIGH SCHOOL FINANCE | 
 
 By Julian E. Butterworth | 
 
 A vast amount of data for school officials. 99 cents. | 
 
 COMMERCIAL TESTS AND HOW TO USE THEM I 
 
 By Sherwin Cody = 
 
 A working handbook of the National Business Ability Tests. | 
 
 99 cents. i 
 
 THE RECONSTRUCTED SCHOOL I 
 
 By Francis B. Pearson _ | 
 
 Discussion of the real problems in the work of reconstruction. | 
 
 75 cents. | 
 
 THE TEACHING OF SPELLING | 
 
 By WiLLARD F. Tidyman ^ _ I 
 
 The only method book written since the famous investigations. = 
 
 99 cents. ... I 
 
 Other volumes in active preparation § 
 
 Prices are for kraft bound books | 
 
 WORLD BOOK COMPANY | 
 
 Yonkers-on-Hudson, New York S 
 2126 Prairie Avenue, Chicago 
 
 I 
 
 i 
 
 QuniiiiiimHiiniiiuiiiiiniiiiiiiiiiii iiiiiiiiiniiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiii iiiii:i iniiiiiiiiininiiiiiiiiiiiiiiiiiiiiiiiiia 
 
I NEW-WORLD SPELLERS 
 
 I REALLY MODERN TEXTBOOKS 
 
 I By Julia H. Wohlfarth and Lillian E. Rogers 
 
 i Formerly Principal Horace Principal Friends 
 
 I Mann Elementary School West Philadelphia School 
 
 = 
 
 I The books actually teach children how to spell, because 
 
 I 1. The vocabulary is based upon all the recent scien- 
 
 I tific investigations in spelling. 
 
 I 2. The vocabulary is enlarged in special word- 
 
 I building lessons. 
 
 I 3. The vocabulary is so distributed that most of the 
 
 I common words appear before the seventh grade. 
 
 I 4. The method is based on laws of interest, atten- 
 
 I tion, and self-activity. 
 
 I 5. Many helps, including a manual, are provided 
 
 I for the teacher. 
 
 I 6. Abundant helps in great variety anticipate for 
 
 I pupils every stumbling block in learning to spell. 
 
 I 7. Homonyms are used in phrases or sentences so as 
 
 I to show their meaning. The use of new words is 
 
 I also exemplified. 
 
 I 8. Dictation work and much drill in word-building 
 
 I are provided. 
 
 I 9. The most important rules for spelling are devel- 
 
 I oped inductively. 
 
 I 10. Progressive dictionary lessons are so devised that 
 
 I they really function. 
 
 I 11. The review system is very thorough, especially on 
 
 I the spelling "demons." 
 
 I 12. The books are made visually attractive by many 
 
 I clever drawings of child life. The volume for 
 
 I grades one to three is illustrated in colors. 
 
 I First Book. Grades 1, 2, 3. Price 48 cents, 
 
 i Second Book. Grades 4, 5, 6. Price 48 cents. 
 
 I Third Book. Grades 7, 8. 9. Price 48 cents. 
 
 I Teacher's Manual. Price 16 cents. 
 
 I Send for an interesting booklet telling how these spellers 
 
 I were made, giving the distribution of lessons and the 
 
 I vocabulary and sample pages. 
 
 I WORLD BOOK COMPANY 
 
 i YONKERS-ON-HUDSON, NeW YoRK 
 
 I 2126 Prairie Avenue, Chicago 
 SMiiUHiiuuunniiiiiiiuiniuuiuiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiriiiiuiiiiiiiiiiiiiiiiiiiiiuuuuinuiiiiTinninniniiiiniiiiiiiinnnnniui 
 
2IIIIIIIIIIIIIIIIIIII iiiiiiiiiiiriiiiiiiiiiiiiiiiiiiiiiiiiiiriiiii riiiiiiiiiiiiiiiiiiiiiiiiii iiiiiiiiiiiiiiiiiiimiiiimiiiiiiiiiiiiiii {£ 
 
 I OTIS GROUP INTELLIGENCE f 
 
 I SCALE I 
 
 E 3 
 
 I By Arthur S. Otis | 
 
 I Formerly of the Surgeon General's Office, United States Army, and | 
 
 I Department of Education, Leland Stanford Junior University. | 
 
 i 3 
 
 I AN absolute point scale, an instrument for the scientific and | 
 
 I ^/^ rapid measurement in groups of the native mental ability | 
 
 I of persons who have the equivalent of third-grade schooling. | 
 
 I Any teacher can test an entire class in an hour and check | 
 
 I the results without error, and compare the results with es- | 
 
 I tablished norms. Similar to the Army Tests and very widely | 
 
 I used in schools all over the country. I 
 
 i , 5 
 
 i It consists of the following material : | 
 
 I EXAMINATION BOOKLET | 
 
 I Ten tests on sheets SJ^xll inches in pamphlets of 12 pages. Two | 
 
 i forms — A and B — provided for variety. Put up in packages of 25 = 
 
 I booklets, either form, each booklet containing a Record Sheet and | 
 
 I Report to Author. Price per package $1.50 net. | 
 
 I MANUAL OF DIRECTIONS | 
 
 I Contains (1) general information regarding the purpose arid plan of | 
 
 I the tests; (2) description of the testing material and detailed expla- = 
 
 i nations for the use of each part; (3) directions for scoring results | 
 
 = obtained, including information on obtaining derivative measures and = 
 
 i on the interpretation of results. Tables of answers, which can be | 
 
 I used to check the answers without the Examiner's Key, are also | 
 
 I given. Price 25 cents net. | 
 
 I EXAMINER'S KEY j 
 
 I A book of transparent stencils which show at a glance the right and | 
 
 I the wrong answers. Price 25 cents net. | 
 
 I A SAMPLE SET | 
 
 i Consists of 1 Examination Booklet of each form, 1 Manual of 3 
 
 = Directions, 1 Examiner's Key, 1 Record Sheet and Report to Author, | 
 
 i 1 Tentative Table of Norms, and 1 Formula of comparing Scores | 
 
 I with the Alpha Examination of the Army Intelligence Scale. Price | 
 
 I 50 cents postpaid. i 
 
 c s 
 
 I WORLD BOOK COMPANY | 
 
 I YONKERS-ON-HUDSON, NeW YoRK | 
 
 I 2126 Prairie Avenue, Chicago | 
 niiiiiniiMiiiniiitMiiiniiiiiniiniininiiiiiMiiiiiiiiniiniiiiiiinNiiiiiiiiiiiMiMnnMiMniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiif9 
 
A NECESSITY in Every Schoolroom 
 
 COURTIS STANDARD 
 PRACTICE TESTS 
 
 ARITHMETIC CABINETS— in the four operations 
 with zvhole numbers — for Grades 4 to S 
 
 T)ESIGNED to enable the teacher of a large class to give each 
 child the training needed to develop standard accuracy and 
 speed. This is accomplished by the use of the research tests which 
 are included in the sets of practice material. The lesson tests 
 are all timed, are self-proving, and each child keeps a record of 
 his own progress. 
 
 Card- Cabinet Edition 
 
 Cabinet I. With practice cards for a class of 48 $7.00 net 
 
 Cabinet II. Witk practice cards for a class of 24 5.00 net 
 
 Extra Cards. Package of 25 of any one lesson 50 net 
 
 Student's Record and Practice Pad. 16 pages with 100 
 
 tissue sheets, 16 cents net. (Retail price to be fixed by 
 
 dealer.) 
 
 Teacher's Manual. Complete instructions with Record 35 net 
 
 Teacher's Record. Part of the Manual, for use the second 
 
 year 05 net 
 
 Specimen Set, $1.25 postpaid. 
 
 Transportation is at expense of purchaser, except for specimen sets. 
 
 WORLD BOOK COMPANY 
 
 YONKERS-ON-HUDSON, NeW YoRK 
 
 2126 Prairie Avenue, Chicago