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Provider: - Institution: - Data provided by Europeana Collections- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain ...Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
Provider: - Institution: - Data provided by Europeana Collections- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain ...Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
The problem of converting
z
-scores (scores in terms of sigma distances from the mean of the group) "into terms of "teaching-distances' seems to be impossible of solution under these conditions. The ...results we find, however, seem to make the practice of comparing a pupil's achievement ages in various subjects with each other or with mental age of extremely doubtful value."
With uniform conditions of selection it has been discovered and verified on seven psychological tests that there is a linear relation between the absolute variability and the mean test performance of ...successive age groups when absolute scaling and not raw scores is used. Absolute zero is located by extrapolating the above linear relation to ascertain the scale value of the mean performance at which variability vanishes. It is defined as a distance below the mean performance of any age group in terms of its own standard deviation. The following law follows as a necessary inference from the facts stated: with uniform conditions of selection the absolute variability in the test intelligence of different age groups is proportional to their absolute mean test intelligence; or in other words, the relative variability of absolute test intelligence of different age groups is constant. By means of the unit of measurement provided by absolute scaling and the absolute zero it becomes possible to construct a true mental growth curve for a specified mental test. A practical test of the validity of the determination of absolute zero shows that the mental growth curve passes through this point at birth or shortly before; hence test intelligence begins its development at this early age, even though it is not then directly accessible to measurement. The conclusions reached above are based upon mathematical and empirical evidence which is given in the body of the article.
The measurement of brightness Cureton, E. E
Journal of educational psychology,
02/1928, Volume:
19, Issue:
2
Journal Article
Peer reviewed
In the lower age ranges, i.e., up to ten or twelve years, the I.Q. is almost a linear function. The function would be precisely linear except for the fact (1) that the growth curve tends to be ...slightly convex at the lower ages and (2) the zero point on the chronological age scale is placed at birth rather than at some earlier point "where absolute mental ability is actually zero." In the upper age levels the mental growth curve becomes noticeably different from a straight line. This can be partially corrected by "dividing the M.A. not by the actual C.A. nor by any arbitrary age (as 16) but by the average mental age of unselected persons of the given C.A." The second correction consists in using artificial age equivalents obtained by referring the test scores to the age scale by means of a straight line passing through the origin. The process of computing equal unit and mental age equivalents of scores and equal-unit equivalents of age norms is illustrated by means of the Otis Advanced Examination.
While there are likely a number of factors that lead to these startling figures, high school graduation exams, which are disproportionately found in states with higher percentages of minority ...students than the national average, are believed to be a key contributor, because many of these exit exams are first given in grade ten. ... in a joint release issued in March 2004, Harvard University's Civil Rights Project, the Urban Institute, Advocates for Children of New York, and the Civil Society Institute urged the nation to focus on the graduation crisis-and particularly on the large numbers of minority students who never finish high school.
