PAPERS OX PSYCHOLOGY AND EDUCATION 3G9 



A STUDY OF THE DISTRIBUTION OF INTELLIGENCE QUOTIENTS 

 OF A GROUP OF PUPILS AS DETERMINED BY A TRAINED EX- 

 AMINEE WORKING WITH THE BINET-SIMON TEST (STAN- 

 FORD REYISION) AND THE JUDGMENTS OF THE TEACHERS 

 OF THE SAME PUPILS IN ALLOCATING THEM ON A BASIS OF 

 MENTAL ABILITY TO A QUINTILE IN THEIR RESPECTIYE 

 CLASSES. 



In a further attempt to study the relative merit of the 

 judgments of teachers as a basis for measuring pupil 

 mental ability, an experiment was organized in which an 

 effort was made to protect the validity of the results by 

 every possible precaution that our experience, up to this 

 time, would suggest. The results of this study are tabul- 

 ated in Table 10. These ratings were prepared by teach- 

 ers who were asked to indicate in which fifth of their 

 respective classes they would place certain pupils who 

 had previously been tested individually by a trained 

 examiner with the Binet-Simon (Stanford Revision) 

 Scale. The teachers, not being informed of the scores 

 made by the pupils tested, were asked in which fifth of 

 the class from "E", the lowest, to "A", the highest, 

 these pupils would be classified in ''intelligence". 



The distribution of the ratings indicate a considerable 

 discrepancy between the judgment of the teacher and 

 the results of the tests. For example, eleven pupils 

 were shovm by the Stanford-Binet Intelligence Tests to 

 have an I.Q. between 61 and 65, a rating that would indi- 

 cate probable feeble-mindedness or a near moron condi- 

 tion. Three of these pupils were rated by a teacher in 

 the lowest fifth of their classes, three were rated in the 

 next to the lowest fifth, three in the middle fifth, one in 

 next to the highest fifth and one in the highest fifth. 

 Similarly, of twenty pupils whose scores in the Binet 

 Tests indicated a status of slow-mindedness (I.Q. 81 to 

 85), two were rated as belonging to the lowest fifth of 

 the class, four in the next lowest fifth, seven in the mid- 

 dle fifth, five in next to the highest fifth and two in the 

 highest fifth, i.e., more than one-third of the pupils who, 

 according to the Binet Tests, were rated as "slow", 

 were rated by the teacher as "above the average". 



