374 ILLINOIS STATE ACADEMY OF SCIENCE 



"industry", and three in the lowest fifth. All ten were 

 judged to be in next to the highest fifth in "scholarship". 



An analysis of Table 13 with the detailed reports of the 

 teachers shows similar explanations for nearly all of the 

 exceptional ratings varying in degree from only slight 

 explanations to full explanations. For example, the one 

 pupil, whose I. Q. is given as within the range of 120-129 

 and who was judged by his teacher to be in the average 

 fifth of his class in "intelligence ' ' and in next to the upper 

 fifth in "industry" and in the average fifth in "scholar- 

 ship ' ', is either an anomaly, or a teacher has made a mis- 

 take in judgment, or he does not have the I. Q. indicated 

 by the test. A number of instances, equal to eleven per 

 cent of the total number similar to this one, have been 

 found. They represent roughly the extent of the failure 

 of the combined use of the teachers' judgments and in- 

 telligence tests in allocating pupils. These pupils are 

 either misplaced or have been properly placed because 

 of circumstances not revealed by the elements discussed 

 in this study. 



Our previous attempts to determine the relation be- 

 tween the use of intelligence tests as a method for meas- 

 uring "intelligence" and the value of a teacher's judg- 

 ment for this purpose indicated that there was only a 

 slight correlation between the two methods. The num- 

 ber of individual variations in the two methods did not 

 justify the statement that there was a close or even a fair 

 correlation between them. The attempt just described, 

 however, shows that there is a very close correlation be- 

 tween the two methods, when "intelligence" has been 

 differentiated from other factors, such as "scholarship" 

 and "industry". In our previous studies we were com- 

 paring the results of a measurement of intelligence only, 

 with a measurement of intelligence plus industry, scholar- 

 ship and other personal factors. We were comparing 

 methods of measurements that could not be compared 

 because they did not measure the same things. Our latest 

 effort, however, indicates that the teacher's judgment and 

 the intelligence test are comparable when applied to the 

 same factors and that they do correlate to a high degree. 



