PAPERS OX PSYCHOLOGY AND EDUCATION 375 



Tables 14, 15, 16, 17 and IS indicate the distribution of 

 all the pupils in the school, allocated on the basis of mental 

 ability as determined by the intelligence tests and mental 

 ability plus other significant factors as determined by the 

 teachers' judgments. It is noted that there is a group of 

 pupils, between the I. Q. range of 60 to 120, some of 

 whom are in the retarded group, some in the normal 

 group and some in the accelerated group. In a strict se- 

 gregation into groups on an I. Q. basis alone, this would 

 not happen, but where the judgment of the teacher is 

 used as a partial basis for segregation the result is an 

 overlapping of the groups as far as the I. Q. is concerned, 

 due to the fact that the teacher observes certain facts 

 about the pupils that the intelligence test does not reveal, 

 and these facts are significant enough to make it wise to 

 place some pupils in groups above their I. Q. rating and 

 some below. 



As far as intelligence is concerned, some pupils who 

 might do well in an accelerated group apparently do only 

 well enough to hold a place in a retarded group and con- 

 versely some, who, as far as intelligence is concerned, 

 might be in the retarded group, are able (because of 

 other personal qualities) to hold a place in an accelerated 

 .group. It seems obvious then, that while the intelligence 

 test is reliable as an approximate measure of the men- 

 tality of groups of pupils, the teacher's judgment is in- 

 dispensable to a more detailed and exact study of the 

 group and of the individuals within the group. In other 

 words, the results of the tests must be interpreted in the 

 light of the teacher's judgment and not be held for the 

 measurement of factors which they were not intended to 

 measure. 



CONCLUSION- 



1. Intelligence Tests should not be held responsible 

 for testing anything but that for which they have been 

 designed to test. 



2. In judging intelligence only, care must be taken to 

 differentiate it from other qualities. 



3. The results of intelligence are, as far as scholar- 

 ship is concerned, very much the same as the results of 

 industry. 



