10 



Indiana University Studies 



determined by the median scores in attempts and rights for each 

 of the processes for grades 5 to 8. The assumption was that the 

 score attained or exceeded by one-half of all the pupils was a 

 minimum ideal for the grade in question. This assumption was, 

 of course, quite arbitrary, and its chief justification was that it 

 established a point of reference for judgments in specific cases. 

 It seems hardly worth while to make a chart from the 1915 median 

 scores, inasmuch as the alterations would not be great and would 

 serve no very useful purpose. Two charts made on another basis 

 are presented in Figures 5 and 6. Indiana Standard B is based 

 on those scores which were made or exceeded by the children 

 in at least three cities. The several scores do not all come from 

 the same cities but were taken from Table I wherever they 

 occurred, selection of any score being based on the number of rights. 

 In a similar fashion Indiana Standard C was made from the 

 highest scores in rights occurring in Table I. 



The value of these standards, while still arbitrarily chosen, 

 is that they offer an ideal that is beyond mediocrity and yet is 

 within the limits of what has actually been accomplished. Chart 

 C is the most exacting standard and is attained by less than 

 5 per cent of the classes. More than 15 per cent of the cities 

 attained Standard B in one or more classes. 



In the charts the scores used as standards are represented 

 by short horizontal lines across the page so drawn as to appear 

 at mid-section of the vertical dimension. These lines are the 

 Standards. Each vertical line represents the scale for the test 

 in question. The first, third, fifth, etc., lines represent the number 

 of problems attempted in the several tests in the several grades. 

 The second, fourth, sixth, etc., lines in a corresponding manner 

 scale the examples right. The portion of each line below the 

 Standard is proportional to the difference between zero and the 

 median score. It is accordingly scaled into the proportional 

 number of parts. The part of the line above the Standard is 

 similarly scaled. Each vertical line is therefore a different scale 

 from every other vertical line, since the score is different in every 

 case. 



It is possible on this form to graph the results from any class, 

 school, or city and to see quickly its relative standing. To do this 

 you locate the proper score on its appropriate vertical line. If 

 you join the points so located on the attempts scale by a solid 

 line with the similar point on the rights scale, you have represented 

 the dependability of the work. If the line so drawn is parallel 



