58 



Indiana University Studies 



a similar manner the number of errors and omissions. The highest num- 

 bered line which the child does with one (or no) omissions or errors is taken 

 as his score. Draw a line under the figure on the page indicating this score. 

 Check this score on the first cover page in the blank indicated. Then pro- 

 ceed in a similar manner with each of the other papers of the class. 



Class Scores 



1. Use class record sheet number 1. 



2. Enter in the wide space at the left the name of the pupil and at the 

 appropriate places the figures indicating the number of errors and omis- 

 sions in each line. 



3. Add the numbers in each column and place the sum at the bottom 

 of the score sheet. Find the percentage of error by dividing the sum thus 

 obtained by 5 times the number of pupils in the class. The score of the 

 class may be taken as the line in which the percentage of error is 20. 



4. If no single line gives exactly 20 per cent of error, the actual class 

 score will be intermediate between the two lines which gives nearest 20 

 per cent of error. By means of Table I, this intermediate value may be 

 calculated. ^2 



For example, if a fourth grade class has only 16 per cent of error in line 

 25, then its rating should be somewhat more than 25. By referring to the 

 Table, it is found that 16 per cent of error indicates an additional value of 2.3 

 to the value of the line. This 2.3 should be added to the 25 giving 27.3 as 

 the ability of the class in question. 



Or if a sixth grade class is found to make only 5 per cent of error in line 35 

 but 28 per cent of error in line 45, then the score for this grade falls above 

 35 and below 45. Calculating from the percentage nearest 20, namely 28, 

 and by referring to the Table, we find that 3.9 should be subtracted from the 

 set in question. Subtracting 3.9 from 45 gives 41.1 as correct score for the 

 class in question. A more correct rating can often be obtained from the two 

 scores nearest 20 per cent. 



12. The figures of Table 18 are for steps of 10. Where the steps are 5, the values 

 should be divided by 2. Where the steps are 20, the values should be multiphed by 2. 



