Haggerty: The Ability to Read 



61 



Fifteen thousand, There were 15,000, or the equivalent. All else wrong. 

 5. Two hundred thousand, 200,000. Call very many, a great many, etc., 

 wrong. 



Set V, Element 1. Be liberal; any answer noting that a gas range is 

 cooler than a coal range, is to be called right unless the incompleteness is 

 surely due to misreading rather than poor expression, e.g. Makes it 

 cooler. To make it cooler, A gas range is cooler. When you use a gas stove, the 

 kitchen ia cooler. The gas is cooler. But if there is evidence that the pupil 

 did not understand the 'what effect' or 'instead of,' etc., call it wrong. 

 Thus Not to make the house too warm. Because it does not give so much 

 heat; Because it makes it cooler. Gas range does not give much heat, are all 

 to be scored wong. 2. A coal range. 3. In the end oven, In the end 

 ovens. 4. Book-making; the making of books. 5. With the author's 

 "manuscript". With the manuscript; With the writer; With the author. 



Composite jScores 



A. Computing class scores. 



1. Use class record sheet 2. 



2. Copy from individual score sheet upon the record sheet the name of 

 each pupil and the number of errors made by him in each element of each 

 set. 



3. Total the figures for each set in the broad column immediately at the 

 right of the set in question. 



4. Total these results at the bottom of the page in the line marked 

 "Total number wTong". Divide the several totals by the product of the 

 number of individuals times the number of questions in the set. Thus in 

 Set I; let the total number of errors be twelve and the total number of in- 

 di'/iduals in the class 20. Since the chances of error in Set I are three, you 

 multiply 3 by 20 which gives 60. This sixty you divide into 12 which gives 

 .20 or 20 per cent, the per cent of error made by the entire class in Set I. Set 

 I is then the score for the class if, as is likely, the following set gives a higher 

 percentage of error. In any case, the class score is the number of the set 

 which gives 20 per cent of error. 



5. If no single set gives exactly 20 per cent of error, the actual class 

 score will be intermediate between the two sets which gives nearest 20 per 

 cent of error. By means of Table 18, this intermediate value may be 

 calculated. 



B. For two or more classes of the same grade. 



1. Make table similar to one used in compiling class scores. 



2. Enter in a manner similar to entering the records of individual 

 pupils the total number of errors and omissions for each class. These figures 

 are taken directly from the totals on the class score sheet. 



3. Add the figures in each column and divide by the total number of 

 children times the number of questions in the set in question. The score is 

 again indicated by that set in which the per cent of error is 20. 



C. For two or more grades. 



The method here is the same as under A, except that the compilation 

 includes different grades. Thus one may compute the score for all the 

 classes of the three, four or five grades, in a building. The result is a score 

 for the building. 



