Problems whose per cents solved do not increase monotonically across grades are eliminated as not measuring grade-to-grade progress¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 1919 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Problems showing a constant grade-to-grade increase in per cents solving them are best for scaling, while erratic problems are regarded with suspicion and were eliminated from earlier editions of the test. → Herring 1919

Evidence¶

Herring 1919¶

Herring, J. P. (1919). Derivation of a scale to measure abilities in scientific thinking. The Journal of Educational Psychology. https://psycnet.apa.org/journal/edu

q2 · i? · design · r2

Methodological criterion stated in the section on locating each problem relative to grade medians: problems behaving erratically across grades were discovered and eliminated in earlier editions of the Scientific Method Test. No effect size is printed.

"if the sixth grade scores lower upon a given problem than the fifth, that problem does not measure progress from fifth to sixth grade ability."

Discussion¶

Related Claims¶

• Per cent solved is a variable, not a constant unit of difficulty, and is not comparable across groups — related
• Specific arithmetic problems were identified as troublesome through percentage analysis of test solutions — related
• Problem positions are averaged across grades with a weighting scheme that distrusts per cents near 0% and 100% and omits entries 3 P.E. or more from the median — related
• Intermedian grade distances on the scientific-thinking scale are derived from the per cent of each grade's pupils lying between successive grade medians — related