Vocabulary test scores correlate moderately with teachers' final Latin grades, averaging .56 for Latin-English and .66 for English-Latin¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1917 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Correlations between vocabulary test performance and final Latin grades across eight schools averaged .56 (Latin-English) and .66 (English-Latin), indicating tolerably close agreement with teachers' estimates. → V. A. C. Henmon 1917

Evidence¶

V. A. C. Henmon 1917¶

V. A. C. Henmon. (1917). The Measurement of Ability in Latin. Part I. Vocabulary. The Journal of Educational Psychology. https://www.google.com/search?q=%22The+Measurement+of+Ability+in+Latin%22+Henmon

q2 · i? · associational · r1

Validity analysis correlating test scores with teachers' marked final grades for eight schools (Table II), with individual correlations ranging from .26 to .90. The article reports "a tolerably close agreement between scores and teachers estimates."

"The correlations, except in two instances, show a tolerably close agreement between scores and teachers estimates and indicate the usefulness of the tests in rating pupils."

Discussion¶

Related Claims¶

• The Latin-English and English-Latin vocabulary tests correlate very highly (average .82), so either test could be used alone without much error — related
• Group intelligence scores correlated only modestly with school marks (freshmen: 0.41 Thurstone, 0.56 Brown; junior high: 0.25 Illinois, 0.32 Otis), which the author attributes to marks depending on many non-intelligence factors — related
• Six component reading skills show strong average relationships with reading comprehension in struggling adult readers (rs ≥ .50) — related
• First-year Latin vocabulary scores vary widely across ten good high schools, from 90 percent correct to 42 percent correct on the Latin-English list — related