Total point score correlates with teachers' school marks at .80, .41, and .50 in the fourth, sixth, and eighth grades, and brightness coefficients rise with amount of schooling¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 1917 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Correlations between total point score and school mark were .80, .41, and .50 for the fourth, sixth, and eighth grades respectively. → Arthur S. Otis 1917 q2 i? Advanced pupils tend to obtain high coefficients of brightness and retarded pupils low ones. → Arthur S. Otis 1917 (2)

Evidence¶

Arthur S. Otis 1917¶

Arthur S. Otis. (1917). An Absolute Point Scale for the Group Measurement of Intelligence.—Part II. The Journal of Educational Psychology. https://doi.org/10.1037/h0074753

q2 · i? · associational · r1

Separate per-grade correlations between teachers' final school marks and total point scores, because marks from different teachers were not comparable. The article reports "The coefficients were found for the fourth, sixth, and eighth grades to be respectively .80, .41, and .50," while noting teachers' marks have no reliability measure.

"The coefficients were found for the fourth, sixth, and eighth grades to be respectively .80, .41, and .50."

Arthur S. Otis 1917 (2)¶

Arthur S. Otis. (1917). An Absolute Point Scale for the Group Measurement of Intelligence.—Part II. The Journal of Educational Psychology. https://doi.org/10.1037/h0074753

q2 · i? · associational · r1

Analysis of self-reported schooling time for 121 pupils grouped by retardation or advance (Table VII), with data from 10 pupils missing. Average brightness coefficients rose from 77 for pupils retarded 3 years to 114 for those advanced 2 years; the author reports "a very definite tendency for advanced pupils to obtain high coefficients of brightness."

"There is, however, a very definite tendency for advanced pupils to obtain high coefficients of brightness and for retarded pupils to obtain low coefficients of brightness."

Discussion¶

Related Claims¶

• Intelligence-test scores overlap substantially across non-consecutive grades, with some fourth graders scoring above the fifth-grade norm — related
• Spelling test scores correlate highly with teachers' year-long marks (average coefficient .69 across grades 3–8) — 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