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¶

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? In averaging each problem's position across grades, entries within 1 P.E. of the median receive weight 2, entries from 1 to less than 3 P.E. receive weight 1, and entries 3 P.E. or more are omitted; only three measures were omitted. → 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

Numerical weighting procedure in the section referring all problems to zero: per cents near 0% and 100% are distrusted and weighted low, e.g. problem 32 in grade VIII determined by 4.5% of children is less reliable than problem 21 at 47.6%. No effect size is printed.

"those entries in Table VIII within I P. E. of the median are given a weight of 2, those distant I P. E. or more, but less than 3 P. E., a weight of I, while those distant 3 P. E. or more, are omitted."

Discussion¶

Related Claims¶

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