Intelligence Tests Versus Teacher’s Estimate
By Ethel D. Whitmire, Graduate Student, Leland Stanford Jr. University. The following report is offered as a piece of evidence for the accuracy of the intelligence tests in determining the ability of students as opposed to the sometimes vague or indefinite judgment of the teacher. The Stanford Revision of the Binet Simon tests was used by the examiner in obtaining some special information about retarded children. The two subjects specially described are pupils in the high sixth grade of a large public school. The teacher of their class gave a detailed account of difficulties concerning a number of backward children and was particularly perplexed regarding Anna and Roy. In her opinion neither one could accomplish the work of the grade, but she said that of the two Anna was more capable, more willing and more ambitious. There was no criticism of Roy’s behavior other than that he seemed too indifferent to apply the necessary effort. Both pupils were going to be promoted, however, at the midterm because the incoming class would be too large to permit their remaining in it.
Roy’s attitude during the test was that of ordinary interest coupled with an evident desire to answer the various questions as well as possible. He volunteered the regret that he had not worked harder to obtain better marks in school but had felt no other interest beyond the ever-present desire to enlist in the navy. He frankly acknowledged that he “hated” school and so informed the teacher. From other sources the examiner learned that Roy’s home life is very unsettled. His mother is a confirmed alcoholic. His father is engaged in the lumber business and is away from home most of the time. Roy spends his vacations with his father and completed the work of the fifth grade in a little school in the mountains near the lumber camp. Upon returning to the city he said that his experience in the mountains made him feel older than his former schoolmates, and he was disappointed that he was not more advanced in his studies. In his own words, “There I worked around the camp on Saturdays and sometimes went hunting with the men on Sundays, and when I came down here to school again I was not up in class with the boys and girls I had known.”
The results of the test were as follows: C. Age 13-7, M. Age 14-2, I. Q. 106. (197)
Anna, the sccond subject, is of Italian parentage but speaks English at home. Her mother was born in this country, and her father came here as a boy. He had not had an education beyond the fourth grade. Her mother had attended a convent for several years and had been married at the age of sixteen. The family lived on a small ranch belonging to an uncle, but the father was planning to purchase it with his accumulated savings.
During the test Anna was very quiet, smiling continually and rather blankly. When the questions belonging to the seven-year group were reached her expression showed real interest, as she did not have to hesitate for a suitable answer. She became communicative and told the examiner that she liked to go to school, and that she studied her lessons every day but forgot them easily. She has been promoted fairly regularly but had not thought of trying to progress farther than the eighth grade. She seemed like a very young child when she added, like a list of virtuous acts, that she always helped the teacher by watering the plants, cleaning the boards and bringing fresh flowers for the room.
The results of the test were as follows: C. Age 13-6, M. Age 8-3, I. Q. 61.
We may only guess at the standard of the particular teacher in regard to the meaning of general intelligence. The evidence in Anna’s case makes us conclude that the attitude of willingness, attention and attempts at studying formed too large a part in the definition of ability. The poor results of her efforts were excused by the facts of a weak memory, lack of confidence and marked shyness. Her ability was overestimated chiefly on account of her pleasant nature. Roy’s ability was underestimated because he did not come up to the teacher’s idea of showing the proper attitude towards his work and therefore became difficult. He had made good progress up to the fifth grade, and because he did not study this progress had not continued. He was not plastic enough to accept the routine with the cheerfulness of Anna, and so his rebellion was taken for stupidity.
More definite conclusions might have been possible had not the psychologist in charge desired that the results of the tests should not be discussed with the teacher.
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