Excerpt from Teachers Marks: Their Variability and Standardization
Two distinct questions are involved in the problem of assigning marks to pupils. The first concerns the average standard of achievement which should be expected of normal children of a given age and grade, and the second concerns the distribution of the ability within the normal group around that standard. The first is a question for the school administrator primarily, while the second must be solved by the psychologist. The interrelation between the two questions is obvious and suggests the need for psychology in school administration and the need for keen insight into the problems of administration on the part of the educational psychologist. However, I shall not examine the second question beyond what its relation with the first demands.
The answer to the first question lies in our discovery of some method of defining merit in school work. We have long depended upon the examination paper and still do depend upon it almost universally. Out of a growing recognition of the inadequacy of the examination as at present administered, there has developed in this country a disposition to depend more and more upon the individual teacher"s notion of what is proper to expect in the way of student achievement. This is resulting in wide differences in demands because the standards of teachers are far from uniform. The standardizing influence of examinations is being removed without anything being put in its place. For example, the custom has come to be quite universal throughout the middle and western states of having admission to college based, not upon examinations as was the custom not so many years ago, but upon high school accreditment, which is an arrangement between the high school and college whereby the graduates of the high school are admitted to college without examination, provided certain standards in equipment, instruction, course of study, etc., are maintained by the high school.
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