RESEARCH TOOL : RESEARCH TOOL : INTERVIEWINTERVIEW

Mukut HazarikaMukut HazarikaProfessorProfessor

Department of EducationDepartment of EducationDibrugarh UniversityDibrugarh University

InterviewInterview• The interview is a process of The interview is a process of

interaction or communication in interaction or communication in which the subject or interviewee which the subject or interviewee gives the needed information gives the needed information verbally in a face-to-face situation.verbally in a face-to-face situation.

Characteristics of Interview:Characteristics of Interview:• There is a face-to-face contact, There is a face-to-face contact,

conversational exchange and verbal conversational exchange and verbal interaction between the interviewer interaction between the interviewer and interviewee.and interviewee.

• Questions are asked and responses Questions are asked and responses are received verbally.are received verbally.

• Information is recorded by the Information is recorded by the interviewer.interviewer.

• The format of the interview is The format of the interview is considerably flexible.considerably flexible.

Techniques of Interviewing:Techniques of Interviewing:

• Preparation for the InterviewPreparation for the Interview

• Execution of the InterviewExecution of the Interview

• Recording of the InterviewRecording of the Interview

Rules to be followed during the Rules to be followed during the execution of an Interview execution of an Interview (Turney & Robb, 1971)(Turney & Robb, 1971)• Ask only one question at a time.Ask only one question at a time.• Repeat a question if necessary.Repeat a question if necessary.• Try to make sure that the subject Try to make sure that the subject

understands the question.understands the question.• Listen carefully to the subject’s answers.Listen carefully to the subject’s answers.• Observe the subject’s facial expressions, Observe the subject’s facial expressions,

gestures, and tone of voice.gestures, and tone of voice.

• Allow the subject sufficient time to Allow the subject sufficient time to answer the question, but do not let answer the question, but do not let the interview drag.the interview drag.

• Avoid suggesting answers to the Avoid suggesting answers to the questions.questions.

• Do not show signs of surprise, shock, Do not show signs of surprise, shock, anger, or other emotions if anger, or other emotions if unexpected answers are given.unexpected answers are given.

• Maintain a neutral attitude with Maintain a neutral attitude with respect to controversial issues during respect to controversial issues during the interview.the interview.

• Take note of answers that seem to Take note of answers that seem to be vague, ambiguous, or evasive.be vague, ambiguous, or evasive.

• In the unstructured interview, ask In the unstructured interview, ask additional questions to follow up additional questions to follow up clues or to obtain additional clues or to obtain additional information.information.

• Use tact and skill in getting the Use tact and skill in getting the subject back to an area of inquiry subject back to an area of inquiry when he has stayed too for from the when he has stayed too for from the original question.original question.

Advantages of Interview:Advantages of Interview:• It provides an opportunity to the It provides an opportunity to the

interviewer to question thoroughly interviewer to question thoroughly certain areas of inquiry.certain areas of inquiry.

• It permits greater depth of response.It permits greater depth of response.• It enables the interviewer to get It enables the interviewer to get

information concerning feelings, information concerning feelings, attitudes or emotions in relation to attitudes or emotions in relation to certain questions.certain questions.

• Interview allows greater flexibility in Interview allows greater flexibility in the process of questioning.the process of questioning.

Disadvantages of Interview:Disadvantages of Interview:• It is a time consuming technique.It is a time consuming technique.

• The effectiveness of interview depends The effectiveness of interview depends upon the skill of interviewer.upon the skill of interviewer.

• There is a constant danger of subjectivity There is a constant danger of subjectivity on the part of the interviewer.on the part of the interviewer.

• The interview is most difficult to employ The interview is most difficult to employ successfully, when some interviewees do successfully, when some interviewees do not respond freely, frankly and accurately, not respond freely, frankly and accurately, for even in the presence of a skilled for even in the presence of a skilled interviewer. interviewer.

Measurement:Measurement:

• Measurement refers to the process of Measurement refers to the process of assigning numerals to events, assigning numerals to events, objects, etc., according to certain objects, etc., according to certain rules (Singh, 1997).rules (Singh, 1997).

• Measurement consists of rules for Measurement consists of rules for assigning numbers to objects in such assigning numbers to objects in such a way as to represent quantities of a way as to represent quantities of attributes (Nunnally, 1970).attributes (Nunnally, 1970).

Properties of Measurement:Properties of Measurement:

• In the process of measurement, In the process of measurement, numbers are assigned according to numbers are assigned according to some rules.some rules.

• Measurement is always concerned Measurement is always concerned with certain attributes or features of with certain attributes or features of the object. It is these attributes or the object. It is these attributes or features of the object which are features of the object which are measured and not the object itself.measured and not the object itself.

• Measurement involves the process of Measurement involves the process of quantification.quantification.

Evaluation:Evaluation:• Evaluation is a process wherein the parts, Evaluation is a process wherein the parts,

processes, or outcomes of a programme processes, or outcomes of a programme are examined to see whether they are are examined to see whether they are satisfactory, particularly with reference to satisfactory, particularly with reference to the programme’s stated objectives, our the programme’s stated objectives, our own expectations, or our own standard of own expectations, or our own standard of excellence (Tuckman,1975).excellence (Tuckman,1975).

• Evaluation involves a process of appraisal Evaluation involves a process of appraisal of an object or event with reference to of an object or event with reference to some standard (Singh, 1997).some standard (Singh, 1997).

Educational Evaluation:Educational Evaluation:

• Educational evaluation deals with Educational evaluation deals with students’ evaluation which includes the students’ evaluation which includes the assessment of the performance of the assessment of the performance of the students in the areas of their students in the areas of their personality development in terms of personality development in terms of intellectual, social and emotional intellectual, social and emotional development after they have been development after they have been provided learning experiences through provided learning experiences through classroom processes.classroom processes.

Relationship of Evaluation and Relationship of Evaluation and Measurement (Gronlund,1981):Measurement (Gronlund,1981):

• MeasurementMeasurement- quantitative - quantitative descriptiondescription

• EvaluationEvaluation- quantitative description - quantitative description (measurement) and/or qualitative (measurement) and/or qualitative description (non-measurement) + description (non-measurement) + value judgment.value judgment.

Components of Evaluation:Components of Evaluation:

• Information gatheringInformation gathering

• Interpretation of informationInterpretation of information

• Judgment formingJudgment forming

• Decision makingDecision making

Principles of Evaluation:Principles of Evaluation:

• Determining and clarifying what is to be Determining and clarifying what is to be evaluated evaluated

• Selecting evaluation techniques in terms Selecting evaluation techniques in terms of the purposes to be servedof the purposes to be served

• Combining a variety of evaluation Combining a variety of evaluation techniques for comprehensive evaluationtechniques for comprehensive evaluation

• Knowing the strengths and limitations of Knowing the strengths and limitations of various evaluation techniquesvarious evaluation techniques

• Evaluation is a means to an end, not end Evaluation is a means to an end, not end in itselfin itself

Levels of Measurement:Levels of Measurement:

• There are four different ways of assigning There are four different ways of assigning numerals to the attributes of the objects. numerals to the attributes of the objects. Based upon these four ways, there are four Based upon these four ways, there are four different levels or scales of measurement.different levels or scales of measurement.

• They are:They are:a) Nominal or Classificatory Levela) Nominal or Classificatory Levelb) Ordinal Levelb) Ordinal Levelc) Interval scalec) Interval scaled) Ratio Scaled) Ratio Scale

Nominal or Classificatory Nominal or Classificatory Level:Level:

Numbers are used to name, identify Numbers are used to name, identify or classify persons, objects, groups, etc.or classify persons, objects, groups, etc.

Features:Features:• The group under classification should be The group under classification should be

so comprehensive that they so comprehensive that they accommodate all objects or events accommodate all objects or events under study.under study.

• The objects under study exclusively fall The objects under study exclusively fall under one category.under one category.

• The members of the same class or The members of the same class or group are considered equal.group are considered equal.

• The categories differ qualitatively The categories differ qualitatively and not quantitatively.and not quantitatively.

• Permissible statistics are frequency, Permissible statistics are frequency, percentage, chi-square test, co-percentage, chi-square test, co-efficient of contingency.efficient of contingency.

• Four arithmetic operations are not Four arithmetic operations are not permissible. permissible.

Ordinal Level:Ordinal Level:

Numbers denote the Rank Order of Numbers denote the Rank Order of the objects or the individuals.the objects or the individuals.

Features:Features:• A relationship of ‘greater than’ or ‘lesser A relationship of ‘greater than’ or ‘lesser

than’ exists between the group than’ exists between the group members.members.

• Measures are not absolute quantities.Measures are not absolute quantities.• The distance between the different Rank The distance between the different Rank

values is not equal.values is not equal.

• The ranks assigned to one or more The ranks assigned to one or more individuals in a group may be individuals in a group may be changed if one or more individuals changed if one or more individuals drop out or if new individuals enter drop out or if new individuals enter the group.the group.

• Permissible statistics are Median, Permissible statistics are Median, Percentiles, Rank order coefficients Percentiles, Rank order coefficients and Non-parametric statistics.and Non-parametric statistics.

Interval scale:Interval scale:

Numerically equal distances on the Numerically equal distances on the scale indicate equal distances in the scale indicate equal distances in the properties of the objects being properties of the objects being measured.measured.

Features:Features:• Unit of measurement is equal and Unit of measurement is equal and

constant.constant.• The numerals indicate how much of a The numerals indicate how much of a

given characteristic is present.given characteristic is present.

• Absence of absolute zero.Absence of absolute zero.

• The numerals can be added or The numerals can be added or subtracted.subtracted.

• Multiplication and division are not Multiplication and division are not permissible.permissible.

• Permissible statistics are Arithmetic Permissible statistics are Arithmetic Mean, Standard Deviation, t-Test, Mean, Standard Deviation, t-Test, ANOVA, ANCOVA, Factor Analysis, ANOVA, ANCOVA, Factor Analysis, Pearson’s r, etc.Pearson’s r, etc.

Ratio Scale:Ratio Scale:The ratio of any two numbers or The ratio of any two numbers or numerals is independent of the unit numerals is independent of the unit of measurement and therefore, can of measurement and therefore, can meaningfully be equated.meaningfully be equated.

Features:Features:• Existence of an absolute zero.Existence of an absolute zero.• Numbers on a ratio scale indicate the Numbers on a ratio scale indicate the

actual amount of the property under actual amount of the property under measurement. measurement.

• The numerals of the ratio scale have The numerals of the ratio scale have the qualities of real numbers. All the qualities of real numbers. All arithmetic operation including arithmetic operation including multiplication and division are multiplication and division are permissible.permissible.

• All statistical techniques usable at the All statistical techniques usable at the nominal, ordinal and interval levels nominal, ordinal and interval levels are usable.are usable.

• Geometric and harmonic means and Geometric and harmonic means and coefficient of variation can be used.coefficient of variation can be used.

Kinds of Evaluation:Kinds of Evaluation:

• Placement Evaluation/Entry Placement Evaluation/Entry BehaviourBehaviour

• Formative EvaluationFormative Evaluation

• Diagnostic EvaluationDiagnostic Evaluation

• Summative EvaluationSummative Evaluation

Placement Evaluation:Placement Evaluation:

• It is meant for finding out the It is meant for finding out the position of a child in the initial stage position of a child in the initial stage of learning or entering a new course.of learning or entering a new course.

• It is used for selecting an individual It is used for selecting an individual for an occupation.for an occupation.

• It is helpful for a teacher to know It is helpful for a teacher to know previous knowledge of a child so as previous knowledge of a child so as to make him/her ready for further to make him/her ready for further learning. learning.

• It enables a teacher to detect the It enables a teacher to detect the weakness and strength of a child’s weakness and strength of a child’s learning.learning.

Formative Evaluation:Formative Evaluation:

• The evaluation done during the course of The evaluation done during the course of teaching and learning to know the child’s teaching and learning to know the child’s progress is called formative evaluation.progress is called formative evaluation.

• The main purpose of formative evaluation is The main purpose of formative evaluation is to find out the extent to which a child is to find out the extent to which a child is following the instructions.following the instructions.

• It provides feedback to both the teacher and It provides feedback to both the teacher and the student regarding the progress of the the student regarding the progress of the student and the efficiency of teaching student and the efficiency of teaching methods so that teaching learning process methods so that teaching learning process can be improved.can be improved.

• Formative evaluation is continuous in Formative evaluation is continuous in nature.nature.

• This type of evaluation can be done This type of evaluation can be done by means of unit tests, informal class by means of unit tests, informal class tests, assignments, and other tests, assignments, and other classroom activities.classroom activities.

• The deficiencies in learning can be The deficiencies in learning can be removed by re-teaching.removed by re-teaching.

Purposes of Formative Purposes of Formative evaluation:evaluation:

• To monitor students learning for the To monitor students learning for the purpose of providing individualized purpose of providing individualized instruction.instruction.

• To evaluate teaching effectiveness.To evaluate teaching effectiveness.• To evaluate courses and curricula with the To evaluate courses and curricula with the

purpose of modification, updating or purpose of modification, updating or replacement, if necessary.replacement, if necessary.

• To evaluate curriculum materials.To evaluate curriculum materials.• To evaluate the learning environment with To evaluate the learning environment with

a view to improve it.a view to improve it.

Diagnostic Evaluation:Diagnostic Evaluation:

• The evaluation which is meant to The evaluation which is meant to diagnose learning difficulties of a diagnose learning difficulties of a child in a particular subject with child in a particular subject with reference to conceptual reference to conceptual understanding, process of learning, understanding, process of learning, language deficiencies, etc., called language deficiencies, etc., called diagnostic evaluation.diagnostic evaluation.

Summative Evaluation:Summative Evaluation:

• The evaluation done at the end of a course The evaluation done at the end of a course or a term is called summative evaluation.or a term is called summative evaluation.

• Summative evaluation is concerned with Summative evaluation is concerned with making judgments about a finished making judgments about a finished product or process.product or process.

• It involves a formal testing of the pupils’ It involves a formal testing of the pupils’ achievement and is used for grading, achievement and is used for grading, ranking, promoting and certifying the ranking, promoting and certifying the achievement of the students.achievement of the students.

• It does not provide any scope for diagnosis It does not provide any scope for diagnosis and remedial teaching.and remedial teaching.

Distinction between Distinction between Psychological Measurement Psychological Measurement and Physical Measurement:and Physical Measurement:• In physical measurement the unit of In physical measurement the unit of

measurement is fixed and constant measurement is fixed and constant throughout the measurement whereas in throughout the measurement whereas in psychological measurement the unit of psychological measurement the unit of measurement is not fixed and varies during measurement is not fixed and varies during the process of measurement.the process of measurement.

• In physical measurement there is a true zero In physical measurement there is a true zero point whereas in psychological point whereas in psychological measurement there is an arbitrary zero measurement there is an arbitrary zero point.point.

• Physical measurement more Physical measurement more accurate and predictable than accurate and predictable than psychological measurement.psychological measurement.

• Physical measurement is direct Physical measurement is direct whereas psychological measurement whereas psychological measurement is indirect.is indirect.

• In physical measurement the entire In physical measurement the entire quantity can be measured whereas quantity can be measured whereas in psychological measurement the in psychological measurement the entire quantity cannot be measured entire quantity cannot be measured but only a sample representing that but only a sample representing that can be measured.can be measured.

Distinction between evaluation Distinction between evaluation and Measurement:and Measurement:

• Judgment on the basis of Judgment on the basis of measurement is called evaluation measurement is called evaluation whereas measurement is assigning a whereas measurement is assigning a number to attributes of objects, number to attributes of objects, events, etc. according to some rules.events, etc. according to some rules.

• Evaluation is subjective and it Evaluation is subjective and it depends on the person who evaluates depends on the person who evaluates whereas measurement is objective.whereas measurement is objective.

• Evaluation is qualitative and/or Evaluation is qualitative and/or quantitative description plus value quantitative description plus value judgment whereas measurement is judgment whereas measurement is quantitative description of attributes quantitative description of attributes of events, objects, individuals, etc.of events, objects, individuals, etc.

Functions of Measurement:Functions of Measurement:

• In Selection:In Selection:

• Classification:Classification:

• Comparison:Comparison:

• Guidance and Counselling:Guidance and Counselling:

• Research:Research:

• In improving classroom Instructions:In improving classroom Instructions:

Characteristics of a good Characteristics of a good evaluation programme:evaluation programme:

• Evaluation should be an objective-based Evaluation should be an objective-based process.process.

• It should be a continuous process.It should be a continuous process.

• It should be comprehensive.It should be comprehensive.

• It should be an integral part of instruction.It should be an integral part of instruction.

• Evaluation should be dynamic process.Evaluation should be dynamic process.

• It should be a judgment-making process.It should be a judgment-making process.

• It should be a cooperative process.It should be a cooperative process.

The 1905 Binet-Simon The 1905 Binet-Simon Scale:Scale:

The 1905 Binet-Simon Scale was devised The 1905 Binet-Simon Scale was devised primarily to identify mentally deficient primarily to identify mentally deficient children in the school of Paris.children in the school of Paris.

The principle based on which this scale was The principle based on which this scale was prepared is that we may identify differences prepared is that we may identify differences in mentality, differences in degrees of in mentality, differences in degrees of brightness or dullness, with differences in brightness or dullness, with differences in levels of development as represented by the levels of development as represented by the average capacities of children of various average capacities of children of various age. age.

Features of the 1905 Binet- Features of the 1905 Binet- Simon Scale:Simon Scale:

• The scale consists of thirty items.The scale consists of thirty items.

• The norms of the scale were based upon The norms of the scale were based upon records of only ten cases in each of the records of only ten cases in each of the following age groups: 3,5,7,9 and 11 following age groups: 3,5,7,9 and 11 years.years.

• The items are arranged in increasing order The items are arranged in increasing order of difficulty.of difficulty.

• The set of tests was not separated into The set of tests was not separated into age groups.age groups.

Features of the 1908 Binet- Features of the 1908 Binet- Simon Scale:Simon Scale:

• The items are grouped at the The items are grouped at the appropriate age levels, from 3 years appropriate age levels, from 3 years to 13 years.to 13 years.

• There are five items in each of the There are five items in each of the following age groups: 3,5,10,11 and following age groups: 3,5,10,11 and 12 years.12 years.

• There are six items at each of the There are six items at each of the age level 8 and 9 years.age level 8 and 9 years.

• There are four items at the age level There are four items at the age level 4, seven items at 6, eight items at 7 4, seven items at 6, eight items at 7 and three items at 13 years.and three items at 13 years.

• There are a total of fifty-nine test There are a total of fifty-nine test items in the 1908 Binet-Simon Scale.items in the 1908 Binet-Simon Scale.

• As compared with the 1905 scale, As compared with the 1905 scale, age range extends higher in the age range extends higher in the 1908 scale.1908 scale.

• The concept of mental age is The concept of mental age is employed for the first time.employed for the first time.

Standardization of 1908 Binet-Standardization of 1908 Binet-Simon Scale:Simon Scale:

• The test was placed at the year level The test was placed at the year level where it was passed satisfactorily by two where it was passed satisfactorily by two thirds to three fourths of a representative thirds to three fourths of a representative group of children of that age.group of children of that age.

• The ideal standard was to place a test at a The ideal standard was to place a test at a year level where it was passed by seventy year level where it was passed by seventy five percent of that age group.five percent of that age group.

• Setting this as an ideal standard because Setting this as an ideal standard because it fits with normal curve.it fits with normal curve.

• The individuals constituting the middle The individuals constituting the middle fifty percent of the distribution are the fifty percent of the distribution are the typical persons of the age group; typical persons of the age group; hence, their test performance should hence, their test performance should be regarded as typical or normal for be regarded as typical or normal for their age. If the middle fifty percent of their age. If the middle fifty percent of a given age are able to pass a test, a given age are able to pass a test, then that same test can be passed by then that same test can be passed by the twenty-five percent who are above the twenty-five percent who are above the middle group in ability, making a the middle group in ability, making a total of seventy-five percent who are total of seventy-five percent who are able to pass the test.able to pass the test.

• Validity of Binet-Simon Scale was also Validity of Binet-Simon Scale was also determined by distinguishing between determined by distinguishing between groups of individuals of known ability groups of individuals of known ability (mentally deficient, average and (mentally deficient, average and superior), showing appreciable or superior), showing appreciable or significant differences between significant differences between percentages passing at successive age percentages passing at successive age levels, and correlating it with levels, and correlating it with scholastic achievement.scholastic achievement.

• Binet-Simon standardized 1908 scale Binet-Simon standardized 1908 scale after individual examinations of 203 after individual examinations of 203 Paris school children between the ages Paris school children between the ages of 3 and 13 years.of 3 and 13 years.

• In addition, they also used In addition, they also used symmetrical bell-shaped curve as a symmetrical bell-shaped curve as a criterion, though without using criterion, though without using precise numerical values. They precise numerical values. They stated that the number of children stated that the number of children testing above the age (superior) testing above the age (superior) should equal the number testing should equal the number testing below age (inferior), and the number below age (inferior), and the number testing at age, or normal, should be testing at age, or normal, should be greater than the number who rank as greater than the number who rank as either superior or inferior. either superior or inferior.

Mental Age Mental Age

• The subject was credited with the age The subject was credited with the age level at which he passed all test.level at which he passed all test.

• To this basic level (basal level) an To this basic level (basal level) an additional year’s credit is added for additional year’s credit is added for every five tests passed at higher levels.every five tests passed at higher levels.

• The total is the subject’s mental age.The total is the subject’s mental age.

• No credits is given for a fraction of a No credits is given for a fraction of a year.year.

The 1911 Revision of the Binet The 1911 Revision of the Binet Scale:Scale:

• Four of the tests at the 11 year level Four of the tests at the 11 year level were raised to the 12 year level.were raised to the 12 year level.

• All 12 year tests were raised to the 15 All 12 year tests were raised to the 15 year level.year level.

• The three tests of year 13, plus two The three tests of year 13, plus two new ones, constituted the new adult new ones, constituted the new adult level.level.

• No tests were provided for the 11-, No tests were provided for the 11-, 13-, and 14-year levels.13-, and 14-year levels.

• Several tests found in the 1908 scale were Several tests found in the 1908 scale were omitted from the 1911 scale because they omitted from the 1911 scale because they seemed to depend upon too much on the seemed to depend upon too much on the school learning or incidental learning.school learning or incidental learning.

• At age level 3, 4, 5, the tests are the same At age level 3, 4, 5, the tests are the same as in 1908 version.as in 1908 version.

• The method of scoring the 1911 was The method of scoring the 1911 was modified so that fractions of a year could modified so that fractions of a year could be used in determining the mental age.be used in determining the mental age.

• Since there were five tests at each age Since there were five tests at each age level (except at age 4), each counted as level (except at age 4), each counted as two tenths of a year.two tenths of a year.

• A child whose mental age is equal to A child whose mental age is equal to his chronological age considered as his chronological age considered as ‘regular’ in intelligence; one whose ‘regular’ in intelligence; one whose mental age is higher is called mental age is higher is called ‘advanced’; and one whose mental ‘advanced’; and one whose mental age is lower is called ‘retarded’.age is lower is called ‘retarded’.

Stanford Revision of the Binet-Stanford Revision of the Binet-Simon Intelligence Scale of Simon Intelligence Scale of 1916:1916:• The 1916 scale includes 90 test The 1916 scale includes 90 test

items, covering an age range from 3 items, covering an age range from 3 years to 14 years.years to 14 years.

• There are also two additional groups There are also two additional groups of test items, one at the ‘average of test items, one at the ‘average adult’ level and another at the adult’ level and another at the ‘Superior adult’ level.‘Superior adult’ level.

Validation of The Stanford Validation of The Stanford revision of 1916:revision of 1916:

• The process of selecting the items The process of selecting the items involved:involved:

1.1. Comments and notes of the Comments and notes of the examiners, including verbatim examiners, including verbatim responses of the subjects passing responses of the subjects passing each test items.each test items.

2.2. The percentage of subjects passing The percentage of subjects passing each test at each age level. each test at each age level.

• In addition to the above Terman used the In addition to the above Terman used the following criteria for validation of the 1916 following criteria for validation of the 1916 scale:scale:

1.1. In each age group, all the subjects tested In each age group, all the subjects tested were divided into three classes: those were divided into three classes: those testing below 90 IQ, those testing between testing below 90 IQ, those testing between 90 and 109, and those testing 110 and 90 and 109, and those testing 110 and above. Each test item was then examined above. Each test item was then examined to determine whether it was passed by a to determine whether it was passed by a ‘decidedly higher’ percentage of individuals ‘decidedly higher’ percentage of individuals in the superior IQ group than in the inferior. in the superior IQ group than in the inferior. Only those test items that satisfied this Only those test items that satisfied this criterion were retained. criterion were retained.

2. The IQs obtained with 504 school 2. The IQs obtained with 504 school children were compared with their children were compared with their scholastic ratings, as graded by scholastic ratings, as graded by their teachers on a five point scale; their teachers on a five point scale; namely very inferior, inferior, namely very inferior, inferior, average, superior, very superior. average, superior, very superior. Moderate agreement was found Moderate agreement was found between intelligence quotients and between intelligence quotients and school rating. The co-efficient of school rating. The co-efficient of correlation was .48 correlation was .48

• The relation between IQ and grade The relation between IQ and grade progress was studied for the children progress was studied for the children on whom the scale was standardized. on whom the scale was standardized. The coefficient of correlation was The coefficient of correlation was fairly high.fairly high.

Reliability of the Stanford Reliability of the Stanford Revision of 1916:Revision of 1916:

• The reliability of the scale was The reliability of the scale was determined by the method of self-determined by the method of self-correlation. The coefficient of correlation. The coefficient of correlation was found to be ranges correlation was found to be ranges from .80 to .95 because of the from .80 to .95 because of the variation of the size and constitution variation of the size and constitution of the experimental group. of the experimental group.