A TENTATIVE REVISION AND EXTENSION OF THE
BINET-SIMON MEASURING SCALE OF INTELLIGENCE.
LEWIS M. TERMAN,
Assistant Professor of Education, Stanford University,
AND
MR. H. G. CHILDS,
Assisted in the Tests hy Katherin Homer Kip and Uditli M. BushueU.
In the light of the numerous recent studies of the progress
of children through the grades it would appear that the time
had arrived to determine more definitely than has yet been
attempted the qualitative nature of the phenomena of retardation
and acceleration. This determination should proceed
along two lines. It should ascertain as far as possible the
native intellectual endowment of each pupil, and it should
undertake to establish with reference to acceptable standards
his exact pedagogical status.
Though the latter task is by far the easier—is, in fact, quite
feasible for most kinds of school work—we have barely set
about its accomplishment. Except in handwriting and arithmetic,
there are no generally acceptable standards of school.
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