Completion-Test Language Scales (Classic Reprint) - Softcover

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Excerpt from Completion-Test Language Scales

Estimates of Associates, and the Results Of Tests. Schoo and Society, 11 PP 171-179.

One of the difficulties with the completion test has been that it was almost impossible to measure progress with it, because Of the impossibility Of finding two paragraphs Of exactly the same difficulty. The story Of a paragraph does not pass out of one's mind completely, and it is therefore not quite fair to say that better completion of the same paragraph at the second trial means improvement in ability. The scales presented in this study are made up Of sentences dealing with a wide variety Of subjects, none Of which are very interesting in themselves, and as a rule they are forgotten comparatively soon. Because Of this variety of subject matter and the careful gradation of the sen tences, it will be possible to use the same scale upon the same children, after allowing a year or more for them to forget about it, without greatly invalidating the results. This will not be necessary, however, for Scales B, C, D, and E are for all practical purposes equal and interchangeable. Scales J and K are fairly well matched, and likewise Scales L and M differ very little in their difficulty.

Having the tests arranged as steps on a scale with approxi mately equal intervals between the steps Offers several advan tages over the paragraph-completion method. The individual being tested is not discouraged by having a task set for him which is beyond his powers, nor is he disgusted at having to do child's play. The first sentences are easy enough to encourage the youngest child who can read them, and the last sentences are hard enough to require thought Of well trained persons. With these smaller sentence units it is also possible to get a more accurate judgment as to the quality Of an individual's perform ance, and the comparison of two such performances is much more valid. It is very much easier and more accurate to judge that a sentence is right, almost right, or wrong than it is to judge that a paragraph is 20 per cent, 35 per cent, or 70 per cent right. The average teacher finds it almost impossible to assign paragraph -completion scores which are quite comparable to the scores that a trained psychologist would assign to the same paragraphs. Very few teachers will be found, however, who can not use the scales proposed in this monograph and, with the assistance Of the suggested scheme for scoring given in the Appendix, secure results which may be compared directly with the results obtained by other teachers in other school systems.

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