Requirements for the Groups

Bailey, W.A. —"The Administration of Quantitative and Qualitative Credit." Sch. Rev. Vol. XXV, No. 5, p. 305. A report of the system adopted in the Kansas City (Kas.) Central High School. Illustrations of the requirements for various grades in several subjects. Also some reference to the need for a distribution scale.

Beeson, Marvin F. —"School Marks in the High School." Sch. Adm. and Supv. Vo. VII, No. 7, p. 380. Accepts distribution of the normal probability curve. Does not believe in grading on "interest" and "attitude."

Bendict, H.Y. —"Standardization of Grades at the University of Texas." Sch. and Society Vo. 3, 1916—pages 105-107. Gives a perceptible distribution based on University of Texas experience and gives a series of instructions which were given to their teachers, intended to secure a more uniform grade distribution.

Cajori, FLORIAN—"A New Marking System and Means of Measuring Mathematical Abilities." Sch. Sci. and Math. Vo. XIV, No. 14, p. 283. Urges first the ranking of the pupils and then the distribution according to the normal probability curve.

Camp, Frederick S. —"Some Marks: An Administrative Problem ." Sch. Rev. Vol. XXV, No. 10, p. 697. Discussion of marks in Stamford, Conn., High School. A campaign on distribution was carried on. Favored the use of normal probability curve. Discussion of the meaning of "pass" and "100%.''

Colvin, S.S. —" Introduction to High School Teaching." Macmillan, 1917, p. 39, p. 157.

Dearborn, W.F. —" School and University Grades." University of Wiscon, 1910. A resume of other studies and a study of grades given in the University of Wisconsin.

Finklestein, I.E. —" Marking System in Theory and Practice." Favors five division distribution. Questions the use of percentile system. A study of marks at Cornell University. Reports a shewed curve.

Foster, Herbert H. —"Principles of Teaching in Secondary Education." 1921 ; p. 288, p. 292, p. 303-4, p. 307; Scribner's. Suggests a desirable distribution according to normal probability curve. Suggests the need for comparison of marks with those of other teachers.

Gray, Clarence T. —"Variations in the Grades of High School Pupils." A monograph. A study of high-school grades in a number of Chicago and Indiana schools. Discusses variability. Urges scientific study of the problem.

Griffey, — A. Master's Thesis in typewritten form—Educational Library, University of Chicago. A study made of a Michigan high school of about four hundred pupils by the principal, later superintendent in charge. He gives methods used and results secured.

Jaggard, Guy H. —"Improving the Marking System." Sch. Adm. and Supv. Vol. V, No. 1, p. 25. A report of a study made in Lawrence, Kansas, schools. Offers a distribution according to normal curve, with suggestions as to what each "grade" meant.

Johnson, F.W. —"Study of High School Grades." Sch. Rev. Vol. 19, January, 1911 . Study showing the wide variance of teacher's marks.

Jordan, R.H. —" Variations of Marking Systems as Diagnosed by Objective Tests." Jr. of Ed. Research, Vol. IV, No. 3, p. 173. A report of a study of 2,076 children in Minneapolis and St. Paul. Variation in marks between buildings. Urges the use of intelligent tests.

Judd, C.H. —" Scientific Study of High School Problems." Sch. Rev. Vol. 19, February, 1910. " Comparison of Grading Systems." Sch. Rev. Vol. 18, September, 1910. The first of these articles states the problem of the variation of teachers' marks; the second shows the inequality of the same grade when coming from different schools or even from the same school and urges the appointment of a committee by the North Central Association, to whom the address was delivered, to secure standardization of teachers' marks.

Kelly, Frederick James —"Teachers' Marks." 1914 Columbia Contribution No. 66. A thesis for the doctorate at Teachers' College. Discusses wide variation in distribution and the uncertainty of the meaning of any specific mark as, for instance, "70."

Kyte, George C. -"The Evolution of a Marking System from Chaos to Order." Sch. Adm. and Supv. Vol. VI, No. 1, p. 9. A report of a campaign carried on in the Whittier School, Berkeley, Calif. Definition of the meaning of each mark.

Masters, H.G. -"Standards for Rating Pupils." Jr. of Ed. Method, Vol. 1, No. 5, p. 176. A brief account of a co-operative grading system worked out in Beechview-Beechwood Schools in Pittsburgh. Pupils able to measure themselves fairly well. Marked on; knowledge of subject-matter, preparation, attitude, and application. A detailed analysis.

Maxwell, G.E. -"The Grading of Students." Sch. and Soc. Vol. 6, January, 1917, pp. 113-118. Suggestive in methods for the training of teachers. Suggests symbols, their interpretation and a scale of percentiles each should be of the total.

Meyer, Max F. —"The Kind of Scholarship Records to Be Kept in Schools." University of Missouri Bulletin——Volume 5, No. 32. Educational Series 8, November, 1914. This bulletin suggests first a series of blanks to make records available. The author next shows the difference in the distribution of grades by different teachers and urges as a remedy the definition of grades as certain percentages of the entire number of grades assigned over a long period of time. Contains a good bibliography up to November, 1914—the date of its publication.

Miller, W.S. - The Twenty-First Yearbook. Part II, 1922. "The Use of Intelligence Tests in the High School." Chap. VII, pp. 210-222.

Newlon, Jesse H. -"The System of Weighing Scholarship Marks in the Decatur High School." Sch. Adm. and Supv. Vol. III, No. 4, p. 227. Students may graduate with 14.54 units, for poorest students 17.66 may be required. Under a proposed scheme there would be a possible variation of from 13.33 units to 20 units.

Parker, S.C. ——" The Methods of Teaching in High School." Ginn, 1915, p. 377. The author accepts the Normal curve and offers a distribution apparently founded on cutting off the base line at 3.00 on either side of median.

Pickell, Frank G. —"Credit for Quality in the Richmond (Ind.) High School. Ed. Adm. and Supv. Vo. III, No. 9, p. 534. 160 credit hours—164 scholarship points. No one graduated with less than 15 credits. Under proposed schemes could be fro m14 to 18. Notes and similarity of each teacher's distribution of marks semester after semester. Offers a suggested "normal'' curve. Pressure on teacher for high marks.

Reisner, Edward H. -"Grading System in Use by the Kainsas State Agricultural College." Sch. Adm. and Supv. Vo. III, No. 7, p. 419. Gives the meaning and percentile distribution of marking system. Suggests its value as determining subject-matter to be given a class.

Roberts, Alexander S. —"A Study of the Marking System of Teachers of the Everett High School." Sch. Adm. and Supv. Vol. III, No. 8, p. 485. A detailed study in the Everett High School.

Rorem, S.O. -"A Grading Standard." Sch. Rev. Vol. XXVII, No. 9, p. 671. Suggests a five-division marking scale and endeavors to give both positive and negative characteristics of the work which shall justify each mark. Eight characteristics for each mark. However, not a clear distinction between one and two or four and five. More applicable to an elementary school than to a high school.

Rugg, H.O. -" Statistical Method as Applied to Education" Houghton Mifflin Company, 1917, p. 217. Favors a five group distribution. Thinks it is best to use normal curve with 2.50 as limits of the base line State normal distribution for a base of 2.50 and also of 3.00 on either side of mean.

Rugg, H.O. —" Teachers' Marks and the Reconstruction of the Marking System." El. Sch. Jr. Vol. XVIII, No. 9, p. 1. A very complete discussion. Objects to marking on the usual percentage scale. Favors normal curve distribution. Offers scale. Urges need for clear word-descriptions of "ability." Thinks pupils should be "ranked." Finally offers a program for reconstructing the marking system. Probably too idealistic for present.

Rugg, H.O. —" Marking System with Special Reference to the Marks of Illinois High School Teachers." Reports of Illinois High School Conference, 1914 . School marks should measure "accomplishment." A five division group is recommended.

Starch, Daniel. —" Marks as Measures of School Work." University of Wisconsin . A rather complete resume of other studies. Discusses units of a marking scale, distribution of marks, methods of overcoming variation. Combines the figures of Birge, Finkelstein, Foster on Harvard and Foster on Missouri to derive a scale of distribution.

Stewart, John L. -"Uniformity of Teachers' Marks versus Variability ." Sch. Rev. XXVIII, No. 7, p. 529. A qualitative system based on semester marks. An education cam paign among teachers on marking. A good instance of effect of such a campaign. Medians are used as measures of comparison. Used graphic means of illustration.

Weld, Leroy D. —"A Standard of Interpretation of Numerical Grades." Sch. Rev., Vol. XXV, No. 6, p. 412. Attempts to formulate a system of evaluating and equating marks irrespective of the variability of teachers in marking.

Wetzel, William A. —"The Use of the Normal Curve of Distribution in Estimating Students' Marks." The writer calls attention to the difference between "similar" and "identical" curves. He emphasizes the oft-neglected fact that curves to be comparable need to have equal bases and declares that "bases" in subjects in school have never been made equal. He calls for the use of objective standards.