Abstract
Two phases of the reliability of teachers' ability to grade examination papers are examined in this study: first, the reliability of teachers' estimates of the difficulty of examination questions compared with the actual difficulty as shown by the number of times each question is answered right, the number of times it is missed, and the number of times it is omitted by pupils taking the examination; second, the distribution of grades assigned by teachers without and with a standard for determining the grade. This study was made primarily for the purpose of securing data that would point out to teachers objectively the reliability of their estimates of the difficulty of examination questions, the reliability of their estimates in weighting different questions, the reliability of grades assigned to examination papers by them, and, finally, the comparison of their grades without and with the use of a standard for determining them. As a basis for the study, the writer asked the teacher of the fifth grade in the Consolidated School of Clifton, Col., for the examination questions in arithmetic that she had just given to her class. The following is an exact copy of the questions:
Published Version
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