“Interpretation of Educational Measurements”, 1927 (; backlinks; similar):
[Historically notable for introducing Kelley’s paradox, another fallacy related to regression to the mean.]
Among the outstanding contributions of the book are (1) the judgments of the relative excellence of assorted tests in some 70 fields of accomplishment, by Kelley, Franzen, Freeman, McCall, Otis, Trabue and Van Wagenen; (2) detailed and exact information on the statistical and other characteristics of the same tests, based on a questionnaire addressed to the text authors or (in the absence of reply) estimates by Kelley on the best data available; (3) a chapter of 47 pages condensing all the principal elementary statistical methods.
In addition, there is constant emphasis upon the importance of the probable error, with some illustrative applications; for example, it is maintained that about 90% of the abilities measured by our best “intelligence” and “achievement” tests are (due chiefly to the size of the probable errors) the same ability. A chapter sets forth the analytical procedures which lead to this conclusion and to 4 others earlier enunciated.
“Idiosyncrasy”, or inequality among abilities, which the author regards as highly valuable, is considered in two chapters; the remainder of the volume is devoted to a historical sketch of the mental test movement and a statement of the purposes of tests, the latter being illustrated by appropriate chapters.
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