THe Effect of Method of Presentation on Spelling Scores
While scoring the spelling sub-test of the Cooperative English Test, Series II (1935 form), which had been administered to the majority of our freshmen,1 it occurred to the writers that the method of presentation em ployed in this particular test might not be very effective in securing a measure of a stu dent's real spelling ability. For the benefit of those unfamiliar with the Cooperative Eng lish Test, Series II, it should be pointed out that a student's ability to spell is measured by his ability to identify misspelled words in eight themes which make up the test of Eng lish Usage. Along with the misspelled words are errors in grammar, punctuation, and capi talization?all of which are to be corrected by the student in space provided at the right of the page. It seemed to the writers that the spelling test was really a measure of proof reading ability, and for that reason they de termined to measure spelling ability by an other procedure.