AN HISTORICAL AND CRITICAL ACCOUNT OF THE ACCOMPLISHMENT QUOTIENT IDEA

AN HISTORICAL AND CRITICAL ACCOUNT OF THE ACCOMPLISHMENT QUOTIENT IDEA critical examination of these people’s ideas since only i this way can we fully n understand the inverted pyramid of confusion that has been built upon them. Monroe and Buckingham produced the Illinois Examination, a standardised group test battery which included general intelligence, arithmetic and silent reading. The norms for the reading and arithmetic tests were derived from the performances of pupils of the same mental age as indicated by the general intelligence component of the battery. These norms they expressed in Achievement Ages from which each pupils’ Achievement Quotient (A.Q.) was calculated by dividing by his Mental Age. The collaborators argued in this way : A pupil’s mental age represents his capacity to learn. If his Achievement Age is greater than his Mental Age he has achieved more than the average pupil of his Mental Age under average school conditions . . . If a pupil’s Achievement Age is less than his Mental Age we have evidence that he has not achieved as much as he should ” (a, 16). p. Since this was the prototype of a l such statements, it deserves careful l attention. Notice particularly three things : (1) The postulate that a pupil’s http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png British Journal of Educational Psychology Wiley

AN HISTORICAL AND CRITICAL ACCOUNT OF THE ACCOMPLISHMENT QUOTIENT IDEA

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Publisher
Wiley
Copyright
1959 The British Psychological Society
ISSN
0007-0998
eISSN
2044-8279
D.O.I.
10.1111/j.2044-8279.1959.tb01506.x
Publisher site
See Article on Publisher Site

Abstract

critical examination of these people’s ideas since only i this way can we fully n understand the inverted pyramid of confusion that has been built upon them. Monroe and Buckingham produced the Illinois Examination, a standardised group test battery which included general intelligence, arithmetic and silent reading. The norms for the reading and arithmetic tests were derived from the performances of pupils of the same mental age as indicated by the general intelligence component of the battery. These norms they expressed in Achievement Ages from which each pupils’ Achievement Quotient (A.Q.) was calculated by dividing by his Mental Age. The collaborators argued in this way : A pupil’s mental age represents his capacity to learn. If his Achievement Age is greater than his Mental Age he has achieved more than the average pupil of his Mental Age under average school conditions . . . If a pupil’s Achievement Age is less than his Mental Age we have evidence that he has not achieved as much as he should ” (a, 16). p. Since this was the prototype of a l such statements, it deserves careful l attention. Notice particularly three things : (1) The postulate that a pupil’s

Journal

British Journal of Educational PsychologyWiley

Published: Nov 1, 1959

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