Summary. The effect upon teaching of feedback from student ratings was compared with the effect produced when such feedback was supplemented by consultation from a more experienced teacher. Consultation enhanced the positive effect of the feedback in terms of later student ratings. The effect upon student achievement in the classes of the teachers involved tended to be positive but not consistent across courses.
Nineteen school psychologists assigned the 142 items in the Form L-M of the Stanford-Binet Intelligence Scale to the five Operations categories of Guilford's Structure of Intellect model, following flow charts prepared for this purpose by Meeker (1965). On the average, one rater agreed with another on about half the items, and their modal assignments agreed with Meeker's (1969) assignments on only 81 (57%) of the items. These levels of agreement are judged not to be high enough to justify classifying Stanford-Binet items in accordance with the Structure of Intellect Operations categories.
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