An Experiment in Grading Problems in Algebra
Two hundred teachers of mathematics, chiefly members of the New York Section of the Association of Teachers of Mathematics of the Middle States and Maryland, ranked the twentyfive problems printed below for difficulty, “difficulty” being defined as in the instructions appended. The variations in the individual opinions were very great, being as shown in Table I. It is an interesting exercise to examine this table, and imagine, as well as one can, the points of view from which these varying estimates were each plausible-to divine, for example, why Problem Twas rated all the way from easiest to hardest of the twentyfive. How much of the variation was due to tenable points of view and how much was due to errors of judgment cannot, of course, be told until the problem in question has been tested with respect to the percentage of pupils able to solve it in the time allowed.