ABSTRACT AN ANALYSIS AND COMPARISON OF THE SHORTHAND SECTION OF THE CIVIL SERVICE STENOGRAPHIC EXAMINATIONS AND PUBLIC HIGH SCHOOL BUSINESS TEACHER SHORTHAND TESTS by Mildred L. Williams Purpose of the Study The purposes of this study were threefold: (l) to analyze and compare State Civil Service steno— graphic tests and testing practices with those of public high school teachers of advanced shorthand and transcrip- tion; (2) to analyze and compare statistically the difficulty level of the shorthand sections of State Civil Service entry—level examinations and the difficulty level Of tests given by public high school teachers of advanced shorthand and transcription; and (3) to determine the statistical relationship, if any, between student per- formance on a conventional, teacher-type dictation test and on a State Civil Service nondictation type of test. Mildred L. WilliamS' Procedures The normative survey method was used to gather pertinent information from Civil Service Commissions and from business teachers. A questionnaire was develOped and mailed to SC) 53tzarte Civil Service Commissions, together with a request ft>1r a: recent c0py of the entry-level dictation materials used for testing purposes. A second questionnaire was designed and mailed to 500 randomly selected public high school teachers of advanced shorthand and transcription - A percentage analysis was then made of the replies of each group. <2cnnparisons were made of these percentage analyses to determine the similarities and differences which existed. The syllabic intensities of selected tests of both groups were calculated and then compared statistically to determine whether there was a significant difference in difficulty between the tests of the two groups. Another statistical comparison was made of the scores of students who took both the nondictation Civil Service test and a teacher-type, orally dictated shorthand test. ...~ Mildred L. Williams Findings The typical State Civil Service Commission entry— level shorthand test consisted of a 3-minute test, orally dictated at the rate of 80 words per minute with a tran- scription period of either 3 minutes or 20 minutes to produce a typewritten transcript. The accuracy level was determined by a formula or a range of percentages. However, two populous states used a nondictation test with a fill-in type of transcript and several states used a fill-in transcript in conjunction with orally dictated tests. Testing practices of the states revealed that they were administratively oriented. 1X profile of the fourth-semester public high school.amdvanced shorthand and transcription teachers' tests was somewhat similar to the states' tests in that the tests were orally dictated for a period of either 3 'minutes or 5 minutes at the rate of 120 words per minute for an A grade to 80 words per minute or less for a D grade. The transcription period allowed was 30 to 35 minutes to produce a typewritten transcript at the 95 percent accuracy level. The mean difficulty level of 1.56 syllabic intensity for State Civil Service stenographic tests was statistically significantly higher at the .01 level of Mildred L. Williams significance than the mean difficulty level of 1.46 syllabic intensity for teacher-type tests. A Spearman Rank correlation coefficient of .60 at the .001. level of significance was obtained as a result of a comparison of scores of public high school students who took both a traditional, teacher—type, orally dictated test and a State Civil Service nondictation shorthand test . Conclusions The following conclusions were drawn from an analysis of the findings of the study: Stenographic testing standards and practices used by State Civil Service Commissions are not out of harmony with the recommendations of educational authorities with testing standards and practices which teachers are using in the classroom. With respect to the difficulty of dictation materials as measured by syllabic intensity, teachers' tests tend not to be as difficult as the Civil Service tests. However, since many other aspects of the tests and testing practices appear to be comparable, it should not be construed that Civil Service tests are more dif- ficult than teachers' tests in all respects. Mildred L. Williams High school stenographic students who do well on the orally dictated, teacher-type shorthand dictation tests Will tend to do equally as well on a State Civil Service nondictation type of shorthand test. AN ANALYSIS AND COMPARISON OF THE SHORTHAND SECTION OF THE CIVIL SERVICE STENOGRAPHIC EXAMINATIONS FUND PUBLIC HIGH SCHOOL BUSINESS TEACHER SHORTHAND TESTS BY ‘, I" ‘n‘ '. 4; \L» Mildred Li Williams A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCAT ION College of Education 1968 ACCEPTANCE This thesis has been accepted in partial fulfillment of the requirements for the Degree of Doctor of Education in the Graduate School of Michigan State University. Date Dean, Graduate School V / . I, -"/,«J;/’I,;:{ ”(417. ’,.'-):/.-’ 4 ,. ""1417 ' ,6J-I-fi‘é/‘(ffii’7{i /' Chairman é/mb J Za/A Member . 0! Member fir, 52..., Member ii ACKNOWLEDGMENTS The researcher wishes to acknowledge her appreci- ation and gratitude to the many teachers, State Civil Service Commissions, and others whose ideas, encouragement, and services helped make this study possible. Dr. Anne C. Garrison, Dr. Dalton E. McFarland, and Dr. Elaine F. Uthe, members of the Guidance Committee, gave their time and guidance during the course of the research project. Dr. Clessen J. Martin offered his advice and counsel with regard to statistical procedures and presen- tation. Mr. Charles H. Wing, Personnel Examining Tech- nician, and Mr. Wilfred Godfrey, Chief of the Examinations Section, both of the Department of Civil Service, State of Michigan, offered their recommendations and permission to cooperate in this study. Mr. Albert H. Aronson, Director of the Division of State Merit Systems, Department of Health, Education and iii Welfare, United States Government, gave his valuable assistance in making it possible to gather data from the State Civil Service Commissions. Special recognition is accorded to Dr. Helen H. Green, Guidance Committee Chairman, whose efforts and insight made this project a rewarding experience. iv TABLE OF CONTENTS ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . LIST OF TABLES . . . . . . . . . . . . . . . . . LIST OF APPENDICES . . . . . . . . . . . . . . . Chapter I. INTRODUCTION AND STATEMENT OF THE PROBLEM . . . . . . . . . . . . . . . . I. Introduction . . . . . . . . . . . . II. Statement of the Problem . . . . . . Purposes of the Study . . . . . . Hypotheses to be Tested . . . . . Procedures . . . . . . . . . . . . Importance of th Study . . . . . Definition of Terms . . . . . . . II. Delimitations of the Study . . . . III. Organization of the Study . . . . . REVIEW OF THE LITERATURE . . . . . . . . . PART I Findings of Recent Research Studies Which Contribute to a Better Under— standing of the Shorthand Testing Process . . . . . . . . . . . . . Studies Concerning the Validity and Reliability of Objective Tests . Page iii xvi xxiv N +4000qu 14 15 15 Chapter The Phillips Study . . . . . . . The Hammond Study . . . . . . The Calder Study . . The Hiett Simplified Shorthand Test . . . . . . . . . . . . . . conClus ion 0 O O O O O 0 O O O O O I 0 Studies in the Problem of Difficulty Measurement . . . . . . . . . . Early Researchers . . . . . . . The Elsen Study . . . . . . . . The Curtin Study . . . . . . . The Hillestad Study . . . . . . . The Farmer Study . . . . . . . . The Baggett Study . . . . . . . . The Peterson Study . . . . The Uthe Study . . . . . . . . . . The Mellinger Study . . . . . . . . Conclusion . . . . . . . . . . . . . Studies in Transcription Standards The Barras Study . . . . . . . . . The Jester Study . . . . . . . . The Thomas Study . . . . . . . . Studies Concerning Innovative Testing Practices . . . . . . . . . . . . . PART II Problems Encountered and Trends Observed in Testing Procedures Used by State Civil Service Commissions . . . . . The California Study . . . . . . The United States Employment Service StUdy O O I O O O O O O O O O O 0 Research Concerning Optimum Test Length . . . . . . . . . . . . Research Concerning Separate Answer Sheet Format . . . . . vi Page 15 20 24 27 27 28 29 3O 34 34 37 38 38 39 41 43 44 44 46 50 54 55 56 59 59 61 Chapter Conclusion . . . . . . . . . . . . . III. PROCEDURES . . . . . . . . . . . . . . . . I. Ascertaining the Type, Difficulty, and Scoring Methods of Tests Administered by State Civil Service Commissions Determination of the Scope of the Problem . . . . . . . . . . . . Designing and Refining the Questionnaire . . . .1. . . . . . Mailing the Questionnaire . . . . . Follow-Up of Outstanding Questionnaires . . . . . . . Analysis of the Data Collected . . II. Ascertaining Testing Methods, Materials, Lamb's Observations . . . . . Conclusion . . . . . . . . . . . PART III The Technical Requirements Expected of Future Stenographic Employees . . The Green Study . . . . . . . . The Divergence in Standards Between Schools and Employers . . . . . . The Crandall and Christensen Research . . . . . . . . . . . The Selden and Edwards Recommenda- tions . . . . . . . . . . . . What the School System Can Do or is Doing to Produce Qualified Employees and Standards Used for Grading Purposes by Public High School Business Teachers in Advanced Shorthand and Transcription . . . . Designing and Sampling of.the Questionnaire . . . . . . . vii Page 64 65 67 67 7O 71 73 76 77 77 77 78 79 79 81 81 81 Chapter IV. Assembling of the Mailing List . . . Mailing the Questionnaire . . . . . Follow- -Up of Outstanding Questionnaires . . . . . . . . . Analysis of the Data Collected . . . III. Ascertaining Comparability Between Performance on Teacher-Type Tests and a Selected State Civil Service Examination . . . . . . . . . . . Nondictation Shorthand Tests Provide a Basis for Experimental Purposes Profile of the Teacher-Type of Short- hand Dictation Test . . . . . . . Administering the Civil Service Non— dictation Shorthand Test . . . . . Scoring the Civil Service Non— ' dictation Shorthand Test . . . . . Administering the Teacher-Type Shorthand Dictation Test . . . . . Scoring the Teacher-type Shorthand Dictation Tests . . . . . . . . . Comparison of the Scores of Both Tests 0 O O O O O O I O O O O O 0 ANALYSIS AND PRESENTATION OF THE DATA CONCERNING STATE CIVIL SERVICE TESTS AND TESTING TECHNIQUES . . .-. . . . . . . PART I A Percentage Analysis of the Data Obtained from Questionnaires Con- cerning State Civil Service Tests and Testing Techniques . . . . . . . Titles of State Commissions Administering State Stenographic Examinations . . . . . . . . . . Step- -Level Classifications Used for State Testing Purposes . . . . . . Location of State Testing Centers . Frequency of Civil Service Test Administration . . . . . . . . . . Reasons Given for Using Current Shorthand Performance Tests . . . viii Page 83 84 85 86 86 87 89 9O 91 91 93 93 94 94 94 96 99 102 103 Chapter Number of Years Current Shorthand Tests Have Been Used . . . . . Frequency of Shorthand Performance Test Changes . . . . . . . . . . Frequency of Test Rotation of Stenographic Examinations . . . Percentage of Applicants Who Passed the Shorthand Portion of State Stenographic Examinations . . . . . Factors Involved in a Change of Passing Score . . . . . . . . . . . Number of Times Passing Score was Changed . . . . . . . . . . Types of Tests Used for the Shorthand Portion of State Stenographic Examinations . . . . . . . . Length of Time Allowed for Writing Shorthand Notes . . . . . . . . . . Sources Used in Selecting Materials for the Shorthand Portion of the State Stenographic Examinations . . Accuracy Standards Required for the Shorthand Transcript of State Stenographic Examinations . . . . . Criteria Used for Determining the Passing Score for the Shorthand Portion of the State Stenographic Examinations . . . . . . . . . . Types of Tests Incorporated in the State Stenographic Examination . . Methods Used for Scoring the Short- hand Portion of State Stenographic Tests 0 ' o o o o o o o o o o 0 Length of Time Allowed for Transcribing . . . . . . . . . . Criteria Used for Measurement of the Difficulty of the Material Used for the Shorthand Section of the State Stenographic Examinations . . . . . Speed Standards Required at Each Step-Level Classification . . . . . PART II Statistical Comparison of the Dif- ficulty Level of Dictation Materials of Entry-Level State Civil Service Tests and Teacher-Type Tests . . . . ix Page 105 108 109 110 114 116 118 121 123 126 128 131 138 142 148 Chapter Procedures Used . . . . Results of the Statistical Comparison . . . . . . . . . . . . Conclusion Respecting Hypothesis Recommendations . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . V. ANALYSIS AND PRESENTATION OF THE DATA CONCERNING PUBLIC HIGH SCHOOL ADVANCED SHORTHAND AND TRANSCRIPTION TESTS AND TESTING TECHNIQUES USED BY SELECTED PUBLIC HIGH SCHOOL TEACHERS . . . . PART I Advanced Shorthand . . . . . . . . . . Types of Shorthand Tests Used Most Frequently by Shorthand Teachers . Topics of Study Stressed in Advanced Shorthand in Addition to Shorthand Skill . . . . . . . . . . . . Source of Shorthand Dictation Materials . . . . . . . . . . . . . Specific Sources Used for Dictation Materials . . . . . . . . . . . . . Determination of Difficulty of Dictation Materials Used by Advanced Shorthand Teachers . Syllabic Intensity Figure Used Most Frequently to Measure Difficulty of Shorthand Dictation Materials Accuracy Standards for Shorthand Transcripts . . . . . . . . . Reasons for Using Current Advanced Shorthand Test . . . . . . . . . . Type of Transcript Required . . . . Methods Used for Scoring Shorthand Tests . . . . . . . . . . . . . . . Minimum Standards at the Grade A Level . . . . . . . . . . . . . . . Minimum Standards at the Grade B Level . . . . . . . . . . . . . . . Minimum Standards at the Grade C Level . . . . . . . . . . . . Page 149 150 152 153 153 155 155 155 160 165 169 172 177 180 185 188 191 195 200 205 Chapter Minimum Standards at the Grade D Level . . . . . . . . . . . . Preparation of Students for Civil Service Examinations . . . . Specific Preparation Given to Students for Civil Service Examinations . . . . . . . . . PART II Transcription . . . . . . . . . . . Type of Dictation Test Used Most Frequently by Transcription Teachers . . . . . . . . . Method Used to Determine Difficulty of Dictation Materials . . . . . . Syllabic Intensity Figure Used Most Frequently to Measure Difficulty of Dictation Materials . . . . . . . . Topics Stressed or Taught in Tran- scription Classes . . . . . . . . Sources Used for Selecting Dictation Materials . . . . . . . . . . . Types of Materials Used for Tran- scription Purposes . . . . . . Components Included in the Final Grade for Transcription . . . . . . Mailability Defined by Teachers of Transcription . . . . . . . . Shorthand Writing Speeds Required If Portion of Final Grade is Based on Mailability . . . . . . . . . . . . Number of Times Shorthand Speed Must be Demonstrated When a Portion of the Final Grade is Based on Mailability . . . . . . . . . . . Percent of Mailable Work Required If. Portion of Final Grade is Based on Mailability . . . . . . . . . . Dictation Procedures Used When a Portion of the Final Grade is Based on Percent of Mailability . . Transcription Speeds Required for an A Grade in Producing Mailable Copy When a Portion of the Final Grade is Based on Transcription Speed . . xi Page 209 214 214 219 219 225 230 233 238 242 245 250 255 258 262 266 269 Chapter Transcription Speeds Required for a B Grade in Producing Mailable Copy When a Portion of the Final Grade is Based on Transcription Speed . . . . . . . .-. . . . . . Transcription Speeds Required for a C Grade in Producing Mailable COpy When a Portion of the Final Grade is Based on Transcription Speed . . . . . . . . . . . . . . Transcription Speeds Required for a D Grade in Producing Mailable Copy When a Portion of the Final COpy is Based on Transcription Speed . . . . . . . . . . . . . . No Transcription Speed Required . . Types of Transcription Used Most Frequently When Transcription Speed is a Component of the Final Grade in Transcription . . . . . . Dictation Speed Required for Letters When a Portion of the Final Grade is Based on Amount of Production of Mailable Copy . . . . . . . . . Shorthand Speeds Required at Various Grade Levels When a Portion of the Final Grade is Based on Shorthand Speed . . . . . .«. . . . . . . . Length of Time Shorthand Dictation Speed Must be Maintained . . . Number of Times Shorthand Speed Must Be Performed . . . . . . . . Higher Accuracy Levels When Shorthand Speed is Component of Transcription Grade . . . . . . . . . . . . . . Determination of Standards for the Amount of Mailable Copy for Grading Purposes . . . . . . . . Daily Production of Letters When Amount of Production Component is Considered as Part of Final Grade . . . . . . . . . . . . . . Determination of Amount of Production of Mailable Copy for Grading Purposes . . . . . . . . . Content of Test of Related Knowledges . . . . . . . . . . . . xii Page 273 276 279 287 288 294 298 302 305 310 313 317 320 323 Chapter Page Preparation of Students for Civil Service Examinations by Transcription Teachers . . . . 326 Type of Preparation Given to Students for Civil Service Examinations by Transcription Teachers . . . . . . . . . . . . . 329 Conclusion . . . . . . . . . . . . . 332 VI. ANALYSIS OF THE SIMILARITIES AND DIFFERENCES BETWEEN STATE CIVIL SERVICE TESTS AND TESTING TECHNIQUES AND THOSE USED BY SELECTED PUBLIC HIGH SCHOOL ADVANCED SHORTHAND AND TRANSCRIPTION TEACHERS . . . 333 Type of Shorthand Dictation Test Used . . . . . . . . . . . . . . . . 334 Type of Transcript Required . . . . . 335 Time Allowed for Dictation of Material . . . . . . . . . . . . . . 336 Time Allowed for Transcription of Material . . . . . . . . . . . . . . 337 Sources of Testing Materials . . . . . 338 Measurement of Difficulty of Short- hand Dictation Materials . . . . . . 340 Difficulty of the Dictation Materials Used . . . . . . . . . . . . . . . . 342 Difficulty Measurement by Syllabic Intensity . . . . . . . . . . . . 342 Difficulty Measurement by Us of Words Beyond the First 1500 Words in the Silverthorn List . . . . . 345 Reasons Given for Current Test Usage . 348 Methods Used for Scoring Tests . . . . 349 Minimum Standards Required for an Entry-Level Position with the State and Minimum Classroom Requirements at the Various Grade Levels . . . . 350 Sections Included in the State Steno- graphic Examinations and Related Subjects Studied in Shorthand and Transcription Classes . . . . . . . 351 Conclusion . . . . . . . . . . . . . . 353 xiii _p.—.~ _.~ Chapter VII. A STATISTICAL ANALYSIS AND COMPARISON OF THE PERFORMANCE OF 93 STUDENTS ON AN ORALLY DICTATED TEACHER-TYPE TEST AND A CIVIL SERVICE NONDICTATION TYPE TEST . . . . . . . . . . . . . . . . . . The Teacher-Type Test . . . . . . . . The Civil Service Test . . . . . . . The Statistical Analysis . . . . . Conclusion . . . . . . . . . . . . VIII. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . I. Nature of the Study . . . . . . . . Need for the Study . . . . . . . . Delimitations of the Study . . . . Hypotheses Tested . . . . . . . . . II. Summary of the Procedures . . . . . . III 0 Findings 0 I I O O O O O O O O O O 0 Findings Relative to the Hypotheses Tested . . . . . . . . . . . . . Findings Resulting From an Analysis of State Civil Service Tests and Testing Techniques . . . . . . . Findings Resulting from an Analysis of Public High School Advanced Page 355 356 357 358 359 360 360 361 362 363 364 365 365 367 Shorthand and Transcription Teachers' Tests and Testing Techniques . IV. Conclusions . . . . . . . . . . . . Conclusions Based Upon Findings Con- cerning State Civil Service Tests and Testing Techniques . . . . . Conclusions Based Upon the Findings Concerning Advanced Shorthand and Transcription Teachers' Tests and Testing Techniques . . . . . . . V. Recommendations . . . . . . . . . . . xiv 369 370 370 372 374 Chapter Page Recommendations to State Civil Service Commissions with Regard to Tests and Testing Techniques . . 374 Recommendations to Public High School Advanced Shorthand and Transcription Teachers . .A. . . . 376 Recommendations to Both State Civil Service Commissions and Public High School Advanced Shorthand and Transcription Teachers . . . . 378 General Recommendations . . . . . . . 379 BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O O 380 APPENDICES O O O O O O O O O O O O O O I O O I O O O 385 XV Table 1. 10. LIST OF TABLES Page Titles of State Commissions Administering State Stenographic Examinations as Reported by 49 States . . . . . . . . . . . 95 Various Step-Level Classifications Indicated by the States for Stenographic Testing Purposes as Reported by the 49 States . . . 97 State Stenographic Testing Locations as Reported by the 49 States . . . . . . . . . 99 Frequency of Administering State Stenographic Examinations as Reported by the 49 States . 102 Reasons Given by States for Using Current Shorthand Performance Tests as a Part of the State Stenographic Examination as Reported by the 49 States . . . . . . . . . 104 Number of Years Current Shorthand Test Has Been Used by States for.Stenographic Examinations as Reported by the 49 States . 106 Frequency of Shorthand Performance Test Changes as Reported by the 49 States . . .3. 108 Frequency of Form of Stenographic Test Rotation During Six Month Period as Reported by the 49 States .—. . . . . . . . 109 Percentage of Applicants Passing the Short- hand Portion of State Stenographic Examinations as Reported by the 49 States . . . . . . . . . . . . . . . . . . . lll Factors Involved in a Change of Passing Score on the Shorthand Portion of State Stenographic Tests as Reported by 49 States . . .1. . . . . . . .-. . . . . . . . llS xvi Table 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Changes of Levels of Passing Scores for the Shorthand Portion of the State Stenographic Tests Within the Past Two Years as Reported by the 49 States . . . . . . . . . . . . Types of Tests Used for the Shorthand Portion of State Stenographic Examinations as Reported by 49 States . . . . . . . . . Time Allowed for Writing Shorthand Notes from Dictation or COpying from Printed Material in Shorthand for the Shorthand Portion of the State Stenographic Examinations as Reported by the 49 States . . .-. . . .-. . Sources Used in Selecting Materials for the Shorthand Dictation Materials Used in the Shorthand Portion of the State Steno- graphic Examinations as Reported by 49 States . . . . . . . . . . . . . . . . Accuracy Standards for the Shorthand Tran- script of the Shorthand Section of State Stenographic Examinations as Reported by 49 States . . . . . . . . . . . . . . . . Criteria Used for Determining the Passing Score for the Shorthand Portion of the State Stenographic Examinations as Reported by the 49 States . . . . . . . . Types of Tests Incorporated in the State Stenographic Examination as Reported by 49 States I O O O O O O O O O I O O 0 Methods Used for Scoring the Shorthand Portion of the State Stenographic Examina- tions as Reported by the 49 States . . Time Allowed for Transcribing Shorthand Notes at the Typewriter or Fill— In Type Transcript Form of Test as Reported by 49 States . . .-. . . . . . . . . . . . . Criteria Used for Measurement of the Difficulty of the Material Used for the Shorthand Section of the State Stenographic Examinations as Reported by 49 States . . xvii Page 117 119 122 124 127 130 132 134 137 140 Table 21. 22. 23. 24. 25. 26. 27. 28. 29. Page Speed Standards at Each Step-Level Classification of the Shorthand Section of the State Stenographic Examinations as Reported by 49 States . . . . . . . . . . . 142 A Statistical Comparison of the Difficulty Level of Dictation Testing Materials of State Civil Service Commissions and Advanced Shorthand and Transcription Teachers . . . . . . . . . . . . . . . . . . 151 Types of Shorthand Tests Given More Frequently by Teachers of Public High School Advanced Shorthand Classes . . . . . 156 Topics of Study Stressed, In Addition to Shorthand Skills, by Teachers of Public High School Advanced Shorthand Classes . . . 162 Sources Used for Selecting Shorthand Dictation Testing Materials as Reported by Teachers of Public High School Advanced Shorthand Classes . . . . . . . . . 166 Specific Sources Used in Selecting Short- hand Dictation Testing Materials as Reported by Teachers of Public High School Advanced Shorthand Classes . . . . . 170 Determination of Difficulty of Material Used for Shorthand Dictation Tests as Reported by Teachers of Public High School Advanced Shorthand Classes . . . . . 174 Syllabic Intensity Figure Most Frequently Used to Measure Difficulty of Shorthand Dictation Materials as Reported by Teachers of Public High School Advanced Shorthand Classes . . . . . . . . . . . . . 178 Accuracy Standards Required for Shorthand Transcripts as Reported by Teachers of Public High School Advanced Shorthand Classes . . . . . . . . . .‘. . . . . . . . 181 Reasons Given for Usage of Present Short- hand Tests as Reported by Teachers of Public High School Advanced Shorthand Classes . . .'. . . . . . . . . . . . . . . 186 xviii Table Page 30. Types of Shorthand Transcripts Required Most Frequently as Reported by Teachers of Public High School Advanced Short- hand Classes . . . . . . . . . . . . . . . 189 31. Methods Used for Scoring Shorthand Tests as Reported by Teachers of Public High School Advanced Shorthand Classes . . . . . 192 32. Minimum Standards in Advanced Shorthand at Grade Level A as Reported by Public High School Teachers of Advanced Short- hand Classes . . ._. . . . . . . . . . . . 196 33. Minimum Standards in Advanced Shorthand at Grade Level B as Reported by Public High School Teachers of Advanced Shorthand Classes . . . .y. . . . . . . . . . . . . . 201 34. Minimum Standards in Advanced Shorthand at Grade Level C as Reported by Public High School Teachers of Advanced Shorthand Classes . . . .7. . . . . . . . . . . . . . 206 35. Minimum Standards in Advanced Shorthand at Grade Level D as Reported by Public High School Teachers of Advanced Shorthand Classes . . . . . . . . . . . . . . . . . . 210 36. Number of Public High School Teachers of Advanced Shorthand Reported to be Preparing Students for Civil Service Examinations . . . . . . . . . . . . . . . 215 37. Methods Used to Prepare Students for State Civil Service Examinations as Reported by Public High School Teachers of Advanced Shorthand Classes . . . . . . . . 217 38. Types of Dictation Tests Given Most Frequently by Teachers of Public High School Transcription Classes . . . . . . . 221 39. Determination of Difficulty of Dictation Materials Used for Transcription Tests as Reported by Teachers of Public High School Transcription Classes . . . . . . . 226 xix Table 40. 41. 42. 43. 44. 45. 46. 47. 48. Syllabic Intensity Figure Most Frequently Used to Measure Difficulty of Shorthand Dictation Materials Used by Teachers of Public High School Transcription Classes . . . . . . . . . . . . . . . . . Items Stressed or Taught in Public High School Transcription Classes as Reported by Teachers of Transcription . . . . . . . Sources Used for Selecting Dictation Materials for Transcription Tests as Reported by Public High School Teachers of Transcription Classes . . . . . . . . . Materials Used by Students for Transcription Purposes as Reported by Public High School Teachers of Transcription Classes . . . . Components Included in Final Grade in Transcription Classes as Reported by Public High School Teachers of Tran- scription . . . . . . . . . . . . . . . . Definitions of Mailability as Reported by Public High School Transcription Teachers . . . . . . . . . . . . . . . . . Shorthand Writing Speeds Required of Students for Mailable Copy for the Various Grade Levels When a Portion of the Final Grade is Based on Mailability as Reported by the Public High School Teachers of Transcription . . . . . . . . Number of Times Shorthand Writing Speeds Required of Students for Mailable Copy for the Various Grade Levels When a Portion of the Final Grade is Based on Mailability as Reported by Public High School Teachers of Transcription . . . . . Percent of Student's Graded Work That Must be Mailable (If a Portion of the Final Grade for a Student in Transcrip- tion Class is Based on Mailability) for the Various Grade Levels as Reported by Public High School Teachers of Tran- scription . . . . . . . . . . . . . . . XX Page 231 234 239 243 246 252 256 260 263 Table 49. 50. 51. 52. 53. 54. 55. 56. Page Dictation Procedures Used by Public High School Teachers of Transcription When a Portion of the Final Grade is Based on Percent of Mailability . . . . . . . . . 267 Transcription Speeds in Producing Mailable Copy Required of Students in Transcription Class When a Portion of the Final Grade is Based on Transcription Speed for the Grade A Level as Reported by Public High School Transcription Teachers . . . . . . . 270 Transcription Speeds in Producing Mailable COpy Required of Students in Transcription Class When a Portion of the Final Grade is Based on Transcription Speed for Grade Level B as Reported by Public High School Transcription Teachers . . . . . . . . . . 274 Transcription Speeds in Producing Mailable Copy Required of Students in Transcription Class When a Portion of the Final Grade is Based on Transcription Speed for the Grade C Level as Reported by Public High School Transcription Teachers . . . . . . . . . . 277 Transcription Speeds in Producing Mailable Copy Required of Students in Transcription Class When a Portion of the Final Grade is Based on Transcription Speed for the Grade D Level as Reported by Public High School Transcription Teachers . . . . . . . . . . 280 No Transcription Speed Requirement as Re- ported by Public High School Teachers of Transcription When a Portion of the Final Grade is Based on Transcription Speed . . . 289 Types of Transcription Used Most Frequently by Public High School Teachers of Tran- scription Using Transcription Speed as a Basis for the Final Grade . . . . . . . . . 291 Dictation Speeds of Letters Included in the Amount of Production if a Portion of the Final Grade for a Student in Transcription Class is Based on the Amount of Production of Mailable COpy for the Various Grade Levels as Reported by Public High School Teachers of Transcription . . . . . . . . . . . . . . . 295 xxi Table 57. 58. 59. 60. 61. 62. 63. Page Shorthand Writing Speeds Required (At the 95% Accuracy Level) of Students for the Various Grade Levels When a Portion of the Final Grade is Based on Shorthand Speed as Reported by Public High School Teachers of Transcription . . . . . . . . . 300 Length of Time Over Which Shorthand Writing Speeds Required (At the 95% Accuracy Level) Must be Maintained by Students for the Various Grade Levels When a Portion of the Final Grade is Based on Shorthand Speed as Reported by Public High School Teachers of Transcription . . . . . . . . . . . . . . . 303 Number of Times Shorthand Writing Speeds Required (At the 95% Accuracy Level) Must be Performed by Students for the Various Grade Levels When a Portion of the Final Grade is Based on Shorthand Speed as Reported by Public High School Teachers of Transcription . . . . . . . . . . . . . . 307 Higher Accuracy Levels (Above 95%) for the Shorthand Speed Component Used as a Portion of the Final Grade in Transcription Class as Reported by Public High School Teachers of Transcription . . . . . . . . . 311 Determination of Standards for Amount of Production of Mailable Copy for Grading Purposes in Transcription Classes as Reported by Public High School Teachers . . . . . . . . . . . . . . . . . . 314 Daily Production of Letters for the Amount of Production Component When Used as a Part of the Final Grade in Transcription Class as Reported by Public High School Teachers of Transcription . . . . . . . . . 318 Determination of Amount of Production of Mailable Copy for Grading Purposes in Transcription Class as Reported by Public High School Teachers . . . . . . . . . . . . 321 xxii Table Page 64. Content of Tests of Related Knowledges in Transcription Classes When Used as a Portion of the Final Grade as Reported by Public High School Teachers of Tran- scription Classes . . . . . . . . . . . . . 324 65. Number of Public High School Transcription Teachers Preparing Students for State Civil Service Stenographic Examinations . . 327 66. Type of Preparation Given Students for State Civil Service Examinations by Public High School Transcription Teachers . . .‘. . . .'. . . . . . . . . . 330 xxiii Appendix A B "El :11 0 LIST OF APPENDICES Letters of Inquiry to States Questionnaire to State Civil Commissions . .-. . . . Letters to Teachers . . . . Questionnaires to Teachers . Statistical Tables . . . . . Participating High Schools . Dictation Material Used in Experiment Spearman Rank Test . . . . . xxiv Service Page 385 390 395 399 409 413 415 418 CHAPTER I INTRODUCTION AND STATEMENT OF THE PROBLEM I. INTRODUCTION Many high school business teachers are of the opinion that State Civil Service stenographic tests and testing techniques are different from the tests and testing techniques that teachers use in the classroom. Such teachers could play a more effective role in pre- paring students to qualify for State Civil Service stenographic examinations if they were more fully aware of the types of tests and testing procedures used by state governments. There is a need for research to give teachers definite and detailed information concerning the Civil Service tests and testing procedures. The questionnaire survey method offers a feasible way of evaluating the testing practices of the business teachers and of the State Civil Service Commissions. A study of this nature should prove helpful to both teachers and State Civil Service Commissions. II. Statement of the Problem Purposes of the Study The purposes of this study were threefold: To analyze and compare the State Civil Service testing procedures and tests with those of selected public high school business teachers of advanced shorthand and transcription with regard to type and form of test, the difficulty of the dictation material used, the methods used for scoring tests, and the minimum standards required. ,To analyze and compare statistically the diffi- culty level of the shorthand sections of the State Civil Service entry-level examinations and the difficulty level of selected public high school shorthand tests. To determine statistically the relationship, if any, between student performance on conventional teacher-type dictation tests and student perform- ance on a selected State Civil Service non- dictation type of shorthand test. Answers to these questions were sought: Are there variations in the type and form of shorthand tests used by State Civil Service Commissions? If so, how do they vary? Are there variations in the type and form of shorthand tests used by public high school teachers of advanced shorthand and transcription? If so, how do they vary? What differences exist, if any, between the type and form of shorthand tests used by State Civil Service Commissions and those used by public high school teachers of advanced shorthand and tran- scription? What scoring and testing methods are used in State Civil Service examinations? What scoring and testing methods are used by public high school teachers of advanced shorthand and transcription? What differences, if any, exist between the scoring and testing methods used by State Civil Service Commissions and those used by public high school teachers of advanced shorthand and tran- scription? Are the scoring and testing methods used in the shorthand tests of the State stenographic Civil Service examinations and those used by public high school teachers ofadvanced shorthand and transcription in the selected schools in line with recent research in shorthand testing and scoring? 10. ll. 12 HCJW‘iS the dictation material prepared and se- leected for the shorthand dictation tests which a1:e given in the classroom by public high school teeachers of advanced shorthand and transcription 113 the selected schools? How is the dictation material prepared and se- luected for the shorthand dictation tests which Eire given as a part of the State Civil Service stenographic examinations?‘ What differences, if any, exist between the methods used for preparing and selecting short- hand dictation tests by State Civil Service Commissions and the methods used by public high school teachers of advanced shorthand and tran- scription? What is the difficulty level as measured by syl- labic intensity of the shorthand portion of the State Civil Service stenographic examinations? What is the difficulty level as measured by syl- labic intensity of the shorthand dictation tests used by public high school teachers of advanced shorthand and transcription? What statistical difference, if any, exists between the syllabic intensity of the orally dictated shorthand tests used by public high school 14. 15. 16. .17 la tzeachers of advanced shorthand and transcription sand the syllabic intensity of the shorthand por- 1:ion of the stenographic examinations used by the EState Civil Service Commissions? Vflhat are the minimum standards required by State (Divil Service Commissions for the State Civil Service stenographic examinations? ‘What are the minimum standards required by public high school teachers of advanced shorthand and transcription in the classroom? What differences, if any, exist between the stand- ards required by State Civil Service Commissions as a part of the State Civil Service stenographic examinations and the standards required by public high school teachers of advanced shorthand and transcription in the classroom? What conclusions can be drawn from this study and what recommendations can be made to State Civil Service Commissions and to teachers of advanced shorthand and transcription with regard to the evaluation of testing for competency in shorthand? Will a selected group of high school students perform as well on a nondictation type of Civil Service shorthand test as on a selected, conven— tional teacher-type test? ~- iv Hypotheses to be Tested There were three hypotheses proposed. The first one was a nonstatistical hypothesis which was subject to a percentage analysis. Elypothesis: The majority of State Civil Service stenographic examinations will differ markedly from the public high school classroom advanced shorthand and transcription teachers' tests with regard to the type and form of test, the type of transcript required, the time allowed for transcription, the scoring methods used, and the related areas tested. The second and third null hypotheses were tested StatiStically. Hypothesis: There will be no statistically significant dif- ference between the difficulty level as measured by syllabic intensity of the shorthand portion of the State Civil Service stenographic examinations and of selected public high school classroom shorthand dictation tests. Hypothesis: There will be no statistically significant dif- fer'el‘Ace between the performance of a group of students from Specified high schools on a nondictation State Civil Service shorthand test and on a selected teacher— ty pe- Classroom shorthand dictation test. ,on ‘. Procedures T11e normative survey method was used to gather information from the Civil Service Commissions and from the business teachers included in the study. A questionnaire concerning testing procedures, test material selection, scoring methods, and standards was deveIOped and mailed to 50 State Civil Service Commis- sions. A request was also made for a recent COpy of the shorthand portion cf the entry-level State stenographic examinations , A second questionnaire was designed and mailed to 500 randomly selected advanced shorthand and transcription teachers in public high schools. Questions were asked relating to the tests and testing practices of. these teachers. A percentage analysis was then made of the replies from the Civil Service Commissions and the replies of the teachers. CompariSonswere made of these percentage analyses to determine the similarities and differences which existed between the tests and testing techniques of the two groups. The syllabic intensity of the shorthand tests Used by the Civil Service Commissions and the syllabic Intel“ sity of the shorthand tests used by teachers were Com pa3|:‘ed statistically to determine whether there was a -9 In significant difference in the difficulty level between the tests of the two groups. AJaother statistical comparison was made of the scores Of a group of students who took both the nondicta— tion CiVil Service test and the teacher-type, orally dictated shorthand test. Importance of the Study High school business educators have been appre- hensive and quite often unfamiliar with State Civil Service stenographic entry-level requirements. Teachers have Wondered whether classroom training has been sufficient to enalble recent graduates to pass Civil Service examina- tions. The importance of this study was to gather infor- mation concerning the testing practices of State Civil service Commissions and to, relate this information to the testing practices of public high school and transcription teachers. It was anticipated that as a result of the f‘indihgs of this study a better understanding of the stenographic tests and testing techniques of both groups would. emerge. Furthermore an experiment comparing stu- dents ' performance on a Civil Service nondictation, fill— 111 t"t‘anscript test with their performance on a teacher- tYpe dictated, complete typewritten transcript test should resul o I o o o o t in mean1ngfu1 1nformat10n concerning test1ng proce<3ures . Definition of Terms True following terms are defined according to their usage in 1:his study: §§§vanced shorthand.--Advanced shorthand is the second year of the study of shorthand given in the public high SChOols after all of the shorthand theory has been taught in previous classes. Banscription.-—Transcription is the process of typing correspondence or other documents in proper form from s1'10rthand notes. Teacher-type test.--The teacher-type test refers to the timed, orally dictated shorthand test which is transcribed at the typewriter. Oral dictation.--Ora1 dictation is any verbal dictation. It is an even flow of dictation used for tEStinSJ purposes with words counted and timed. Office style dictation.--Office style dictation is dietation practiced in the classroom which approximates the mode of expression used by many businessmen. Charac- teristics of this dictation are hesitations, repetitions, corrections, and variations in speed. Printed dictation.--Printed dictation, sometimes knows} as nondictation, consists of dictation materials prfipau‘lted in printed form from which the individual writes thand notes and later transcribes. 10 Syllabic intensity.--Syllabic intensity is a measurement of the difficulty of dictation materials that is computed by counting the total number of syllables in a given article and dividing it by the total number of actual words. itandard word.--The standard word is a device used for equalizing the difficulty of shorthand dictation materials. It is computed by allowing every 28 syllables '50 equal 20 standard words. Performance test.—-A performance test is a type 0f test in which a student or job applicant is asked to demonstrate the activity to be performed in a business Situation. The test requires reasoning ability as well as knowledge of the subject matter. The Silverthorn list1.--The Silverthorn list is a list of the 5,000 most frequently used words in business Writing. It is divided into groups of 100 words with these groups arranged in the order of their frequency from 1 to 50. The researcher.-—The researcher is the author of the s tudy . Markedly different or marked difference.--The te ms markedlydifferent or marked difference are used as \ BasiQ 1J. H. Silverthorn, Word Division Manual for the Wocabulaiy of Business Writing (Cincinnati: h‘Western Publishing Co. , 1958. ..- 11 criteria in connection with the first hypothesis of this study. They are descriptive terms used in comparing the various test characteristics and are said to exist when- ever the majority of the replies of the states and teachers are in direct Opposition to each other on any test item or particular. Delimitations of the Study This study was delimited to the evaluation of the entry-level tests and requirements of the stenographic examination of the Civil Service Commissions of 49 states. One state was not included in this study for it did not reply to the correspondence mailed to it. The statistical comparison made of the difficulty level as measured by syllabic intensity of the shorthand tests of the Civil Service Commissions and of the short- hand tests of public high school advanced shorthand and transcription teachers was delimited to 38 states of the total 49 states. Only 38 states supplied the shorthand portion of their State Civil Service stenographic exam- ination; therefore, only 38 states were involved in the analysis. There were 49 states, however, who replied to the questionnaire with regard to testing practices. The sample used in the testing experiment was composed of 93 senior high school students from 8 high 12 schools located within a geographical area in and surrounding Lansing, Michigan. These students had taken the State of Michigan Civil Service entry-level steno- graphic examination one week prior to taking the teacher- type test dictated by the researcher. III. Organization of the Study This study is organized in the following manner: Chapter I presents the purpose of the study and the questions to which answers were sought, together with a statement of the importance of the study and the hypo- theses to be tested. Chapter II contains a review of the pertinent literature related to this study. Chapter III describes the methods and procedures used. Chapter IV contains an analysis and presentation of the data con- cerning State Civil Service tests and testing techniques, and a statistical comparison of the shorthand portion of the State Civil Service entry-level stenographic tests with advanced shorthand and transcription teachers' tests. Chapter V presents an analysis and presentation of the data concerning public high school advanced shorthand and tran- scription tests and testing techniques used by public high school teachers. Chapter VI presents an analysis of the similarities and differences between State Civil Service tests and testing techniques and those of selected public high school advanced shorthand and transcription teachers. Chapter VII 13 includes a statistical analysis and comparison of the per- formance of 93 students on an orally dictated teacher-type test and a Civil Service nondictation type test. Chapter VIII contains the summary, conclusions, and recommendations. CHAPTER II REVIEW OF THE LITERATURE The review of the literature is concerned three facets: with I. What are the findings of recent research studies which contribute to a better understanding of the shorthand testing process? II. What are the problems encountered and trends observed in the testing procedures used by Civil Service Commissions? III. What basis of reconciliation, if any, between the diverse goals of high school business cators and Civil Service Commissions; namely, the testing by the teachers as a vehicle to stimulate the State exists edu— use of quality performance and the use of testing by the State Civil Service Commissions as a means of selecting the best qualified candidate from a heterogeneous group of applicants? 14 job 0.. 15 PART I Findings of Recent Research Studies Which Contribute to a Better Understanding of the Shorthand Testing Process This part of the review of the literature is arranged in four categories: (1) studies concerning va— lidity and reliability of objective tests, (2) studies in the problem of difficulty measurement, (3) studies in transcription standards, and (4) studies concerning inno- vative testing practices that could be adapted to the classroom. Studies Concerning the Validity and Reliability of Objective Tests It was surprising to note that only a small amount of research has been reported on this topic. The Phillips Study2 Phillips, one of the most recent researchers in this area, said that there was an urgent need for an ob- jective-type shorthand-transcription test that could be used in education, business, and government. She pointed 2Priscilla Moulton Phillips, "Development and Validation of an Objective Shorthand-Transcription Achievement Test," (unpublished Doctoral dissertation, Boston University, Boston, 1965). "- 16 out that an objective test possesses several advantages, such as vocational placement, comparison of shorthand and transcription achievement of the students on the secondary level, or placement of the shorthand student transferring from one school to another. Of particular interest to the researcher was Phillips' recommendation that objective tests could be developed to measure class- room achievement. She discussed this in general terms but did not show how they could be adapted specifically for effective classroom use for speedbuilding achievement tests. Her contribution was the development of a machine— scored shorthand achievement test for use in the second year of shorthand instruction on the secondary level. Phillips constructed business letters using a controlled vocabulary consisting of words selected from 3 She perfected her test first Silverthorn's word list. by instructing teachers to dictate her letters verbatim at 80 words per minute to a group of students. Then by choosing a few of the incorrect responses, she revised the letters to be used for the objective test. The test it— self included multiple-choice and alternate response items which could be machine-scored, based upon the student's shorthand notes taken from dictation by the testee. This 3Silverthorn, op. cit. .‘ . o I». '- un .- s.\ ... \\ M-N ...‘ ._ v... l7 objective test was given to 304 students at 80 words per minute. The students marked an IBM machine-scored answer sheet, and the responses were then analyzed for discrimi- nation index and difficulty level. These findings were incorporated into revised business letters by substituting selected words which met the criteria standards. The final form of the test was administered within a two—week period to 415 students by 27 teachers in 20 schools and correlated with the results of the well-known Turse—Durost shorthand achievement test (fill-in type) given to the same students. Phillips explained that the Turse-Durost Shorthand Achievement Test (c0pyrighted 1941), a terminal test for first and second year students, has been the accepted measurement tool among all known existing shorthand ob- jective achievement tests. It is the most widely used. This test purports to measure three areas: shorthand, penmanship, and language. The dictation material is orally dictated to the student. Then the student completes a booklet of multiple-choice information from her notes. The dictation material is not controlled. It is not taken from a particular word list and is not measured for diffi— culty of material or word frequency count, nor is the dictation speed controlled. Various speeds are found within a dictated letter. In contrast, in Phillips 18 experimental test, these factors were controlled. In fact her test was designed to overcome some of the de— ficiencies of the Turse-Durost Test. For instance, her test covered shorthand, spelling and punctuation. She felt it was more nearly akin to actual work conditions. Phillips concluded that her final form test and the Turse-Durost Test, to a large extent, measured the same area. The correlation coefficient between the two was .69, which Phillips said was far from perfect, for the reason that these tests were designed to measure simi- lar but different areas, as noted above. Therefore, per- fect correlation could not be expected. But, nevertheless, she felt that the validity of her final form test in com- parison with the Turse-Durost Test had been established. It should be noted that her final form test was dictated at only 60 words per minute. The reason for this low speed was that it was early in the third semester; therefore, it was felt that students were not ready for a higher speed. However, Phillips discovered a total of 169 longhand notes written among the shorthand students' notes indicating that the test was probably given at too low a Speed. She said that even though the test was of average difficulty, the more capable students were not challenged; therefore, she recommended further study should be con- ducted to determine the advisability of increasing the 19 speed and retesting the test. The researcher agrees with this recommendation. Because of the above factor, the lack of closer similarity between the two tests and the dearth of evidence from other sources, the researcher feels that there is need for more research to establish conclusively the validity of objective tests. Apparently Phillips was unaware of the Hammond study, which was completed about the same time and the practices of the States of California, Michigan, and several other states. In her bibliography she mentioned the Calder study, but makes no reference to it. She did say that the Hiett Simplified Shorthand test (see page 27) first published in 1938, was considered inadequate in terms of the statistical data concerning it. She cited a Master's thesis by Martocchio4 who developed a modified form of the Turse-Durost test which was statistically highly correlated to the original Turse-Durost Test. She cited the United States Civil Service Test, AN 2400R2 ob- jective type test (1951) but she was unable to gain any statistical information concerning its validity or relia— bility. She did not mention the Otis and Laurent test 4Bernadette Martocchio, "An Experimental Study to Determine the Comparative Validity and Reliability of Two Methods for Measuring Shorthand Achievement," (unpublished Master's thesis, Boston University, Boston, 1949), p. 27. 20 (see page 54), or the Schoetke test (see page 55), or the United States Employment Service Test No. 11 (see page 60). The Hammond Study5 Hammond conducted a study in college transcription classes in which scores on traditional, oral dictation tests were compared with printed dictation (non-oral) tests. In this study, the two selected transcription classes (Section I and Section II) were taught in the same way by the same instructor. Two three-minute oral dictation tests were given to both classes of students during the first and third weeks of the study. After a brief warm-up period, the first test was dictated at a speed of 120 words per minute, and the second at a speed of 100 words per minute. Stu- dents were allowed a period of 25 minutes to transcribe the better of the two tests and correct their transcripts. A transcript of the orally dictated material was supplied by the instructor to use in correcting transcripts. During the second and fourth weeks, printed (non- oral) dictation tests were given to the same students. The content of the printed dictation test was the same as 5Karen Joyce Hammond, "A Comparison of the Short- hand Achievement on Tests Administered by Oral and Printed Dictation," (unpublished Master's thesis, Brigham Young University, Provo, 1963). In «G. ..I 21 the orally dictated one. Tests were composed of Specially constructed typewritten materials arranged in two columns and triple-spaced to allow the students to write short- hand notes below the printed material on a special type of tracing paper overlaying the typewritten sheet. Stu- dents were instructed to copy in shorthand from the printed material for three minutes as rapidly as possible. The same transcription period of time was allowed as for the oral dictation test for transcribing shorthand notes ap- pearing on the tracing paper and for correcting transcripts. (The printed dictation tests gave one minute more of printed dictation materials than the oral dictation tests allowed.) Printed dictation tests were always given the week following the oral dictation test and a total of four tests of each tYPe were administered to both classes during the semester. Both types of tests were evaluated in the same manner With errors counted for misspelled words, punctu- ation, typographical mistakes, and errors in transcription. SCores Of tests were computed on syllables in correct words transcribed, rather than correct words per minute. The statistical treatment used to determine the difference in achievement on the two methods of testing was the coefficient of correlation, computed by the Pearson Product Moment. formula. Scores on the first test (oral ic - - tation.) were compared w1th scores on the same test 22 (Iprinted dictation), which was given one week later, for eyach class followed by a comparison of scores for each of the second, third, and fourth tests in each of the classes. A.comparison of the significance of the difference in achievement of the two methods of testing was made by de— termining the critical ratio. The following findings were reported: 1. The coefficients of correlation found by comparing the scores on both types of tests 1, 2, 3, and 4 for the students in the Section I class were .449, .598, .605, and .267 respectively. 2. The coefficients of correlation on the same tests for the students in the Section II class were .120, .738, .651, and .796 respectively. Hammond, therefore, concluded that in the interest Of administering one shorthand test which would give a pre- Cise measurement of speed, and which would permit students to write at their individual rate, printed dictation may be used. She further concluded that evaluation obtained frtm‘shorthand tests administered by printed dictation as Compared with oral dictation may vary from negligible re- lationslxip to substantial relationship. In most instances subStanizial relationship existed, although there were two Cases Where correlation was low. Hammond did not indicate th . . . . . . e levfél of s1gn1f1cance of the correlation coeff1c1ents. 23 The critical ratios of the scores in tests ad- {ministered by oral dictation as compared with those ad- ministered by printed dictation were 2.42, 3.13, 1.09, and 2.41:fl3r tests 1, 2, 3, and 4 respectively. The author, therefore, concluded that there was rm>significant difference in the students' achievement when using printed dictation as compared with oral dic- tation on tests 1, 3, and 4 at the 1 percent level of cxanfidence; but there was a significant difference at the 1. percent level of confidence on test 2. Based on the caritical ratio at the 5 percent level of confidence, there wees no significant difference in the students' achievement cum tests 2 and 3; but there was a significant difference 1J1 the students' achievement on tests 1 and 4 at the 5 Pemcent level of confidence. The researcher's appraisal of Hammond's method- olrgy points out several weaknesses. Students were fa- miliar‘With the oral method of dictation due to previous classroomexperience, but unfamiliar with the nondic- tation (non-oral) materials known as "dictaplate." The Same dictation materials were used for both testing methods; and ewen.though the tests were given a week apart, the re- sultSCDf the second testing may have been influenced by memory <>f the dictation materials. Another limitation is the ‘. . . Smalgl sample Size from wh1ch conc1u51ons were drawn. 24 In addition, two of the tests indicated correlation fig- ures that showed negligible relationship. The Ca]. der Study6 Calder made a study to determine if student growth in.semond.semester high school shorthand classes can be measuned through the use of a simple objective test. She ccmmiled.an experimental test divided into three parts: \Kocabulary, dictation, and English skills. She used a seelection from Business Teacher magazine as the control t€38t (syllable intensity of 1.3) dictated at the rate of 6() words per minute for five minutes, allowing 30 minutes fkar a complete typewritten transcript. Each of the parts, imicluding-subtests, was correlated with each other part and with the control test and with the students' ten weeks' grade. The coefficients obtained showed that marked or high mmrrelation was present; only two of the comparisons Showed less than a marked correlation. Calder felt that thertests had very high reliability coefficients. Of Particular interest to this study was the comparison be- tweendictation tests and the control test as these tests Were Objective in nature. The syllabic intensity averaged \ Wh' 6Edith Anne Calder, "A Study of the Extent to SkICh Objective Tests May be Used to Measure Shorthand llls," (unpublished Master's thesis, The University of w . ashlngtuon, Seattle, Washington: 1955)- 25 1.3, the same as that of the control test. The duration of dictation was two minutes. The transcript was the fill- in type in which the student used her notes to complete a skeleton transcript. The total score on the dictation subtests had a validity coefficient of -.85 with the con- trol test. The coefficient was minus for the reason that the control test was scored by marking the number of errors while the dictation tests were graded according to the total number of correct responses. The experiment was ad— ministered to 409 students in nine Seattle high schools over a two-day period. The students had had approximately 130 periods (35 minutes in length) of training prior to the experiment. It would have been much more desirable, from the researcher's standpoint, if the experiment had comprised advanced shorthand students: but, nevertheless, this high Correlation was very notable and warranted further investi- gation in order to determine whether objective tests could be subStituted, at least in part, for the time-consuming dictation tests. Calder expressed the same thought. All students should have practice in making com- Plete transcripts of materials dictated. For them to transcribe every test completely when the same results can be obtained with a fill-in transcript test, how- eVer, is a waste of time. \ 71bid., p. 52. 26 Presumably what she meant by "when the same results czan be obtained" was that fill-in transcripts will ade- quately measure performance in lieu of typing a complete transcript; but she probably did not mean that the students (n11 gain the same experience in the actual process of transcription if fill-in tests are substituted. Fill-in tests, after all, only test certain parts of transcription skill, notably ability to read notes and to take dictation art.certain speeds. Since Calder was primarily concerned wuith the first year of shorthand in which speedbuilding is; stressed, her comment would probably be more applicable tc> the first year study of shorthand. In the researcher's opinion, there is no adequate alternative yet devised which will train students for com- Plete competency in stenographic skills without a great deal of Emactice in actual transcription. Jester8 has given us insight into the make-up of the transcription process. His findings showed that the transcripmion process is composed of a series of highly, internSlated elemental tasks all of which contribute to the intlli‘icate process of producing quality transcripts. In theresearcher's opinion, it is doubtful whether an \ Diet, , 8Donald D. Jester, "A Time Study of the Shorthand NOrtathu1 Process" (unpublished Doctoral dissertation, hweStern University, Evanston, 1959) . 27 (abjective test could measure most of these components in :isolation. Spelling might be tested separately, but it ‘would be difficult to prepare a test for letter production for the reason that there are many variables to consider. Calder offered some helpful advice when she pointed out diet it was easy to devise a fill-in test. Any dic- tation material can be transformed simply by selecting carefully the crucial words for omission. (Phe Hiett Simplified Shorthand Test9 An objective-type shorthand test, called the Hiett ESimplified Shorthand Test, published by the Bureau of Edu— <=ational Measurements of Kansas State Teachers College, ‘was another example of a nondictation test that had been developed. It was developed for hand-scoring or machine- srmring; correct answers were indicated by encircling the P¢°P€r answer or blackening a space on the answer sheet. Conclusion In the search of the literature and research relatingto the validity and reliability of objective tests, therewas some evidence to support the contention that \ 9Mathilde Hardaway, Testing and Evaluation in Ms Education (Cincinnafi: South-Western Publishing c"“Pany, 1966?, p. 286. 28 there is a positive relationship between the objective type tests and the traditional type dictation tests as given in public high schools; but there was no conclusive evidence in this regard. Further research is needed. The difficulty with the research uncovered to date was that it was deficient in either (1) a lack of controlled conditions between the experimental group and the control group in terms of physical factors, such as pOpulation character- istics or in the tests themselves, or (2) faulty or non- existent statistical evidence. Studies in the Problem of Difficulty Measurement Measurement of difficulty of the dictation ma~ terials has been a source of concern by researchers and educators alike, both from a theoretical and practical Standeint. In theory, it would be ideal to be able to adjust the difficulty level to (l) the precise state of the students' learning progress, and to (2) select material at each stage which is neither too easy nor too difficult for the student in order to properly motivate her. In a praCtiCal vein, all teachers have experienced with dismay, dictating various letters which they thought were constant in difficulty, but which students found either too easy or t . 0° dlfficult to handle. .2 29 Leslie10 stated that "the Germans for many years riave expressed their shorthand speeds directly in terms (of syllables a minute" instead of words per minute. He indicated that this would be more satisfactory and more scientific than by actual word count or by standard words. The standard word greatly equalizes the diffi- culty of shorthand dictation material but there is still some difference in difficulty.11 Other devices which have been used to measure difficulty of dictation are: typing stroke count, short- fuand character count, sound count, artificial restriction c E vocabulary, vocabulary spread index, vocabulary analy— szis, sentence length, syllable intensity and the standard wrard. But of all these methods only the syllable intensity auad the standard word have survived. Recently, new methods have been proposed to overcome the inherent weaknesses in the difficulty measurement, but they have not been widely accepted as yet. Wearchers ‘Wellman,12 one of the earliest researchers to StUdYdifficulty of dictation tests found that the _i~______ c . , 10Louis A. Leslie, Methods of TeachingTrans— EEE%§E§23 (New York: McGraw-Hill 356k Co., Inc., 1919), llIbid. 12Rowena Wellman, "An Examination of Certain Fac- S en Inlnolved in the Reporting and Transcribing of . Coluggtftphic Materials" (unpublished Doctoral dissertation, Hills 151 University, New York, 1937) Cited by Mildred C. Ortfitad, "Factors Which Contribute to the Difficulty of aruj Dictation Materials" (unpublished Doctoral ssertirtion, University of Minnesota, Minneapolis, 1960). di r7. 30 vocabulary level seemed to be a better index of difficulty than syllable intensity. Because Wellman did not have the advantages of computers or refined statistical techniques, she held all but one factor constant at varying times. These factors were sentence length, syllabic intensity, shorthand stroke (average number of strokes per word), and vocabulary frequency level. For instance, as pointed out by Uthe who also reviewed this study: (Wellman) found no significant difference between mean scores (errors) on transcripts of dictation ma- terials having syllabic intensities as divergent as 1.4 and 1.8 syllables per word. . . . In contrast, a significant difference was found between means of errors made on two tests in which all elements were identical. Such findings would indicate that some- thing other than syllabic intensity was operating to make one test more difficult than the other when13 difficulty was measured by the number of errors. The Elsen Study14 Elsen made a study of three of the factors used to measure the difficulty of dictation material using l3Elaine Uthe, "An Evaluation of the Difficulty Level of Shorthand Dictation Materials" (unpublished Doctoral dissertation, University of Minnesota, Minneapolis, 1966). p. 14. 14Sister Mary Elfrida Elsen, "Factors of Difficulty in Shorthand Dictation Material“ (unpublished Master's thesis, De Paul University, Chicago, 1946). ”I 31 Gregg Anniversary shorthand: syllable intensity, vocabu- lary spread, and the shorthand character count. Her findings indicated that it was important to predetermine and control the rate of speed of dictation. Her con- clusions signified that syllabic intensity is a fairly accurate indicator of the difficulty of the shorthand dictation material; that the number of spelling and punctu- ation errors correlate more closely with the vocabulary spread index than it does with the syllable intensity fig- ure; that the total errors of all kinds correlate more closely with the syllable intensity figure than with any other index orcombination of index figures. Her main conclusion was that syllable intensity has the greatest validity of the three as a predictor of the difficulty of stenographic material and is the easiest to compute. Leslie15 gave praise to Elsen for this piece of work. But apparently her study has not stood the crucial test of impartial scientific methodology. Subsequent re- searchers, among them Hillestadl6 and Uthel7 have criti- cized her work. 15Louis Leslie, Methods of Teaching Gregg Short- hand (New York: Gregg Publishing Division, McGraw-Hill Book Company, Inc., 1953), p. 43. 16Mildred c. Hillestad, "Factors Which Contribute to the Difficulty of Shorthand Dictation Materials" (un— published Doctoral dissertation, University of Minnesota, Minneapolis, 1960). l7Uthe, Op. cit. 32 Hillestad18 criticized Elsen's study as follows: No account was taken of the differences in the type of dictation, other than those pointed out by the abrupt rise of errors. No indication was given that the letters chosen were at random. No statistical analysis was reported. Bar graphs were drawn on separate scale for errors and syllable intensity. No attempt was made to reduce the measures to common units in order to compare them. Had this been done, the lepe which conveniently proves her argument may have been changed. None of the original data was included in the study making it impossible to go over her figures. No details were furnished regarding the scheduling of the dictation. It should be noted that all seven points were pro- cedural in nature, but only item five questioned her find- ings. Uthe19 criticized Elsen's study mainly for the lack of random sampling in the choice of the dictation materials and the lack of penetrating statistical analysis. 18Hillestad, op. cit., pp. 15—18. 19Uthe, cp. cit., p. 15. 33 Others have criticized the use of syllable intensity as the best measurement of test difficulty and have proposed various ways of measuring difficulty. For the purposes of this study the syllabic intensity measurement was used as it was easy to compute and has been the traditional method used. The researcher would like to call attention to an observation noted in Elsen's handling of the data that might have refined her conclusions. In Elsen's quest for suitable dictation materials at higher syllable intensity levels, she turned from conventional business correspond- ence to Congressional dictation material as it was diffi— cult to find desirable business compositions. It is felt that her finding; namely, that errors increase when the syllable intensity is raised from 1.7 to 1.9, is not due entirely to intensified syllabic intensity levels but is partially influenced by the advanced shorthand student's unfamiliarity with specialized governmental terms. Elsen should have tested for this likelihood by devising two series of tests at the same syllabic intensity levels, one composed of business correspondence and the other of Congressional material. 34 The Curtin Study20 As reviewed by Uthe: Curtin (1958) obtained a coefficient of correlation of .128 between mean syllables per word and the number of shorthand errors made on a set of 41 letters ran- domly selected . . . This degree of relationship is not statistically significant for a sample size of 41 and would seem to indicate that for these letters syllabic intensity wgpld not predict difficulty in recording dictation. The Hillestad Study22 Hillestad was one of the first researchers to study systematically the relative importance of the ele- ments of dictation which cause the students the most diffi- culty in taking dictation. Hillestad said that the find- ings of many studies were inconclusive for two reasons: (1) designs used (models) and (2) inadequate statistical treatment of the data. In addition she pointed out that none of these studies made an attempt to measure statisti- cally the difficulty according to errors. Her model pur- ported to do this since she had access to a computer to handle the statistical computation and data involved. 20Rita Curtin, "The Relationship Between Selected Factors and Difficulty of Dictated Material" (unpublished Doctoral dissertation, Indiana University, Bloomington, 1958). 21Uthe, 0p. cit., p. 16. 22Hillestad, OE. cit. 35 The need to measure scientifically the difficulty level was twofold: (1) to have a consistent measure of the difficulty of the dictation material in order to plot correctly the student's progress in accordance with ac- cepted theory of learning, and (2) to select material that is neither too easy nor difficult so that the student will be motivated properly. Such reasoning led her to conclude that errors and difficulty were interrelated. For instance, one of her observations gained from learning theory was that students simplified words they did not fully understand into their own terms, thereby causing errors. She did not probe deeply into the psychological or sociological principles accounting for errors, however. But based on the assumption that recording errors and difficulty of materials are related, she carefully assembled sixteen variables selected in part from possible predictive factors prOposed by existing research at the time. Hillestad developed a multiple regression equation identifying those elements in dictation material and the shorthand system which could be used to predict the diffi- culty the student would have as reflected by errors made in recording shorthand from dictation. She found that the length of words counted in syllables (a form of syllabic intensity) and the vocabulary level (frequency of word 36 usage) were the significant predictors. The variable, words beyond the first 1500 words on the Silverthorn List, was substituted for the vocabulary level variable in her final formula, because these two variables were both measures of vocabulary level. The correlation coefficient was .967 between the two, indicating that these two vari— ables measure the same thing. Furthermore, words beyond the first 1500 were easier to handle than vocabulary level. However, the errors were more directly related to the vocabulary level than to the number of syllables in the words in the prOportion of .7681 to .4106 in computing regression. The elements of the shorthand system seemed to be more valuable as indicators of learning difficulty than as predictors of difficulty of dictation materials. Therefore, Hillestad recommended more intensive drills for these factors. Uthe24 pointed out two shortcomings in Hillestad's methodology: (1) the speed of dictation was not uniform from class to class, and (2) the sampling of students was not independent. 23Uthe, op. cit., p. 36. 24Uthe, 0p. cit., p. 37. 37 The Farmer Study25 Several researchers, Farmer, Baggett,26 and Peterson,27 attempted to validate Hillestad's formula of error prediction, but the researchers were not successful in their endeavors. Farmer (1961) designed a study using Hillestad's formula as a criterion for six classes of second year students in Calgary, Alberta, Canada, using Pitman Short- hand. Her conclusions were: Although Hillestad's theory of difficulty may successfully predict errors in the notes taken in Gregg shorthand, it might not be as valid a predictor of errors in the transcripts of Pitman shorthand notes. The conclusion cannot be made on the basis of this experiment that Hillestad's measure operates as a calibrator of the difgiculty for transcripts made from Pitman shorthand. 25Geraldine Mary Farmer, "An Experiment to Test the Validity of a Measure of the Difficulty of Shorthand Dictation Materials," Dissertation Abstract, Vol. 22 (1962), p. 3945. 26Harry William Baggett, "The Validity of a Measure of the Difficulty of Gregg Shorthand Dictation Materials," Dissertation Abstract, Vol. 26 (1965) p. 1648. 27Richard B. Peterson, "An Investigation of the Validity and Reliability of a Formula for Determining Difficulty of Shorthand Dictation Materials" (unpublished Master's thesis, Mankato State College, Mankato, 1958). 28Farmer, 0p. cit. 38 The Baggett Study29 Baggett (1964) conducted a study based upon the Hillestad formula using seven classes of second year short- hand students in the Richmond, California, School District using Gregg Simplified Shorthand. His conclusions were: . . . the Hillestad formula for predicting difficulty could discriminate between the difficulty of the six letters (of his model) but was not effective in pre- dicting their order of difficulty.30 The Peterson Study31 Peterson (1964) designed a study to validate Hillestad's formula, by constructing eight letters using words selected from Silverthorn's list. The first letter contained mainly words from the first 400 words, the second letter, from the second 400 words and continued in irregular progressions through the eighth letter, which was composed of-words from the 5,000 most used words and beyond. The letters were dictated, one-minute in length, to both first and second-year students at the end of the school year. Peterson found that the coefficients of correlation between the Hillestad predicted error score (y's) and the percent of error for all three groups--the 29Baggett,rop. cit. 3°1bid., p. 1648. 3J'Peterson, op. cit. 39 entire group, the first year students only, and the second year students only--was too low for predictive purposes.32 Uthe in reviewing this study notes that because of the short dictation time, the irregular progression in the use of the vocabulary levels on the Silverthorn list and the lack of information about the similarity of classes, Peterson's findings must be viewed cautiously. Uthe con- cluded that additional research would seem necessary to validate Hillestad's formula for she stated: . . . that further research is necessary to investi- gate whether this is due to the design of the study, the influence of other variables not included or chance.33 The Uthe Study34 Uthe (1966) developed a formula that would con— sistently predict the difficulty level of dictation material used in learning and testing purposes. She developed a multiple regression equation that would pre— dict the number of errors a student would be likely to make in her shorthand notes when recording a shorthand dictation test using Gregg Diamond Jubilee shorthand. 32Uthe, op. cit., p. 43. 33Uthe, op. cit., p. 43. 34Uthe, op. cit. 40 Two types of data were gathered on 100 individual letters from which the regression equation was derived: (1) those characteristics inherent in the words themselves; such as, syllabic intensity, vocabulary level, brief forms in the 1—100 vocabulary level range, and (2) those charac- teristics related to the shorthand system itself; such as, shorthand stroke intensity in brief forms, shorthand stroke intensity in brief form derivatives, shorthand stroke in— tensity in constructed words. The study was concerned with the number of errors made by fourth semester high school students in recording Gregg Diamond Jubilee shorthand from dictation. Within the above two groups, Uthe identified 35 variables that might serve as predictors. Using 33 vari- ables in-a multiple regression analysis, she obtained a correlation coefficient of .84 between the variables and the criterion, the adjusted mean word error scores students made. However, Uthe selected only the three best or more practical variables for use in the final formula. These variables remaining at the .95 level of probability were: brief forms, words beyond the 1500 most frequently used words as developed by Silverthorn, and endings. She ob- tained a correlation coefficient of .76 between the three weighted variables and the criterion. Uthe upholds the use of the three variables in contrast to the full 33 41 variables because the correlation coefficient of .76 seemed adequate for the purpose she had in mind; namely, to develop an equation to predict consistently the number of errors a student makes on a selected piece of dictation material. Although the researcher is of the Opinion that this is a commendable piece Of research, it is doubtful that the average high school teachers would avail them- selves Of her formula because of its complexity. As yet publishers of dictation material have not adOpted her formula; therefore in the interest of uniformity and prevalent practices this researcher will use syllabic in- tensity as a measure of differences in difficulty between high school teacher dictation tests and the entry-level stenographic dictation tests required by State Civil Service Commissions. It would be valuable if further studies were made to corroborate her predictive formula. The Mellinger Study35 Mellinger Offered another approach to measuring syllable intensity. He questioned the use of the standard word as an adequate measure Of the difficulty of dictation 35Morris Mellinger, "Let's Adopt the Yardstick of a Word Frequency Index," Business Education World, XLV (December, 1964). 42 material. In this regard, he analyzed Silverthorn's list Of 300,000 words and found that the average syllabic in- tensity was 1.56 instead of 1.4 which is so widely used today. Furthermore, he pointed out that even poor students have little difficulty writing in shorthand some common words familiar to all, such as "information," regardless Of the number of syllables contained in the word. Whereas these students have trouble with less common words, even though the word may have only one or two syllables. Thus syllable counts as measures of difficulty would be mis- leading since some would be associated with easy-to-take words while others would be associated with hard-to-take words. As a solution to this dilemna, he suggested the adoption of a word frequency index. This index would be composed of Silverthorn's 200 most frequently used words. All dictation material would be evaluated according to the percentage of these 200 words contained in the letter or manuscript selected for dictation. It would be a simple process, once the teacher or the student had committed to memory or otherwise mastered these words, to count them. Once the idea caught on, this percentage could be published along with the dictation material. Mellinger worked out a table to measure difficulty tweed on this arrangement: .. 43 Proportion of 1-200 Classification Silverthorn Frequency Words Difficult Less than 60 percent Average 60 to 69 percent Easy 70 percent or more He noted that 60 percent of Silverthorn's 300,000 words were these 200 most frequently used words which led him to hypothesize that any business letter would also contain 60 percent of these words. This was the basis of the table. He did a limited amount of verification of this table (approximately 400 letters from various sources) from which he concluded that: It now seems clear that additional samples Of letters will not change the results significantly, and the results mentioned in this report egg be assumed to apply to virtually all letters. Conclusion Traditional measurements of difficulty level are being challenged today, as well as in the past, because of their lack of validity or reliability; nevertheless, these measures are still widely used. The reasons for their use are these: (1) publishers continue to use them, (2) the alternative methods have not been conclusively mmmnstrated to be superior or are too complicated to use 361bid., p. 31. 44 in their present form, (3) custom, (4) inertia. But perhaps there is another reason. It is possible that teachers are not really aware of, or concerned with, the full potential such measures Offer. This possibility would be worthy of further investigation. Studies in Transcription Standards Three studies concerning transcription standards were reviewed. The Barras Study37 Barras' research was an empirical study pointing to transcription practices which need improvement. Barras made a study to determine the transcription rate and the quality Of transcription Of fourth semester shorthand students in selected Catholic high schools. A dictation and transcription test was administered to 324 fourth semester shorthand students in 18 randomly selected Catholic high schools in the Midwest. This test consisted of three nontechnical letters containing a total of 400 standard words which were dictated at the rate of 80 words per minute and transcribed at the typewriter within a 30 minute period. Transcription rates were 37Sister Mary Joanna Barras, OSF, "Transcription Ninevement Of Fourth Semester Shorthand Students in Selected Catholic High Schools in the Midwest," (unpublished inster's thesis, The University Of Wisconsin, Madison, 1961). ‘7 Iv 45 determined by dividing the total number of gross words transcribed, plus an allowance Of one word for every five strokes of nondictated material typed, by the number of minutes used in transcribing them. Transcripts were checked for accuracy and were given a quality rating of either verbatim, mailable, or unmailable. Transcription errors were classified to determine their frequency Of occurrence. A comparison of the findings of the survey with those of similar studies by means of comparative tables was made. It was found that the average transcription rate was 14.3 words a minute; the median rate was 14.5 words. The range was from 6.6 to 27.8 words a minute. Only 4 percent of the students attained a rate Of 20 words a minute or higher. About 17 percent of the letters were transcribed verbatim, while 32.9 percent were rated mailable. Errors of substitution outranked every other type of error by a wide margin while other errors occurred in the following order of frequency: omissions, typo- graphical, poor erasures, spelling, additions, punctuation, English usage, letter mechanics, and syllabication. When these classifications were grouped in terms of the three tnsic skills involved in the transcription process they rmmed as follows: Shorthand 66.2 percent, English 17.1 mncent, and Typewriting 16.7 percent. A difference was . . 46 noted in the frequency of the transcription errors made in this study with those of other studies not cited. Whereas English errors ranked first in other studies, they ranked second in this study and accounted for only about one-sixth of the total errors. The average percent Of accuracy for students was 96.6. There was no significant difference between the results of this study and that of a similar study con— ducted in the public school system in 1952. The median transcription rate was slightly higher in the Barras study, while the quality Of transcripts of the 1952 study was somewhat superior. The researcher found no evidence that transcription speeds had been improved over the intervening years. In a nationwide study of hundreds of shorthand students who com-_ pleted their transcription training, it was found that the average transcription rate for students was 14 words a minute.38 The Jester Study39 Jester has contributed to the profession with an analysis of what transpired in converting shorthand notes 38Hardaway, op. cit., p. 297. 39Donald D. Jester, "A Time Study of the Shorthand- Euanscription Process" (unpublished Doctoral dissertation, IWrthwestern University, Evanston, 1959). 47 into final copy. He singled out 36 advanced shorthand students for time study by identifying and examining the numerous tasks they performed while transcribing material. He Observed, . . . that transcription is a series of activities, each one consuming an interval of time. Typing occupies only 38.1 per cent of the overall time, contrasted to 61.9 per cent devoted to non-typing activities. From this, he concludes that: . . . transcription training must include more than drill in typing from shorthand notes. It must include training in the performance of the non-typing activities of transcription.41 The non-typing activities grouped themselves naturally into four major areas. The most important, re- quiring 32.9 percent of overall time, were activities of identifying and solving typing problems. Activities of this type included identifying and correcting errors, problems Of style and placement, and problems of machine manipulation. Shorthand problems ranked second, requiring 14.3 percent of overall time, centering around deciphering incorrect outlines, reading notes for context and meaning, deciphering poor penmanship, and supplying omitted outlines. The third ranking area of non-typing activities requiring 4oibid., p. 33. 41Ibid., p. 33. ll. .- n. .1 ‘0‘ A; no. ., “Do A ‘ \ l . -‘- . 'Vl.. . n ’ r no _ o a. .“ u.‘\ I ~§ \ \ ~ 48 8 percent of overall time were those of an informational nature. They included activities of supplying, verifying, and correcting information for fill-ins and for letter parts, such as inside addresses, signature elements, salutations, and complimentary closings. Problems of English usage ranked as least important, occupying only 6.7 percent of the time. Jester indicated that English problems included spelling, punctuation, syntax, and syllabication. The informational problems seemed to be common to all transcribers; whereas, the typing, shorthand, and English usage problems varied more pronouncedly from transcriber to transcriber apparently depending on the background, skill, and intelligence of the individual. The transcribers relied on their own backgrounds Of knowledge in solving typing, shorthand and English prob- lems; but with informational problems, the students consulted reference sources more Often. Slow transcribers tended not to keep their eyes on the shorthand notes during the typing activity, were hesitant about making decisions, took more time with erasing and correcting errors (but did not necessarily make more errors), did not handle the paper and adjust the typewriter with dispatch, were uncertain about proper headings, and signature location, etc., and seemed not to know where to find needed information. Fast transcribers .ut 49 on the other hand performed these Operations well, ex- hibiting smooth rhythmical motions of typing. The typing function itself consisted Of very short intervals Of sustained typing-—less than 30 seconds for 92.9 percent Of the time, caused by interruptions due to performing non-typing activity. The transcription typing rate without taking into account non-typing activ- ity was approximately 45-55 percent of the student's straight typing rate, and correlated with the student's straight typing rate, which means that transcription is a much more complicated and inclusive activity than straight typing. The implications of Jester's study will have far- reaching influences on the quality Of instruction in fu- ture high school transcription classes. Not only did he point out that non-typing activities consume more time than actual typing, but that inefficiencies in these ac- tivities have contributed heavily to the slowness Of the total transcription process. He pin-points specific areas where improvement could be attempted such as drills in the use of reference materials or improving skills in writing correct shorthand and the approximate amount of attention that should be devoted to each. He leaves for future research the precise implementation that these improvements should take. pi ‘- 50 The Thomas Study42 Thomas developed a criterion for the measurement Of shorthand transcription production using some of the ideas of leading thinkers and writers in the field Of shorthand transcription. Stated more specifically, the purpose of his study was (1) to determine the physical characteristics of the materials to be transcribed; (2) tO determine the procedures to be followed in conducting transcription tests; and (3) to arrive at a set of rules for the grading and scoring of the completed transcripts. Through a survey of Opinions of experts in the field of business education, the following findings were reported with regard to the physical characteristics of the materials to be transcribed: l. The syllabic density Of the dictation material may vary from 1.35 syllables per word to 1.45 syllables per word. 2. The word count of the dictation materials should be based on 1.4 syllables per counted word. 3. Quarter-minute markings of the letters should show an accumulated word count. 42Archie C. Thomas, "The Development of a Criterion for the Measurement of Shorthand Transcription Production" (unpublished Doctoral dissertation, Okalahoma Agricultural and Mechanical College, Stillwater, 1951). 51 4. Dictation materials should specify the number of words to be added to the word count of the body Of each letter for the elements of the letter (other than the body. For example: envelope address, date line, inside address, etc. Procedures to be followed in conducting the transcription tests were reported as follows: 1. No time should be allowed for pre-reading of shorthand notes. 2. A period of transcription should be 30 minutes, but it is not expected that testees should com- plete transcription of all letters dictated. 3. The time allowed for proofreading transcripts should be included in the transcription time. 4. Transcription timing should not begin until all students have been given an Opportunity to become adjusted to their machines and settled for typing. Testees should be responsible for proofreading and making corrections and should, therefore, be told the amount of time remaining in the period to allow for completing letters. 5. An envelOpe should be addressed for each letter dictated, and the address should be arranged and punctuated in the same manner and style as the 10. to the l. 2. 52 inside address of the letter. Time required should be included in the transcription time. Typing errors should be erased and corrected on original and carbon copies within the trans- cription time. The-date and inside address should be included as part of each letter but not as a part of the timed dictation. Test materials should not be previewed or prac- ticed prior to the conducting of the tests. Testees should be permitted to verify the street address, city and state and spelling of prOper nouns of the inside address before the dictation of the ensuing letter begins. Students should determine both their gross and net rates of transcription production. The following findings were reported with regard rules for grading and scoring of transcripts: A transcript does not have to be verbatim. A satisfactorily corrected error should have no penalty. Letters become unacceptable if they have the following fatal errors: misspelled words, un- corrected typographical errors, incomplete or 53 fragmentary sentences, incorrect choice of words, poor sentence construction, degree and judgment errors, etc. 4. Gross words used for figuring score include in- complete letters. Gross transcription rate shall be the number of gross words transcribed divided by the elapsed time of 30 minutes. 5. Net number Of words transcribed shall be the number of gross words transcribed less penalty deductions. 6. Net transcription rate shall be the number of net words transcribed divided by the elapsed time of 30 minutes. Recommendations made as a result of the Thomas study indicated that the criteria he develOped concerning physical characteristics of materials to be transcribed, the procedures to be followed in conducting transcription tests and the rules for grading and scoring transcripts should be used bytranscription teachers in both high schools and colleges and by personnel managers as an employment entrance test. In light of Jester's contributions to determine what the existing standards Of transcription production are in high schools and colleges in comparison to what ‘o v.- 54 this study recommends, it would seem that further research is needed. Studies Concerning Innovative Testing Practices A search of the literature for evidence of ex- perimentation and research leading to improvement in shorthand testing practices revealed very few articles or studies dealing with this subject. But what was available exhibited a willingness on the part of teachers to depart materially from the "tried and true" and Offered a foretaste of what might be achieved if more innovative projects were undertaken. For instance, Sadoff and Perkins described an unusual way to reduce effort in shorthand testing. A shorthand test of a nondictation nature is the Otis and Laurent Test of Shorthand Skills published by the Personnel Research Institute. This test does not include any dictation or typewriting transcrip- tion--it is merely a carbon pack composed of a printed form of a letter arranged in triple spacing. Under each typed line the applicant is asked to tran- scribe the letter in shorthand. Upon completing the shorthand copy, the applicant is given the carbon copy on which the same letter partially transcribed appears and on which the carbon imprint Of his short- hand notes appears. The applicant then completes the transcription from his own shorthand notes. A score is determined from the accuracy and the time it takes to finish the transcription.43 43Frances Sadoff and Edward Perkins, Jr., "There Must Be a Better Way to Test for Employment," The Balance Sheet, XLVIII (October, 1966), p. 67. 55 The article did not state whether research was undertaken to establish the new technique's validity nor how widespread its application was. Such information would have been desirable; however, the authors have un- veiled new horizons Of imaginative thinking. Schoetke also developed a practice technique simi- lar to the Otis and Laurent Test for classroom use in which printed dictation materials were used in building speed in shorthand.44 The shorthand speed tests and the transcription tests, which were to be practiced and used as instruction material, were typed triple-spaced on master COpies. Shorthand outlines were written between the triple-spaced lines. The master copies were then duplicated and distributed each day to the students. PART II Problem§_Encountered and Trends Observed in Testing Procedures Used by State Civil Service CommissiOns This part of the review of the literature is concerned with the problems encountered and the trends .44Flossie Katherine Schoetke, "An Evaluation Of the Phonetic Approach to the Learning of Gregg Shorthand in a One-Year High School Course at Dewitt, Iowa Public High School" (unpublished Master's thesis, State Univer- sity of Iowa, Iowa City, 1951). A ‘ 56 observed in the testing procedures used by State Civil Service Commissions. The literature is very limited; however, there is enough available to discover the objectives Of typical Civil Service stenographic testing programs, the problems encountered, the trend toward remedying some of the weak- nesses. The purpose of State Civil Service Commissions is primarily one of administration. They do not use tests to improve skills, but only to select in a rational way the best qualified applicants that choose to apply for em- ployment and to follow their progress toward more respon- sible positions. The California Study45 Chopson and Cawley stated that a very satisfactory solution to the testing problems of Civil Service in the State of California was achieved by using printed dic- tation for the performance portion of the stenographic examinations. The complexities of the transportation and communication systems of the State dictated a need for the Speed-up Of processing of tests given to the thousands of.job applicants for stenographic positions. Administering 4 5E. W. ChOpson and Pauline B. Cawley, "New Method Of Examining and Certifying Typists and Stenographers," Public Personnel Review, (October, 1949), pp. 201-205. 57 orally dictated tests was cumbersome, time consuming, costly, unequitable, and Often unusable for the reason that the prospective employee was no longer interested in employment by the time the registers could be compiled. Such factors as errors made by dictators, prohibitive costs of mechanical means of dictation, and a multitude of other adverse conditions led to the development of dictation material in printed form. This new type Of test could be distributed easily, given continuously rather than intermittently, graded uniformly, and registers (composed of persons actively seeking employment) prepared expeditiously at very significant cost savings. Therefore, the State of California felt that this type Of testing offered a great deal toward simplifying their Operations. The printed dictation material could be copied in shorthand within a certain period of time and then transcribed through the use of a duplicate printed tran- script in which a variety Of words and phrases were under- lined and numbered. Correct or incorrect answers could be indicated on an IBM answer sheet as true or false. Five minutes were allowed for copying the printed material into shorthand and thirty minutes were allowed for the transcription. (Comparing the COpy with the applicant's notes.) There were predetermined passing scores. . o 58 NO dissatisfaction on the part of the applicants was reported. Repetition of the same test form by indi— viduals was prevented by using various test forms at different times of the year. To test the validity of their stenographic per- formance test, the state conducted limited research. The findings were as follows: Statistical analysis Of the results of such steno- graphic tests administered experimentally to groups Of stenographers already employed showed that when scored by the most favorable formula, correlations of scores on this test with scores on conventional stenographic tests approximated .75. Validity correlations were also calculated against various criterion scores. While the criteria themselves were not sufficiently reliable to serve the purpose adequately, obtained correlations indicated that the printed machine-scored tests were probably as valid as the conventional tests. 6 This study was a very significant one as it dealt with validating a new approach to shorthand testing. To a limited extent the state tested the validity of this new method and was satisfied that it was probably as valid as conventional testing. However, since only a limited amount of testing was done to insure its validity, care should be exercised in accepting the state's presumption that the test.is as "valid as conventional testing" with- out substantiation from other sources. 46Ibid., p. 202. u- .- - .... .a — to. ‘ n a. "'.»u .. .I‘ p. ‘a‘ _ u «e a. . ~- .7 ""o ‘ n .- \~~ v r- H o b" 8 59 The United States Employment Service Study47 The United States Employment Service (USES) in OOOperation with California, Illinois, New York, and the Utah Employment Security Services completed a study in 1965 (l) to determine the Optimum length of dic- tation needed on tests, and (2) to ascertain whether short— hand proficiency could be measured adequately utilizing a separate answer-sheet format. The USES made this study because they felt that there were advantages to the fill-in type examination. The traditional complete transcription method of testing the ability to take dictation is generally accepted as the most valid approach, but scoring a transcript is a time-consuming Operation. Use of a separate answer sheet form of a dictation test, like those used in the study, has the Obvious advantage of reducing scoring time to a fraction of that required for determining the number Of errors in a trans- cription. Research Concerning Optimum Test Length The sample used in this portion of the USES re- search consisted Of 228 applicants for stenographic posi- tions in Illinois and New York. Most applicants possessed 47Technical Report on Dptermination of Optimum Length and Format of Dictation Tests, A Report Prepared by the United States Employment Service in COOperation with California, Illinois, New York, and Utah State Employment Services, June, 1965. 48Ibid. 60 a high school education and some work experience. The research consisted of administering two dictated tests at the rate Of 80 words per minute for a period of three minutes allowing twenty minutes for transcription. Both tests were administered at one sitting. Applicants were not informed of the experimental nature of this test. The first test, the control test, was the United States Employment Test NO. 11 consisting of 240 words averaging 1.6 syllables per word. This test is considered as indica- tive of performance expected by the average worker in governmental employment and is widely regarded as a standard against which other tests are measured. The second or experimental test was constructed especially for use in this study and contained 240 words averaging 1.5 syllables per word. These two tests were scored by marking the number of errors found in typed transcription for the first 160 words dictated, for the first 200 words dic- tated, and for the entire 240 words dictated. Combined reliability coefficients for the appli— cants'test scores in the states of Illinois and New York at the first 160 words dictated level, at the first 200 words dictated level, and at the 240 words dictated level were .82, .84, and .81. Conclusions drawn from the study indicated that: 61 . . . Results of this study provide evidence that the Optimum length Of text for an 80 words per minute dic- tation test is about 200 words. The relationship be- tween scores on separate 240 word administrations of different dictation material is higher when scores are based on more or less than the first 200 words. On, the basis of these results, it was decided that the forms of the new USES dictation tests to be constructed should be.200 words in length.49 The researcher noted that the correlation coef- ficients closely approximated one another denoting that perhaps sweeping conclusions could not be drawn with re- gard to the Optimum length of dictation needed in steno- graphic testing. It is fair to note, however, that in all comparisons made by the USES the 200 word cut-Off point definitely gave the best coefficient between the ex- perimental and control tests indicating that there is merit in using shortened tests without loss in measure— ment accuracy. This research then contributes to measures which afford economy in time and effort. Research Concerning Separate Answer Sheet Format The sample used in this portion Of the research consisted of 361 employed stenographers, job applicants and students Of advanced stenography in the states of California, Illinois, and Utah. The educational level of testees was the same as the first experiment, but work experience was much longer. 49Ibid. 62 The testing procedure consisted of dictating at 80 words per minute for three minutes, the experimental test used in the previous experiment. The testee tran- scribed the dictation material from her shorthand notes. This was test NO. l. Multiple-choice and true-false answer sheets were developed incorporating the same dic- tation material as on the experimental test. These tests were designated as tests No. 2 and NO. 3, respectively. A fourth test, the USES No. 11, was used as a control test as in the first experiment. The examinees took all four tests in one sitting. In the first three tests the exam- inee used the shorthand notes which were written once at the time of the dictation of the experimental test. Test No. 1 can be described as representative of traditional testing; namely, complete typewritten transcript, graded according to the Gregg rules. Test No. 2, the multiple— choice form, consisted of a transcript with a considerable number of spaces left blank in the place of the words dic- tated. The examinee, first of all, determined from her shorthand notes which word or words belonged in each blank; and, secondly, selected the word or words which corre- sponded to her shorthand notes from a list of words sup- plied On the left side of the test and then recorded the letters A, B, C, D, or E on the answer sheet which were identified with the word or words on the word list. 63 Test NO. 3, the true-false form, consisted of a complete transcript in which words and word combinations were underlined. (The underlined words corresponded ex— actly with the blanks Of Test NO. 3.) Some of these underlined words had been dictated and some had not. The examinee was to determine from her shorthand notes whether each of the numbered, underlined words or combination Of words had been dictated, and to encircle the number if the underlined word or words had been dictated and to underline the word or words if they had not been dictated. Test NO. 4 was the standard by which comparisons Of the three other tests were to be made. The study revealed that: The correlation between the criterion test No. 11 and the separate-answer sheet version Of the experi- mental test was .74 for the multiple—choice form and .70 for the true-false form. These are sizeable correlations with the criterion test, but they are both markedly lower than the correlation Of .79 be- tween the criterion test and the transcription form Of the eXperimental tests the estimate of reliability Of transcription scores. This portion of the research indicated that there was a definite correlation between the traditional method of testing and the fill-in type transcript method of testing. However, the correlation between the control test and the traditional method was significantly higher SOIbid. ...\ 64 than the correlation between the control test and the fill- in type tests. But it must be borne in mind that the fill- in tests were taken at the same time and that the material used in the fill-in portion was identical with that Of the experimental test. Therefore, there was probably retention of words gained in completing the first test which would upset the correlation relationships to some degree. This research, therefore, was not conclusive evidence that the traditional method of testing measures to a better degree the performance of qualified applicants. It did, however, indicate an attempt to investigate scientifically the potentials Of newer testing techniques. Lamb's Observations51 Lamb stated that misleading results can come from any one skills test. She cited the experience of the United States Civil Service Commission who gave ex- aminations to 225,000 temporary-appointment stenographers to qualify for permanent positions at the conclusion of World War II. A high percentage failed. The blame, as usual, was laid on the school. Later the blame was shifted to the government for its testing program. It 51Marion Lamb, Your First Year Of Teaching Short- hand and Transcription (Cincinnati: South-Western Pub- lishing Company, 1961), p. 159. —~-v a... u " . a..: " I u“?- o ." . \" Q . '1 ‘l h I ‘Q‘ O . ‘.‘ - . 6?. '\ ~. ~‘ ~} ._. . ~. .' g g u ‘1 65 seems that government staff executives complained that those who failed were competent stenographic workers. Lamb said the real fault lay with the fact that the test- ees were examined under unnatural conditions for she said: A skills test measures not the ability of the testee to perform on the job but her ability to per- form under test conditions and between these two there is a great deal of difference. Conclusion The State Civil Service Commissions are highly administratively oriented. Civil Service Commission offi- cials must consider many more aspects of the testing program than is typical of the classroom. They must use discriminating tests in order to select the best qualified person and notify her as quickly as possible. The test usually must be processed centrally in order to be fair to all applicants and to keep adequate statistical records. The examination rooms and the Operational processing pro— cedures must be carefully planned to create a more ideal testing atmosphere because of the inherent artificial con- ditions that exists. It should be noted that the larger states are ex- perimenting with objective-type tests. The traditional method Of oral dictation is a very time-consuming task 521bid., p. 160. 66 ffrom their standpoint in terms of processing effort and vvaiting-time for the applicant. Their purpose is not one of instruction, but of ascertaining the person's qualifi— cations; consequently, any device which is valid and re- liable and will predict a person's probable performance on the job is definitely desirable. It would be desirable to note in detail the con- trasts and similarities between the state and classroom testing procedures in order to make concrete recommenda- tions which can improve both and result in harmonizing the two concepts wherever possible. PART III This part of the review of the literature is concerned with the basis of reconciliation, if any, that exists between the diverse goals of high school business educators and Civil Service Commissions; namely, the use of testing by the teachers as a vehicle to stimulate quality performance, and the use of testing by the State Civil Service Commissions as a means of selecting the best qualified candidate from a heterogeneous group of job applicants. The purpose of this section is to discover what the divergencies in standards are and to note the common ground between the standards Of teachers and state govern- ment; since in reality one group (the teachers) are trying :1 'VP coyaA. .- Ivaio ., . M t I .I y u. n b u,‘ . .. ‘\ ”u . ’. J: ‘- \ ‘. - ‘I ‘A ‘ I' ‘1 o I H.‘ '\ " v~ I .‘s 67 t:o produce what the other group (state government) want-- ccompetent stenographic workers. The Technical Requirements Expected of Future Stenographic Employees Leslie obServes: The stenographer will be judged (and paid) on the basis of the number and quality of mailable tran- scripts produced. If the volume and quality of tran- scription are satisfactory, the employer will not care whether the shorthand penmanship is good or bad, whether the shorthand theory is correct or incorrect. The employer pays for transcripts, not for shorthand notes. 3 The Green Study54 Green conducted a study of the dictation rates, dictation materials, and dictation practices of 72 busi- ness offices. He found that dictators spoke at many different speed levels and the flow of dictation was de- pendent upon their ability tO express thoughts. In this connection he found that the dictation speed of 60 words per minute met the needs of only 10 percent of dictators; 53Louis A. Leslie, Charles E. Zoubek, Russel J. Hosler, Instructor's Handbook for Gregg Shorthand, Vol. I, Diamond Jubilee Series, (New York: Gregg Division, McGraw-Hill Book Company, 1965), p. 48. 54H. H. Green, "The Nature of Business Dictation" (unpublished Doctoral dissertation, The University of Pittsburgh, Pittsburgh, 1951), as cited by C. A. Nolan, Carlos K. Hayden, and Dean R. Malsbary, Principles and Problems of Business Education (Cincinnati: South-Western Publishing CO., 1967), p. 381, and also as cited by H. H. Green, "Study of Office Dictation Shows the Real Need for High Shorthand Goals," Business Teacher (May-June, 1955), p. 3. 68 80 words per minute met the needs of 35 percent; and 100 words per minute, 50 percent. A dictation speed Of 120 words per minute will meet the needs of almost all dic- tators. However, another study showed that: . . . although dictation is given in speed spurts, some Of which may be quite fast (ranging from 110 to as high as 140 words a minute), the duration of such spurts is extremely short (a few at .2 of a second, the majority not over .1 Of a second) . . . Thus an average speed of 80 words a minute is considered 5 satisfactory, for the ordinary needs of business. The dictation materials used in the Green study were of standard difficulty and readability, which meant that sentences were of average type and length. The syllable intensity was greater, however, than that Of the standard word.56 Green concluded that dictation materials currently used in classrooms were not as difficult as those dictated in Offices. The classroom speed of 100 words per minute was actually about 7 percent slower than the Office dic- tation speed Of 100 words per minute due to syllabic in- tensity differences. In order to compensate for this he recommended that dictation materials in the classroom be 1.5 syllable intensity. 55Inez Frink, "Implications Of Research in Short- hand and Transcription," National Business Education Quarterly, (Spring, 1961), p. 17. S6 Green, Op. cit., p. 381. .. 00"- “. c. you... ”0 in ... . .... 3 . 1... “Oil. . .s.‘ ~ 0. ‘I 69 In line with Green's conclusion, Mellinger affirmed that schools should strive for higher syllabic intensity levels. He has carefully measured the syllabic intensity of Silverthorn's frequency of words contained in a sampling of over 2,000 general business correspondence which totalled 300,000 words. His findings disclosed that the syllabic intensity of the entire list was 1.56 from which he concludes that the average syllabic intensity of all business communication is probably closer to the 1.56 syllabic intensity Of the Silverthorn list than to the widely quoted 1.4 figure.57 Green58 also recommended shorter periods of dic- tation, rather than sustained dictation for five minutes, and more practice with Office style dictation. Students should be informed of the nature of dictation practices, of stenographic working conditions, and the types of materials dictated in Offices. He also observed that few stenographers ever de— velop a higher skill on the job than that developed in the classroom. Therefore, he recommended that prospective 57Morris Mellinger, "Has the Syllabic Intensity Yardstick Lost Its Magic?" Business Education World, XLV (November, 1964), p. 9. 58Green, loc. cit. 70 stenographers should be motivated for the highest possible speeds attainable while still in school.59 The Divergence in Standards Between Schools and Employers Nolan in discussing standards writes: Since employers have such widely divergent job standards, and as long as they cannot speak of their own standards objectively, the educator who attempts to compare a school standard of achievement with a generally accepted job standard is attempting to compare his standard with something that is non- existent.6 School systems also have divergent standards. Final grades are the instructor's attempt to measure the proficiency of her students. The grades, of course, serve as motivating forces upon the student, but in a larger sense they serve as the teacher's evaluation of the stu- dent's ability to meet standards which should coincide *with community needs. The teacher is confronted with the task of establishing those standards which purport to re- flect the requirements of the job. As a result of this individualistic effort, there is no universal agreement as to what constitutes the best standards. 59Ibid. 60Nolan, et a1., Op. cit., p. 370. 71 The Crandall and Christensen Research61 Crandall and Christensen reported on the dis— similarity in shorthand standards which they encountered when they analyzed state and local departments of edu- cation manuals relating to shorthand skills. Well-defined, understandable, uniform standards, purporting to measure expected achievement realistically, would be very advan— tageous to educators and the business community alike. Educators are entrusted with the responsibility of guiding young people to maturity, capable of rendering a useful service to society as well as to themselves. In order to fulfill this Obligation, educators, from the State Education Commissioner to the teacher, have individual duties to dis- charge which entail myriad Of choices among possible al- ternative courses of action. Obviously if they possessed suitable benchmarks Of what acceptable performance should~ be, their planning and follow-up activities would more than likely yield very fruitful dividends. Businessmen are vitally affected by the quality of education because they must accept the end product of the schools--the citizens Of tomorrow. 61Lars G. Crandall and Edward L. Christensen, "Dissimilarity in Shorthand Standards," Business Education Forum, XVII (October, 1962), p. 11. o-II .— ”.1 V. e‘ , - ,0 72 But are shorthand standards well—defined and is there substantial consensus on what constitutes acceptable levels Of output especially since shorthand by its very nature is amenable to such specification? The answer is "no"; in fact, Crandall and Christensen found the exact Opposite to be the case. They found that state and school district manuals on the subject to be: (1) nonexistent (local level only), (2) vague and not explicit, omitting essential variables, (3) lacking concise, well-defined standards and (4) varying from very sketchy to very com- plete in both coverage of the subject matter and descrip- tion Of the particular standard. Crandall and Christensen did not present any sta- tistical evidence to signify the extent of this variabil- ity. Probably it would not be very meaningful if they had since every state and district expresses the rather lengthy discussion of standards in its own unique style and tends to emphasize those aspects that it considers important. This practice would tend to defy statistical treatment. However, on the small group of universally discussed standards, a statistical analysis might have been very revealing. Even with such supposedly uniform standards relating to the desirable rates of dictation for the first year shorthand classes, an amazing degree of dif- ferences was evident. When it came to transcription rates, 73 one district allowed 15 minutes to transcribe 300 words while another permitted up to 45 minutes. Of course, much Of the dissimilarity in the mode Of expression can be attributed to the fact that there are so many inde- pendent and quasi-independent jurisdictions involved; but the fact remains that vocational subjects such as short- hand should lend themselves tO some definite norms of both meaning and acceptable levels of output in order to be purposeful for educators and businessmen alike. The Selden and Edwards Recommendations62 Selden and Edwards, of the Department Of Public Instruction of the State of Pennsylvania, have recommended the following standards that they consider would serve as guides for the teachers of Pennsylvania: Final grades for achievement may be determined by averaging the grades for the rate Of dictation, the rate Of transcription, and the percent of mailability. Rate of Rate of Percent of Specific Grades Dictation Transcription Mailability A 110 wpm. up 30 wpm. . 96 to 100 B 100 wpm. 25 wpm. 90 to 95 C 90 wpm. 20 wpm. 84 to 89 D 80 wpm. 18 me. 79 to 83 62William Selden and Robert D. Edwards, "Business Education Standards," The Balance Sheet, XLVII (November 1966), p. 113. 74 An accuracy rate Of 95 percent on at least three transcripts at the same speed is required. Total number of errors include missed words, spelling, capitalization, and punctuation should not exceed 5 percent of the words dictated. The transcription rate should be based on the average of three writings, but the following factors should be considered: length of letter, difficulty or complexity of the material, syllabic intensity, need to check spelling and syllabication, number of carbon copies, addressing envelopes, verification of dates, addresses, telephone numbers, and statistical information. Percent of mailability is considered separately from rate Of transcription or rate of dictation. Mailabilitquight be defined as a letter that most executives would be willing to sign. Emphasis should be on accuracy, neatness and correct use of grammar inasmuch as businessmen are primarily concerned with these three items. What the School System Can DO or is Doing to Produce Qpalified Employees Nolan and others state: The task before business educators is not to dis- cover definite job standards that are generally ac- cepted by all employers, since there are few, if any, such standards; it is rather to cooperate with em- ployers in working out standards for beginning em- ployees that are reasonable, that can be achieved by average business students, and that will be mutually acceptable to schools and to employers.6 Teachers and school administrators can create an ideal learning environment in order that employers will not only be attracted to what is going on in the classroom 63Nolan,‘et a1., Op. cit., p. 371. u... . no”: In... - '1‘. «e. ,, - 'vgr "v4- f'o‘q 0 £4. o P:'. “on . n.“ ‘; c . "v. u“ 75 but to do something about it. For instance, the high school teacher's role as a shorthand test administrator today is being enlarged. For the future this role con- ceivably might be broadened to such an extent that most employers would accept her verification Of the student's stenographic qualifications in lieu of their own testing procedure. This would materially aid the employer in hiring well-qualified personnel as well as reducing his recruiting expenditures. This would in turn add to the teacher's stature in the community. Already the Federal Civil Service is accepting certificates of student's performance if the teacher's tests meet the Civil Service's standards. The Federal Civil Service cites these benefits to students, teachers, and the government. Advantages to the applicant are that they are able to take performance tests in familiar surroundings, without the stress and strain of a formally conducted examination with dictation by an unfamiliar voice. Less time was then taken for giving the test because previous performance in speed had already been at- tained. By giving the school an teachers a positive role in the examining process, they are able to secure high caliber graduates. 64Richard A. Fulton, "Civil Service to Accept Teacher Certificates Of Proficiency," The Balance Sheet, XLV (December, 1963), p. 159. — ac..- I .... ‘- “ I‘Q: e l... I“! 76 If the trend continues, the teacher's testing method will assume more and more importance. Consequently, research into the best measures of student's proficiency will become indispensable. Conclusion Employers' technical requirements for stenographic employees appeared to be more demanding than high schools were requiring. But employers' standards were so diverse it was hard to generalize. It should be noted that school systems have diverse standards also. The task of the business educators, then, should be to cooperate with the employer in working out standards for beginning employees that can be achieved by average students. At the same time they should seek methods to improve their own teaching techniques to raise the quality of future Office workers. CHAPTER III PROCEDURES This chapter describes the methods and procedures used for the study and is divided into three sections: Section I contains the procedures used to ascertain the type, difficulty, and scoring methods of tests administered by State Civil Service Commissions; Section II contains the procedures used for ascertaining testing methods, materials, and standards used for grading purposes by public high school business educators in advanced short- hand and transcription; and Section III contains the procedures used to ascertain comparability between per- formance on teacher-type tests and a selected State Civil Service examination using a statistical approach. I. Ascertaining the Type, Difficulty, and Scoring Methods of Tests Administered by State CiviIi Service Commissions Determination Of the Scope of the Problem The literature that was available on Civil Service stenographic testing was limited, both in quantity and quality, so it was decided that other sources should be 77 78 sought. Michigan State Civil Service testing personnel were requested to give assistance. From the ensuing talks, they felt that it would be necessary to contact each state concerning whether or not they would be willing to answer specific questions about their testing methods and whether they would be willing to supply actual testing data suitable for the prOposed research study. Therefore, letters Of inquiry were written to apprOpriate state officials in each of the states requesting cooperation. A majority of the states showed definite interest in participating provided they would be furnished with a COpy of the results of the study, and provided their materials would be held in confidence. Designing and Refining the Questionnaire Inasmuch as it would be impractical to arrange for personal interviews with all of the states' testing organizations, the questionnaire method was adOpted as the most efficient and expedient way to Obtain valid data. A combined check list and fill-in type of question- naire, which included explicit questions on testing procedures, test material selection, standards, and scoring methods was designed with clarity and brevity in mind. The Object was to permit each state to answer every item with complete understanding. In order to appraise its 79 desired effectiveness, this tentative questionnaire was referred to the testing personnel of the State of Michigan for their reaction and comments. After the in- strument was thoughtfully revised in line with the suggestions given, it was decided that the questionnaire was ready for use among the various states. Mailing the questionnaire The questionnaire was directed to a mailing list which had been assembled from the 1966 Directory of State Merit Systems listing current officials in charge of testing programs within each of the states. Accompanying each of the fifty questionnaires was a letter explaining the purpose and importance Of the study. The letter also contained a request for a current or fairly recent copy Of the shorthand portion (at the entry level) Of the state stenographic test. Follow-up of Outstanding Questionnaires The first mailing of the questionnaires to State Civil Service Commissions netted a total return of 29 or 58 percent. There were 10 states who replied who failed to enclose requested specimens of their shorthand entry level tests. An additional return of 20 questionnaires as a result Of the first, second, third and fourth follow- up raised the total questionnaires received to 49, or 80 98 percent Of the total mailing. However, only 38 states, or 76 percent of the total number of states who replied, furnished samples of the shorthand section of the state stenographic tests. The remaining 11 states, or 22 per- cent, stated that they were unable to supply testing ma- terials because Of various state regulations. One state did not reply to the questionnaire.65 Although the total response was gratifying, a few states replied that their current testing material had been Obtained from the Federal Government, and under the State's agreement with the Department of Health, Education and Welfare the State was unable to furnish the materials requested.66 The Director of the Division of State Merit Systems, Department of Health, Education and Welfare was, therefore, contacted by telephone followed by written communication. As a consequence, permission to release materials was granted to the states. The Department of Health, Education and Welfare also supplied the researcher with copies Of tests used by some states with the understanding that there would be a guarantee of complete security of all documents making a total Of 38. 5 . . South Dakota did not reply to the questionnaire. Only 38 states supplied the shorthand portion of their State Civil Service stenographic examinations; therefore, only 38 states were involved in the analysis. There were 49 states, however, which replied to the questionnaire with regard to testing practices. .- .“ A. V- . 1 a -‘n, ‘ ”I ‘A o ‘ ~‘N D. l v“ .- s 0‘ k p“c£ - vn 1.‘ R “ . 1 ‘5: .. ’1. "i EA: I K v 9‘." .fit .‘ u .i , 0‘ " 5C 81 Analysis of the Data Collected The results of the findings and their implications will be discussed in Chapter IV. II. AscertainingiTesting Methods, Materials, and Standards Used for Grading Purposes by Public High School Business Teachersiin Advanced Shorthand and Transcription The importance and feasibility of obtaining infor- mation concerning testing practices of business teachers was discussed with leading business educators within the local area.‘ As a result of these discussions, it was decided that the information needed could be Obtained through the questionnaire and sampling technique. This method would make it possible to reach as many secondary teachers nationwide as necessary to substantiate this study. A carefully written questionnaire prepared in the form of a check list which could be answered quickly was recommended by all persons consulted. Designing and Sampling Of the Questionnaire The questionnaire was designed in the form of a check list which included inquiries regarding the methods of testing, the selection of materials used for testing, and the standards used for grading purposes. Part One was prepared for advanced shorthand classes and Part Two for the transcription classes. 82 Sample questionnaires were submitted to a group Of 25 high school business teachers in order to test the instrument for clarity. Willingness on the part of this sample group to complete and return the questionnaires seemed to indicate that other high school business teachers throughout the country would be interested in taking part in the study. Comments made by this group dictated the need for certain revisions of the instrument. The questionnaire was revamped to allow for in- corporation Of their suggestions. As a result, a modified questionnaire was completed and resubmitted to the sample group. This second sampling demonstrated that the in- strument was ready for use in the research study. As a result Of the analysis Of the State Civil Service stenographic tests received, it was evident that there were a number of different kinds Of tests given in various states with regard to type Of dictation given, type of transcript required and the timing of the tran—. scription period. Therefore, groups were set up according to the various test classifications as follows: Group 1, Printed type dictation with fill-in transcript; Group 2, Dictation type test with fill-in transcript; Group 3, Dictation type test, with three to five minutes transcrip- tion period; Group 4, Dictation type test, with ten to fifteen minutes transcription period; Group 5, Dictation 83 type test, with twenty to thirty minutes transcription period; Group 6, Dictation type test, with other miscel- laneous length transcription periods. A sample that would elicit responses from a com- parable number Of business teachers in each of these groups Of states (states grouped according to type of test) was desirable. Since there were six groups, a total sample size of 500 was suggested as being a sufficient number for the questionnaire survey, with an equal number Of persons being randomly selected from each of the groups designated. An important reason for this type Of classi- fication was that in this way only the states supplying tests would be represented in the sampling and an equal number of samples would be drawn from each group repre- senting each type of test. Assembling of the Mailing List It was important that the mailing list consist of names and addresses of persons currently employed as business educators in public high schools; therefore, a letter was written to each State Supervisor Of Business Education requesting an up-to-date list of the business teachers in the secondary schools of the states. In cases where a list was not available, it was necessary to refer 84 67 where the names of to Patterson's American Education principals Of public high schools were listed. In such instances, letters were addressed to the principal of the high school and a special request was made for him to direct the materials to the teacher (or teachers) of advanced shorthand and/or transcription._ All of the lists that were received, including lists compiled from Patterson, were arranged alphabetically by states within one of the six groups designated as a result Of the original state test classification. After lists had been arranged properly within the group classifi- cation, each business educator's name and each principal's name from Patterson, on each of the lists, was numbered consecutively. Each group was numbered in a similar fashion, and a Table Of Random Numbers was used for the random selection of names. An equal number of names was drawn from each of the six groups, with a total of 500 names completing the mailing list. Mailing the Questionnaire A total of 500 questionnaires was mailed to business teachers and principals who had been selected randomly for the study, together with a letter of 67Patterson's American Education (Mt. Prospect, Illinois: Education Directories, Inc., 1967). 85 eXplanation regarding the purpose and importance of the study. Teachers were urged to complete and return the questionnaires and principals were directed to turn over the materials received to one of their business teachers. Follow-Up Of Outstanding Questionnaires The first mailing of the 500 questionnaires to public high school teachers of advanced shorthand and transcription produced a total Of 192 returns, or 38.4 percent. Of this amount there were 177 usable question- naires and 15 unanswered questionnaires with letters explaining that the school did not Offer classes in advanced shorthand or transcription. After a period of two weeks, the first follow-up of questionnaires was completed which netted an additional 62 questionnaires or an accumulated percentage of 50.8. There were 56 usable questionnaires and 6 unusable. After an additional period Of two weeks, a second follow-up was completed which resulted in 32 questionnaires or an accumulated percentage of 57.2. There were 7 unusable questionnaires. The third follow-up of questionnaires resulted in 3 usable questionnaires and 16 unusable. It was evident from the poor showing of the third follow-up procedure that a fourth follow-up probably would Q n-u‘. nip 2 .1 wt. rue .F~ I,” v: s . \ :v at! Q\\ I A. . . .. IA“ ._‘Is .N» A J t L I 5; A u p . ;- .4 . I I.‘ 86 result in even fewer usable returns. Consequently, plans for a fourth follow-up were discarded. The researcher achieved the following results: Number Percent Total Usable Questionnaires 261* 52.2 Total Returned, Unusable _44 8.8 305 61.0 Total NO Response 195 39.0 500 100.0 *One questionnaire was not used because it arrived too late to be classified with other materials that had already been electronically processed. Analysis of the Data Collected A percentage analysis of the replies to the questionnaires and the implications will be discussed in Chapter V. III. Ascertaining Comparability Between Performances on Teacher- Type Tests and a Selected State Civil Service Examination Compiling the data in a suitable format which was embodied within the questionnaires and tests returned by business teachers and Civil Service Commissions made possible the statistical analysis Of this data. A review of the state questionnaires revealed that two of the larger states (California and Michigan) had adopted a novel testing procedure. This disclosure, coupled with another good fortune explained on the next page, I... I-v- we» ~v:. 'o-u -.. '- .“‘n N‘.‘ "m. ‘ I on b. 87 presented an ideal experimental situation. The Civil Service staff for the State of Michigan regularly admin- isters stenographic shorthand tests on the requesting high schools' premises to all seniors who had had steno- graphic instruction. Here, located in close proximity to the researcher's home address, was an ample selection of students for oral dictation testing who had taken the Civil Service examinations in a state which fostered a radical departure from the conventional motif. Nondictation Shorthand Tests Provide A Basis for Experimental Purposes The salient features of these two states' tests embrace the following characteristics: Instead of taking customary oral dictation, the applicant for the steno- graphic position is given a printed dictation test, with instructions to write out in shorthand as much of the printed narration as possible within the allotted time. In the State Of Michigan, four minutes is allowed for writing shorthand, whereas in California, five minutes. At this point in the testing procedure in each Of these two states, the printed dictation test was col- lected and the applicant was supplied with a printed transcript encompassing the same material, plus an IBM machine—scored answer sheet. California used a tran- script with certain key words or phrases underscored and u-cp «._.- (I) n c I ~n.. w... . A I ' fl ' '- A“ (II "v I. 5, ‘e P A u‘.‘ \ rm. u... a," . I” 10‘ 88 numbered, some of which were inconsistent with the orig- inal OOpy. The applicant marked the answer sheet true or false depending upon whether the underscored material agreed with her shorthand notes. Michigan's transcript contained one or more blanks in each sentence.‘ To the left of the transcript was a long, alphabetical list of words and phrases. Each Of these words and phrases was keyed with an A, B, or C. The applicant selected the apprOpriate missing word or phrase from this list, and marked her IBM machine—scored sheet A, B, or C, accordingly. In both states the applicant was allowed 30 minutes to complete the answer sheet. The two states concurred that the test was easy to administer, could be scored within a short time span, was economical, and met their particular needs. Further- more, California conducted a study in 1949 to determine the validity of its nondictation testing procedure in comparison with conventional stenographic testing tech- niques. (See page 56.) Such a radical and apparently successful depar- ture from conventional testing concepts raised the possibility Of adOpting nondictation methods for class- room use, in order to attain the same benefits that these two states enjoy, namely, savings of time. For the teacher, this would mean reduction in time spent reading GI. Inn;- \ uh... 1.“ a.“ u..‘ a lg.“ ' ?- u”. , u‘F u...' (I) I" I" 89 numerous transcripts generated by speedbuilding tests. But before unequivocally recommending that business high school teachers avail themselves of this technique, the researcher aspired to demonstrate that the nondictation tests would lend themselves to the classroom environment. Accordingly the statistical comparisons between dictation and nondictation data were structured to bring out dis- crepancies or low correlations, if any, or to confirm that nondictation testing was feasible and practical for the classroom. Questionnaires submitted by teachers nationwide denoted some variation in the characteristics of short- hand testing. Nevertheless, the great majority had enough distinctive pOints in common to engender a typical profile useful in comparing the nondictation and dicta- tion testing techniques. The researcher used this profile except as noted below in administering teacher—type tests to students who had just taken the Michigan State Civil Service test. Profile of the Teacher-Type of Shorthand Dictation Test In order that the researcher would be certain that she was giving a typical teacher-type test, she constructed a profile of the teacher-type tests from an analysis of the questionnaires submitted to the teachers ..~. ho.‘ Q" . fig." “we.“ Kg. "in,” I 4. 90 and giving a test which followed this profile, with one exception: a period Of 4 minutes, rather than 3 minutes, was used for comparative purposes with the state tests. (See Chapter VIII and the Appendix) Administering the Civil Service Nondictation Shorthand Test The Michigan Civil Service Commission, as pre- viously noted, one of two state commissions using the nondictation testing technique, agreed to COOperate in a comparative study of stenographic orally dictated tests and nondictated tests. The Commission as part Of its hiring program administers stenographic shorthand tests to all qualified high school seniors at any high school upon the request of the principal. In this study the Commission administered the test (the researcher's eXperi- mental test) as a part of its testing program. The researcher was not allowed to participate in any way with the preparation, the administering or the scoring Of the test due to state regulations. The student applicant was allowed a period of four minutes to COpy in shorthand from the printed dictation materials supplied to her. Then she was alloted a tran- scription period Of thirty minutes for selecting the proper answer by blackening a particular space on an IBM machine-scored sheet. ._.. '01 '1‘. n i; a D 91 Scoring the CiVil Service Nondictation Shorthand Test The scoring formula used was the number of right answers minus one-third times the wrong answers. There- fore, the penalty for an error was greater than for an (nuission. The test had a total of 99 points. All scores Of 20 points or below were not printed out by the com- puter; papers with scores of 21 points to 99 points were recorded. Therefore, the cut-Off point was a score of 20 points. Scores could not be identified by name because state law prohibited giving Civil Service examination scores to anyone other than the testee. As a result, all scores given to the researcher were merely identified by the Social Security number. Administering the Teacher-Type Shorthand Dictation Test Certain public high schools in the Greater Lansing Area were selected by the researcher for traditional oral testing. The schools chosen had previously requested that the Michigan Civil Service Commission administer its steno- graphic nondictation test to all seniors who had been trained in the stenographic skills during the course of their education. This type Of request is a normal practice for many Michigan schools enabling qualified students to be employed by the state shortly after graduation. . '0 ‘A - I"‘ “._. 'wn. :- In. 00'. I n \-"V v.- y a .- "._. -'_‘ U .‘Vv ‘ an (D a, II: (I) 92 Letters were mailed to the principals of these designated high schools explaining the purpose of the Study and asking permission to administer the test (the Control test) to the students who had taken the State Civil Service stenographic test. In all cases this dic- tated test was given within a week following the Civil Service test. (See Appendix for list of schools.) The following procedure was used to insure uni- formity and to acquaint the students with the testing process: The researcher orally dictated familiar practice material without transcription as a warm-up exercise. This was followed immediately by the actual test which consisted of a four-minute orally dictated letter at the rate Of 80 words per minute. A period Of thirty minutes was allowed for the transcription Of the shorthand notes at the typewriter. The material dictated was of average difficulty (1.4 syllabic intensity) and had been selected from the Business Teacher magazine of the year 1959, which meant that in all probability this material would never have been dictated previously by the instructor. To in- sure that students would not be identified when comparing scores, students placed their Social Security number at the top of the first page Of the transcript. This pro- cedure made it possible to conform with the Michigan State law which protects the applicant's test score from being made public. 93 Scoring the Teacher-Type Shorthand Dictation Tests All Of the seniors' shorthand transcripts were scored according to the Gregg shorthand contest rules. Ithiness education instructors and students involved were faqmiliar with this method of scoring as it was the prev- al.ent method used for regular classwork. One error was charged for each Of the following, arui scores reported were the number of correct words transcribed in the time period allowed: 1. Each incorrectly transcribed wOrd, each omitted or added word, each transposition, and each de- viation from the COpy as read. Each major punctuation error when the sense of the context is affected. Each misspelled word. (When the same word is consistently misspelled, deduct only once.) Each uncorrected typographical error. (Neat erasures are acceptable.) NO deduction was made for imprOper paragraphing, capitalization or arrangement. Comparison of the Scores Of Both Tests The results of the statistical comparison of scores will be presented in Chapter VII. '0 n“! O a I .g‘r - ‘. -.'“ I ~¢.€ CHAPTER IV ANALYSIS AND PRESENTATION OF THE DATA CONCERNING STATE CIVIL SERVICE TESTS AND TESTING TECHNIQUES This Chapter presents the results of a percentage analysis of replies from State Civil Service Commissions regarding their tests and testing techniques. In addi— tion, this Chapter also presents a statistical analysis of the difficulty Of dictation materials of entry-level State Civil Service Tests and teacher—type tests. PART I A Percentage Analysis Of the Data Obtained from Questionnaires Concerning State Civil Service Tests and TastingITechniques Titles Of State Commissions Administering State Stenographic Examinations States were asked to Check the titles of commis- sions administering the state stenographic examinations. Only one item was Checked on the questionnaire. Table I 94 ~ E 95 gixres information regarding various titles of commissions anninistering state examinations. TABLE l.--Titles of state commissions administering state stenographic examinations as reported by 49 states j j States Responding State Commission Number Percent 1- State Civil Service Commissions 45 91.84 2. Other a.‘ Employment Security Commissions 2 4.08 b. State Merit Systems _2_ 4.08 Total 49 100.00 Table 1 shows that 45 states,or 91.84 percent, indicated that their State Civil Service Commissions administered the test. Other titles of commissions men- tioned were the Employment Security Commission and the State Merit System, reported by 2 states, or 4.08 percent, in each of these titled categories. It is, therefore, evident that the most frequently mentioned commission giving stenographic tests is the State Civil Service Commission. The import Of this finding is that having Civil Service Commissions oversee the administration Of all testing means that probably there are more uniform proce- dures used and that standards are set that are in line l "\b‘ 5“ ..\\ e . a. ._. e . ._.“. i. c . I . Z.- .~_H .2“ .u .1 mm «1 e v. .» ”I .e.» . v “a u... A.v . I ~«. r. r. A. n‘v 1"” u.‘ . I c; in. \\9 ~11 \ 96 witdn the general needs of the various state Offices and Hurt there is an adequate staff to formulate and carry out the testing program. It implies that there is no costly duplication of testing procedures and that the remn mocwnu anon mcoa was» oouuommu scans mmumum v 0HT3 chosen av.om OH hm.ma m NN.Ho om oo.ooa me HmuOB «mam: ml meMI m II mmdmll MI poets .m hm.mH m mm.oH w on.vm NH mono .N mm.ee om N~.Ho mom mcoz .H unmouom nonesz ucmOHmm HOQESZ unmoumm HOQEDZ vacuums HmQEdz ommcmnu Hm>mq omumzoq ommwmm moumocmum moumocmum moumocmum ca mmcmnu oz mcwocomwmm mwumum mmEHB mo Hmnfidz mmumum.me one he pouuommu mm memo» O39 uwmm one canvas mummy canmmuoocmum mumum on» NO cowuuom ocmnuuocm man How mmuoom mcammmm.mo mHo>TH mo mwmcmnOIl.HH flames 118 Table 11 shows that the replies to this question did not indicate any great Changes in the levels of passing scores within the past two years, for there were almost as many states reporting a raise in standards as there were reporting a lowering of standards. There was an indica- tion by 4 of the states that the long-term trend had been to lower standards due to the "increasingly acute and Continuing shortage of stenographers." This reply implies that perhaps over a longer period of time there have been Changes in passing levels. Referring to the previous question with regard to the factors involved in a Change of the level, needs Of the market have been great over a long period of time and would, therefore, demand some Change in levels when a shortage of stenographers was apparent. Types Of Tests Used for the Shorthand Portion Of State Stenographic Examinations States were asked to Check the questionnaire with regard to the type Of test used for the shorthand portion Of the state stenographic examination. More than one item was Checked, inasmuch as some states had more than one type of test in use depending upon the classification level. Table 12 gives information regarding the type of test used. .lu-v a .-_ . 0|...“ H In Ev- 1 ...e . i 0 !~ 1 I.‘ \.. 119 TABLE 12.--Types of tests used for the shorthand portion of state stenographic examinations as reported by 49 states States Responding Types of Tests Number Percent 1. Orally dictated test, transcribed at the typewriter. 46a 93.87 2. Orally dictated test, fill-in type b Of transcript. 6 12.24 3. Printed test used for copying shorthand fill-in type transcript, IBM machine-scored. 2 4.08 aFour states indicated that they used more than one method. Oral dictation was used for Hearings Reporters only. bOne state indicated that they used this method only for lower level Classifications. Table 12 indicates that 46 states, or 93.87 per- cent, Of the states stated that they used the orally dictated test transcribed at the typewriter. There Were 4 of these states which indicated that they used more than one method; oral dictation was used for Hearings Reporters only. There were 6 states, or 12.24 percent, which indicated that an orally dictated test, with a fill- in type transcript was used. One state indicated that this method was used only for lower level Classifications. There were 2 states, or 2.04 percent, who stated that they used the printed COpy test from which shorthand was 120 written and a fill-in type transcript was used for IBM machine—scoring. Both states had a large pOpulation. Most of the states follow the traditional pattern of the oral type Of dictation test with a typewritten transcript, the same type Of test that is used by the great majority of the Classroom teachers. A few of the states reported variations in dictation with the material on tape instead of an actual dictation by a monitor. In bOth cases, however, the dictation was carefully timed Similar to the learning situation in the high school ClaSsroom. A few of the states were using a fill-in type transcript and this seems to be the trend for larger States who are presumably interested in the administrative prOblems involved in large group testing. (See Review Of the Literature, page 15 for experiments conducted with this type Of approach in mind.) One state reported the following: We experimented several years ago with oral dictation and a fill-in type transcript and found no correlation between scores on that and the score under our normal procedure, so we abandoned it, al- though it would have been easier to score. The two states that reported using the printed t . . . v. est which was COpied in shorthand and transcribed uSing a fill-in type transcript. reported good results and felt t . . . . hat this type of test suited their Situations very well. N . . . 0t Only was such a test easy to administer, but it 121 provided good results from their standpoint, and there was no need for eXpensive equipmentin testing rooms. There were many other administrative efficiencies and economies that were related with adopting simplified methods of grading. This discovery that only a few states were using objective tests is extremely enlightening. The researcher in line with many business teachers had thought originally that. there would be more states using Objective type tests than the survey showed. Length of Time Allowed for Writing Shorthand Notes States were asked to indicate the length of time that was allowed for writing the shorthand notes from dictation or the process Of COpying from printed materials in shorthand for the shorthand portion of the State stenographic examinations. Only one response was requ€sted from each state, with regard to entry-level tests. Table 13 presents information regarding time alloWed. Table 13 shows that 32 states, or 65.30 percent, list-ed 3 minutes as the time allowed; 3 states, or 6.12 percent, listed 41minutes; 4 states, or 8.16 percent, Stated that 5 minutes was allowed; and 2 states, or 4.08 percent, gave 6 minutes as their time allowance. Other '~-A .- volt-U ‘ a , I I v a“ I .‘-v .- “Div. II ‘I (_" - 1...,“ a 122 times; listed were as follows: 2 states, or 4.08 percent, 3 1/22 minutes; 1 state, or 2.04 percent, 2 minutes; 1 statee, or 2.04 percent, 3 minutes 10 seconds; 1 state, or 2.04 percent, 10 minutes. TAELIE l3.--Time allowed for writing shorthand notes from dictation or COpying from printed material in shorthand for the shorthand portion of the state stenographic examinations as reported by the 49 states I: States Responding Writing From COpying Printed Dictation Materials Time Allowed Number Percent Number Percent 1- Three minutes 32 265.30 2- Four minutes 3 6.12 l 2.04 3- Five minutes 4 8.16 l 2.04 4- Six minutes 2 4.08 5° Other a. 2 minutes 1 2.04 b. 3 minutes, 10 seconds 1 2.04 c. 3 1/2 minutes 2 4.08 d. '10 minutes 1 2.04 6 ‘ No response 1 2 . 04 Total (49) (100 percent) \ In the states that used printed materials to be copied in shorthand, 1 state, or 2.04 percent, allowed F'IHO tug-1‘1 2.3.1135 .a. V' 11.. ‘ Va ‘ ._m. ”“11 . {‘9 u ‘Q. FY. “ 4 ‘to g' '1 .r! (I) ‘I 123 4 mintntes; and 1 state, or 2.04 percent, allowed 5 minuteas for copying. There was 1 state, or 2.04 percent, which did not:reespond to this question. Timed oral dictation,tests given for a period of 3 anJJtes,was used by almost 70 percent of the State CiVil. Service Commissions as a part of the state steno— grapkuic tests. Combined with the speed level of 80 words per nminute at the entry level, this is a very minimum requirement and should cause little difficulty fOr the trailied stenographic student. Time periods for copying Prirrted material in shorthand were 4 and 5 minutes. States giving 6— and lO-minute periods of dic- tatixon did not indicate whether there was a slight break in erience were also considered along with the formal testing that was done. TAIILE 17.-—Types of tests incorporated in the state stenographic examination as reported by 49 states States Responding Types of Tests Number Percent 1. General information test 16 32.65 2. General clerical test 42 85.71 3. Typing speed test 41 83.67 4. Typing accuracy test 41 83.67 5. Shorthand speed test 49' 100.00 6. Shorthand accuracy test 49 100.00 7. English usage and spelling test 32 65.30 8. Other tests a. Office procedures and supervision 10 20.40 b. Oral examination 2 4.08 c. Power written test 2 4.08 d. Rating of training and experience 2 4.08 e. Bookkeeping l 2.04 f. Transcription l 2.04 133 All states required demonstration of proficiency in taking dictation and transcribing written shorthand or machine—shorthand notes, but only 41 states required tylping speed and accuracy tests. The English usage and Spelling test was next in importance followed by a general clerical test and a general information test. A few other types of specialized tests were mentioned as being a part of the whole test. Testing for the stenographic position is, therefore, based not only on the demonstra- tion of skill proficiency but also on other skills having to do with the use of words, spelling, and general in- telligence. With regard to testing for job competency, Hardaway states: Vocational competence for a specific job requires reasonable competence in five areas:~ (1) capacity and aptitude, (2) personal characteristics, (3) background and general training, (4) basic informa- tion, and (5) specialized information and skills. It follows, then, that all these phases of job com- petence must be measured in order to state the standards of competence in quantitative terms.72 Most states then have tested for the five areas mentioned above; and, therefore, seem to have adequate testing coverage for the stenographic positions. The 2Hardaway, Op. cit., p. 263. 134 references made to oral examinations and training and experience are only for higher step-level classifications. It is recommended that states continue their on rrent testing coverage . Methods Used for Scoring the Shorthand Portion of State Stenographic Tests States were asked to check the questionnaire with regard to the method used for scoring the shorthand por- tion of the state stenographic examinations. Only one response was given for each state. Table 18 shows the methods used. TABLE 18.--Methods used for scoring the shorthand portion of the state stenographic examinations as re- ported by the 49 states States Responding Scoring Method Number Percent 1. Machine scored 4 8.16 2. Hand scored 42 85.72 3. Combination of machine scoring and hand scoring ‘_3 6.12 Total 49 100.00 Table 18 shows that 42 states, or 85.72 percent of the total states replying, indicated that they used hand scoring methods in checking the shorthand portion of the stenographic examination. There were 4 states, or 135 8.1.6 percent of the total, which used machine scoring met;hods; and 3 states, or 6.12 percent, used a combination of ‘machine and hand scoring methods. Although hand scoring methods have been reported by most of the states, there is evidence of machine scoring and combinations of hand scoring and machine scoring methods being used by over 14 percent of the states. With the development of automated equipment, it is possible to increase the speed of all office operations and, therefore, some of the states have availed themselves of these methods. Some of this equipment involves scoring of specially marked papers, scanning machines for checking typewritten materials, etc. Since states are administra— tively oriented, they could develop tests that are more easily scored; however, care should be taken regarding the validity and reliability of tests. It is recommended that states who are not now using newer methods acquaint themselves with automated equipment that could speed up their scoring process. It is further recommended that teachers in larger school districts, where there is sufficient money available, check into the possibility of obtaining mechanized equip- ment for their use or the possibility of obtaining clerical help for the timeeconsuming process of checking shorthand transcripts. 136 Length of Time Allowed for Transcribing States were requested to give the length of time alluowed for transcribing the shorthand notes at the type- wrigter or to fill in a skeleton transcript of the dicta- ticna. Only one response was given for each state. Table 19 gives lengths of time allowed. Table 19 shows that 14 states, or 28.57 percent of the total, indicated a time allowance of 20 minutes for a typewritten transcript. There were 10 states, or 20.40 percent, which allowed 3 minutes; 5 states, or 10.20 per— cent, allowed 30 minutes; and 4 states, or 8.16 percent, allowed 15 minutes. In addition the following was re- ported: 3 states, or 6.12 percent, 5 minutes; 2 states, or 4.08 percent, 10 minutes; 1 state, or 2.04 percent, 4 minutes; 1 state, or 2.04 percent, 6 minutes; 1 state, or 2.04 percent, 12 minutes; 1 state, or 2.04 percent, 40 minutes. States using the fill-in type of transcript re- ported as follows: 1 state, or 2.04 percent, 20 minutes; 1 state, or 2.04 percent, 25 minutes; 3 states, or 6.12 percent, 30 minutes. Time allowed for transcribing notes ranged from 3 minutes to 40 minutes. States allowing shorter periods for transcription, from 3 minutes to 12 minutes, gave no indication of whether or not they expected complete 137 transcripts, but experience and common sense would lead the researcher to assume that this time allowance was for a partial transcript. TABLE l9.--Time allowed for transcribing shorthand notes at the typewriter or fill-in type transcript ,form of test as reported by 49 states States Responding Typewritten Transcript Fill-in Transcript Time Allowed Number Percent Number Percent l. 20 min. 14 28.57 1 2.04 2. 25 min. ' 1 2.04 3. 30 min. 5 10.20 3 6.12 4. Other a. 3 min. 10 20.40 b. 4 min. 1 2.04 c. 5 min. 3 6.12 d. 6 min. 1 2.04 e. 10 min. 2 4.08 f. 12 min. 1 2.04 g. 15 min. 4 8.16 h. 40 min. 1 2.04 5. No response 2 4.08 Total (49) (100 percent) ?& Hue «Au ~\V 138 According to Calder (See page 24 ) there is er‘ehidence to indicate that a high degree of correlation eezxLists between the first few minutes of transcription and a. complete transcript . This implies that there is no need for lengthy periods of transcription if the same J'5-‘ercent, actual word count; 8 states, or 16.32 percent, 1:10 measurement; 4 states, or 8.16 percent, Federal Govern- Itlent recommendation; 2 states, or 4.08 percent, evaluation <:>f suitability by person constructing test; and 1 state, <>r 2.04 percent, judgment of Employment Security division. flDhere were 2 states, or 4.08 perCent, which did not respond to this question. Over one-half of the replies indicated that they lised the standard word or syllabic intensity as their <2riteria for the measurement of the difficulty of the (iictation materials used. However, actual word counts, .and.no measurement, as reported by each of 8 states, respectively, was surprising. In addition, comments such as "measurement by stenographer's judgment" or "evalua- tion of suitability by person constructing test" are implications that unreliable measures were employed. When the researcher examined tests available from the 38 states, she found syllable intensity figures running from 141.to 1.8. (See Part II of this chapter for a statistical analysis of the difficulty level of tests for the 38 states.) 140 IflZKJBLE 20.--Criteria used for measurement of the difficulty of the material used for the shorthand section of the state stenographic examinations as re- ported by 49 states States Responding Criteria Used Number Percent 3L.. Standard worda 10 20.40 :2 . Actual word count 8 16.32 3 . Syllabic intensityb 17 34.69 ‘1 . No measurement 8 16.32 5 . Other measurement a. Federal Government recommendation 4 8.16 b. Stenographer's judgment 1 2.04 c. Evaluation of suitability by person constructing test 2 4.08 d. Employment Security division's judgment 1 2.04 6. No response 2 4.08 aThere were 2 states which reported using both the standard word and syllabic intensity. bThere were 2 states which reported using both syllabic intensity and standard word. One state reported: We attempt to equate various dictations used in terms of the standard word count and syllabic weighting. We do not find this to be an entirely satisfactory method of equalizing dictations. However, authorities in the field of shorthand and transcription make the following comments. 141 Leslie73 discusses measurement of dictation meastzerials stating that: . . . accurate measurement is the first step toward equating the difficulty of dictation materials. . . . There is no significance in any achievement standard unless there is some way of judging the difficulty of the matter on which the achievement was made. 74 Lamb discusses syllabic intensity as a measure- Irheent of difficulty of shorthand dictation materials: . . . difficulty of material is judged to some extent by its syllabic intensity. One word does not equal another word in length or difficulty; therefore, we attempt to determine and control difficulty of timed dictation through syllable count. The total number of syllables in a dictation passage divided by the actual number of words gives the syllabic intensity of the material. Lamb75 defines the standard word. . . . the standard or average word in shorthand con- tains 1.4 syllables. Dictation material is counted out with 14 syllables to every 10 words for timing purposes, 21 syllables for every 15 words, 28 syllables for every 20 words, etc. It should be pointed out that there is disagree- ment among the teachers, and researchers have severely criticized the use of syllabic intensity as the best measurement of difficulty and have recommended other methods. (See page 28.) As yet, however, to the re- searcher's knowledge, these have not been adopted. 73Leslie, op. cit., p. 191. 74Lamb, op. cit., p. 31. 751bid., p. 81. 142 It is recommended that all states scrutinize their concept of difficulty measurement to see if it is the Itlc>st accurate measurement available that is consistent with their needs. It is also recommended that teachers 21.ook over their tests to see if they are using a syllabic .5Lntensity that is necessary for prOper instruction. Speed Standards Required at Each Step-Level Classification States were asked to check the questionnaire with Jregard to the speed standards to be attained at each step- ILevel classification for the shorthand portion of the Estate stenographic examination. Only one item could be (checked under each speed level classification. Table 21 shows the speed standards required. TFABLE 21.--Speed standards at each step-level classifica- tion of the shorthand section of the state stenographic examinations as reported by 49 states States Responding Classification Level Number Percent 1. Entry Level- 60 words per minute 8 16.33 70 words per minute 2 4.08 72 words per minute 1 2.04 80 words per minute 36 73.47 90 words per minute _2 4.08 Total 49 100.00 TABLE 21.--Continued 143 States Responding Classification Level Number percent 2. Intermediate Level 70 words per minute 3 6.12 80 words per minute 26 53.06 85 words per minute 1 2.04 90 words per minute 6 6.12 96 words per minute 1 2.04 100 words per minute 9 18.38 No response 3 6.12 Total 49 100.00 3. Advanced Level 80 words per minute 16 32.66 90 words per minute 8 16.33 96 words per minute 5 10.20 100 words per minute 13 26.53 120 words per minute 3 6.12 125 words per minute 1 2.04 No response 3 6.12 Total 49' . 4. Secretarial Level 70 words per minute 1 2.04 80 words per minute 12 24.48 90 words per minute 7 14.29 96 words per minute 4 8.16 100 words per minute 9 18.36 120 words per minute 7 14.29 No response 9 18.36 Total '49 . 5. Court Reporter and Specialized Stenographers 110 words per minute 1 2.04 120 words per minute 5 10.20 140 words per minute 1 2.04 150 words per minute 4 8.16 160 words per minute 3 6.12 175 words per minute 6 12.24 200 words per minute 5 10.20 No response ‘24 48.98 Total 49 100.00 144 Table 21 shows that at the advanced level there were 16 states, or 32.66 percent, reporting 80 words per minute as their requirement but at a higher accuracy level than reported at the intermediate level. There were 13 states, or 26.53 percent, which reported 100 words per minute; 8 states, or 16.33 percent, which reported 90 words per minute (higher accuracy requirement than previous level); 5 states, or 10.20 percent, which re- ported 96 words per minute; 3 states, or 6.12 percent, reported 120 words per minute; and 1 state, or 2.04 per- cent, reported 125 words per minute. There were 3 states, or 6.12 percent, which did not respond to this portion of the question. At the secretarial level classification there were 12 states, or 24.48 percent of the total, which indicated a speed requirement of 80 words per minute. This was, however, at a.greater accuracy requirement than for the entry level. There were 7 states, or 14.29 per- cent, which reported 120 words per minute; and 7 states, or 14.29 percent, reported 90 words per minute. There were 4 states, or 8.16 percent, which indicated 96 words per minute as the requirement; and 1 state, or 2.04 per- cent, listed 70 words per minute as the speed required. There were 9 states, or 18.36 percent, which did not respond to this portion of the question. 145 At the court reporter and specialized stenographic levels there were 24 states who did not respond. Speed levels were reported as follows by the remaining states: 5 states, or 10.20 percent, at 120 words per minute; 4 states, or 8.16 percent, at 150 words per minute; 6 states, or 12.24 percent, at 175 words per minute; 5 states, or 10.20 percent, at 200 words per minute; 3 states, or 6.12 percent, at 160 words per minute; 1 state, or 2.04 percent, at 140 words per minute; and 1 state, or 2.04 percent, at 110 words per minute. Table 21 shows that 80 words per minute was re— ported by 36 states, or 73.47 percent of the total states, as the minimum entry level speed for applicants. There were 6 states, or 16.33 percent, which indicated an entry level of 60 words per minute; 2 states, or 4.08 percent, gave an entry level of 70 words per minute; and 1 state, or 2.04 percent, reported 72 words per minute. In addition, 2 states, or 4.08 percent, reported entry level speed requirements at 90 words per minute. At the intermediate level there were 26 states, or 53.06 percent, which reported 80 words per minute as their minimum requirement; however, this was reported to be at a higher accuracy level than for the entry level requirement at the same speed. There were 9 states, or 18.38 percent, which reported 100 words per minute as their 146 requirement; 6 states, or 12.24 percent, reported 90 words per minute; 3 states, or 6.12 percent, reported 70 words per minute; 1 state, or 2.04 percent, reported 85 words per minute; and 1 state, or 2.04 percent, reported 96 words per minute. There were 3 states, or 6.12 percent, which did not respond to this section of the question. At the entry level, the majority of the states required 80 words per minute as the speed of dictation. There were 4 states which qualified their response in this manner. There were 2 states which gave dictation at the three levels of 80, 100, and 120 words per minute, presumably to allow the applicant to demonstrate her highest ability. There were 2 states which indicated that the transcription speed requirement was 25 words per minute. At the intermediate level, most of the states again required 80 words a minute. Many states qualified their response by stating that the employee must have at least 1 year of experience before she was eligible for the test. Only 2 states indicated the transcription speed require- ment which was 30 words per minute. Other higher speed levels were in evidence. At the advanced level speed, requirements ranged higher than at the intermediate level and the accuracy requirement was more stringent than the 80 words per 147 minute requirement even though this speed still represented the majority response. In actual computation of the euxzuracy requirement for those states that reported max— imum of errors (See Table 15) it meant that the permitted errors were less. For those states that used a special formula it meant that a factor was changed. At the secretarial level, the majority response was again 80 words per minute, but no indications were made of other qualifications. Presumably there must have been experience or other variables necessary. At the court reporter and specialized stenographic levels, the speed ranged from 110 words per minute to 200 words per minute with approximately one-fourth of the respondents requiring 175 words per minute or more. The speed requirements of all states is not ex- cessive and the properly trained high school graduate should be able to pass the test. It is recommended, however, that more states give dictation at the speed levels of 80, 100, and 120 for the entry level classifica- tion in order to allow the more proficient applicant to demonstrate her ability. 148 PART II Statistical Comparison of the ifficultv Level of Dictation Materials 9f Entry-Level State Civil Service Tests and Teacher- TypeTests EL D If classroom activities in shorthand and tran- scription classes are to help prepare students to pass State Civil Service stenographic examinations, it would seem logical that the dictation materials used for class- room exercises and testing purposes should be of comparable difficulty to those of the state tests. Syllabic intensity is a widely used measurement of difficulty of the dictation material. Therefore, a statistical comparison was made of the syllabic intensity of the tests of the states and teachers in order to ascertain if teachers were using dictation materials of sufficient difficulty. Authorities suggest that a syllabic intensity of 1.4 is average difficulty, whereas 1.5 to 1.6 is considered difficult. In this connection the following hypothesis was formulated: Hypothesis: There will be no statistically significant dif— ference between the difficulty level as measured by syllabic intensity of the shorthand portion of the State Civil Service stenographic examinations and of selected public high school classroom shorthand dictation tests. n\~ 5!. e 149 Procedures Used In order to test the hypothesis, it was first necessary to calculate individual difficulty levels of selected shorthand dictation tests of states and of ad— vanced shorthand and transcription teachers. The State tests used for this purpose consisted of 38 entry-level dictation tests that had been furnished by 38 states. Advanced shorthand and transcription teachers reported that their dictation materials used for examination pur- poses were chosen most frequently from the Business Teacher magazine. Accordingly, for the purpose of testing the hypothesis, the researcher selected 40 dictation tests that had originated from 4 consecutive years of Business Teacher magazine. These dictation articles were designed to be dictated at 80 words per minute for a period of 3 minutes. The syllabic intensity measurement was used to determine the difficulty level of each test. The researcher found that the mean syllabic intensity of the State tests was 1.56 whereas the mean syllabic intensity of the 40 dictation articles, representative of the teachers' tests, was only 1.46. At this point a "t" test was used to compare statistically the tests of the states and the teachers. In addition, "t" tests were used to compare statistically 150 the tests of each of the State subgroups (Groups II through VI) with the 40 dictation articles which were representative of the teachers' tests. The following formula was used for the "t" tests.76 X - X Sp /(1/N1) + (l/NZ) Results of the Statistical Comparison Table T shows the results of the statistical comparisons between the difficulty level of dictation testing materials of State Civil Service Commissions and advanced shorthand and transcription teachers. As noted in Table T, the calculated "t" value was 4.503, whereas the tabled value was only 2.380 at the .01 level of significance for all the State tests in compari- son with teacher tests. For the individual groups, however, the calculated "t" values ranged from .847 to 5.023 at the .01 level of significance. The tabled values 76Wilfrid J. Dixon and Frank J. Massey, Jr., Introduction to Statistical Analysis (New York: McGraw- Hill Book Company, Inc., 1957), p.4121. 151 .mummu .mumsommu mcu mo Ham mm3 cowumafimom.£u£mfim one .mmsoum mmonu mo coflcs may mo coflumasmom on» mm3 coflumaomom nuco>mm one .mmsonm xflm men we some now mummy mumum on“ NO mcHumwmcoo mGOHumanmom xflm mnmz muons .prpm Amps: mcoflumHsmom unmflm mnmz wumsam Ho. mmw «Hv.m mom.m mummfi Hmfiomme Ham Una H> maonw mo mumma mumvm Ho. mumcflanmumUcH oav.m mov.m mumme Hocomma Ham cam > maouu mo mummB oumum Ho. oz mav.~ new. mumma Honomoa Ham cam >H mzouo mo mumma mumum Ho. mm» oHv.~ -o.m mumme umnomme Ham cam HHH muono mo mumme mumum Ho. oz mmv.m 5H¢.H mumoa Hocomma Ham paw HH msouw mo mumma mumum .mNHm msoum HHmEm mo mmsmomh manmusmmoe uoz mumma Honomoa Ham paw H muouw no names mumum Ho. mm» omm.N mom.v mammB,stommB Ham Ucm mumwB mumum Add H0>0.H M30C®H0NMHD OSHMN/ :U... 05HM> :u... mocmoAMflcmem unmoamecmem cmenma omumasoemo muonommu cowumanomcmup cam pcmnuuoam poocm>pm new mcofimmHEEoo oow>umm Hfi>wu oumum mo mamwuonmfi onwumwu coaumuowp mo Hm>ma muHSOHMMHp may no cOmemmEoo amowumflumum ¢I|.B mqm<9 152 for all groups was approximately 2.400 at the .01 level of significance.77 Conclusion Respecting Hypothesis The following null hypothesis was tested statist- ically: Hypothesis: There will be no statistically significant dif- ference between the difficulty level as measured by syllabic intensity of the shorthand portion of the State Civil Service stenographic examinations and of selected public high school classroom shorthand dictation tests. Since the difficulty level of 1.56 syllabic in- tensity for all State Civil Service stenographic tests was statistically significantly higher than the mean difficulty level of 1.46 syllabic intensity for a 77Having found that there was a significant dif— ference between the difficulty level as measured by syllabic intensity between all of the state tests and the teacher-type tests, the researcher went one step further. She examined these state tests using analysis of variance to determine whether or not there was a statistically significant difference in the difficulty level as measured by syllabic intensity among the various state tests. A calculated F statistic of 2.00 was found as compared with a tabled F statistic of 2.54. Therefore, it was concluded that there was no significant difference in the difficulty level among the state tests. See Appendix for Analysis of Variance Table and Summary of the Results of Syllabic Intensity Measurement. 153 representative sample of teacher tests, the null hypothesis was rejected. It can be concluded that the difficulty level as measured by syllabic intensity of the State Civil Service stenographic tests is higher than the difficulty level of the teacher-type tests of public high school advanced shorthand and transcription teachers. In this connection, however, it should be noted that, as in all averages, this is not necessarily true of every individual state test. Recommendations It is recommended, therefore, that public high school business education teachers use more difficult dictation materials for testing purposes in preparing students to pass State Civil Service examinations. Conclusion This chapter has been an analysis of the replies from State Civil Service Commissions regarding their tests and testing techniques. In addition, this chapter has presented a statistical analysis of the difficulty of dictation materials of entry-level State Civil Service tests and teacher-type tests. A summary of the findings of this chapter are found in Chapter VIII together with the conclusions and recommendations. 154 The next chapter, Chapter V, will be an analysis of the replies from public high school advanced shorthand and transcription teachers concerning their tests and testing techniques. CHAPTER V ANALYSIS AND PRESENTATION OF THE DATA CONCERNING PUBLIC HIGH SCHOOL ADVANCED SHORTHAND AND TRANSCRIPTION TESTS AND TESTING TECHNIQUES USED BY SELECTED PUBLIC HIGH SCHOOL TEACHERS This chapter presents the results of a percentage analysis of replies from public high school advanced shorthand teachers and transcription teachers regarding their tests and testing techniques. The first part of the chapter sets forth the findings of replies from the ad- vanced shorthand teachers and the second part contains the findings of replies from transcription teachers. PART I Advanced Shorthand Types of Shorthand Tests Used Most Frequently by Shorthand Teachers Public high school teachers of advanced shorthand were asked to indicate the most frequently used type of shorthand test. More than one item could be checked. Table 22 presents the types of shorthand tests used. 155 2156 Hmm muo3 ouosv m>onm H EouH Rom .H>IH masonw cfl omH3 Imomucwoumm 0cm waamofluoasc pouchfiuumfic mum mmfladom menu ou saoou poo oflo on: mocooooommu Hope» any «0 me.HH mcflucmmmuaou muocommu am can poumHsbmu mouflmccoflummsq com Hmuou ecu wo wmm.mm mcflucmmmummu .pmpcoammu 0:3 mumnomwu .Emufi "moon magma map comm .coflumuoflp msoocmuomfimuxw .mcepmmuwooum .cmEmmocflmDQ mcfluflmfl> .v “mumwu Euow mmflun .m “omen: cmaamcm pmuuoaou Nam vm.a Hm.m v mH.H mm.m m vm.H mw.> v mm.mm Hem Hm.h ma com mumcuo .m mo.m No.5H m be. om.m m vm.a mo.n v Hm.mm ovm mw.n om oom mumfla Uuoz poucfium Eouw cwuuflu3 camcuuonm .m ma.o vo.vm ma eh.m mm.Hv ma mm.m mm.mm va oo.on mma oo.om we own pcmcuuoem cH cmuufluz mumHH cues pmtuoomu no ooumuoflo mfiamuo .« Hm.m nh.ma o mm.H am.ma m mv.m Hm.ha m mo.mm mmm mm.oa em com ocmnuuocm ca mcflxaoo How pom: mamfluoume coflumuofip pwucflum .m mm.m me.mm va n>.m em.av ma mo.m mm.ov Hm mo.no ova Hm.~m vm owm pcmnuuonm CH cmuufluz mmofl>wp mcflpuoomu “onuo no mama so mnmuuma mmwcemsn mo coHumuoflp ammo .N mo.va mm.om mm mw.mH hm.am mm Hm.na vm.mm mo mH.HH mm mm.mm Hmm oom pcmcuuonm :fl cwuuflHS mumuuma mmwcamsn mo cofiumuofip ammo .H o d o d N o d o_d N o d o.d N N.o Nnm H.o Hun H.m Jo Je m 33 39 n .58 33 n 09 on as an 90 J 1 J 1 m 1 1 m 1 m. 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SW: 81: S noncommmm noncommom noncommom % % H> macaw > macho >H msouo Hmuos .OODCMUCOUII.NN mqmdfi 158 An analysis of Table 22 indicates that 231 re- spondents, or 88.85 percent of the total, reported that their most commonly used test was the oral dictation of business letters to be written in shorthand. Percentages for the individual groups ranged from 80.85 percent to 100 percent. I The next most frequently used type of test was the oral dictation of business letters recorded on tape or other types of recording devices. There was a total of 84 respondents, or 32.31 percent, which replied. Percentages for the individual groups ranged from 17.14 percent to 41.67 percent. Other methods listed in order of their usage were orally dictated or recorded word lists written in short- hand by 78 respondents, or 30 percent; printed dictation materials used for COpying in shorthand, 27, or 10.38 percent; and shorthand written from printed word lists, 20, or 7.69 percent. Other testing methods reported by 19 respondents, or 7.31 percent of the total, reported English usage tests, brief form tests, tests given by visiting business- men, proofreading tests, and extemporaneous dictation tests. A great majority of the teachers placed their major emphasis upon oral dictation. This is justified in view of Leslie's remarks: ‘ho. AU vs. S. mnh. \ 159 The objective of the shorthand learner who is training for a stenographic job is the ability to read and write shorthand as it is used to record the dictation of ordinary, extemporaneous running English. There— fore, shorthand tests should always be planned to approximate the life situation to whatever extent that may be possible without bringing undesirable factors into the test.78 Oral dictation is an effective method of bringing into the classroom an office-like situation. Small per- centages of teachers reporting other types of testing indicate a tendency to break away from the traditional methods of oral testing. It is disturbing to note that over 35 percent of the respondents used some form of word list test. Authorities in the field question the value of the word list test. Leslie states: . . . This is no longer a necessary or desirable type of shorthand test. . . . It would be better to dis- card the word list and use connected matter.79 Leslie discusses word lists saying that their original purpose was to enable the teacher to check on the shorthand solving ability of the learner, but an im- provement was made by emphasizing the correctness of the transcript rather than the correctness of the shorthand outline. In fact, shorthand outlines are written only so 78Louis A. Leslie, Methods of Teaching Gregg Shorthand, 0p. cit., p. 197. ' ' '77 ‘ ' 79 Ibid., p. 396. 160 that they may be read at a later time and transcribed correctly. Any material deviations from the dictation will later show up in the transcript itself. If the teacher persists in using word lists, the following suggestions are made by Leslie. 1. Select common, useful words. 2. Select words illustrating normal principles of outline construction. 3. Dictate the words at a measured speed so that the learner must construct the outlines at that speed or omit the words. 4. Grade the tests on the basis of the transcript of the word lists, disregarding shorthand outlines.80 Lamb discusses the use of word lists, saying: They contribute to the ultimate objective of skill in writing and reading shorthand, but these exercises are too fragmentary to be considered true tests of shorthand skill at any level . . . word lists . . . lack the important essential of contextual meaning to be recorded and transcribed.81 It is recommended that teachers eliminate or curtail the use of word lists for teaching purposes because the value of this type of testing is questionable. Topics of Study Stressed in Advanced Shorthand in Addition to Shorthand Skill Public high school teachers of advanced short- hand were asked to indicate what t0pics of study were aoIbid. 81Lamb, 0p. cit., p. 162. 161 sstressed most frequently in addition to the shorthand :skills. More than one item could be checked. Table 23 jpresents this data. An analysis of Table 23 indicates that the tOpic stressed most frequently was English usage which included grammar, punctuation, spelling, capitalization, syntax, and syllabication. A total of 243 respondents, or 93.46 percent, indicated this as their first choice. Percentages for the individual groups ranged from 38.30 percent to 68.97 percent. Typing accuracy was checked as the second topic of study most frequently stressed by 209 respondents, or 80.38 percent. Percentages for the individual groups ranged from 72.34 percent to 88.57 percent. All groups indicated as a third and fourth choice, typing speed and clerical skills by 135, or 51.92 percent, and 97, or 37.31 percent, respectively. Other miscellaneous tOpics such as secretarial information and office etiquette, office machines, and basic arithmetic skills were also reported. 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S I. mmmcomwmm mmmcommmm mmmcommmm % fl HHH msouu HH msouo H macho Hmuoa mmmmmHo pcmsuuonm Umocm>om Hoosom :mHn UHHnnm Ho mumsommu he pmuuommu mm mHMHHmumE ocHummu GOHumuoHp cannuuonm mCHuomHmm yaw omm: mmousomu|.v~ wands 167 cam hHHmuHumfisc Umuanuume mnmz mmHHQmu one .H>|H mascuu :H mmH3ymmmuchHmm .EmuH mHnu ou HHoou no: oHo 0:3 mucoocoomoo Hoooo may we wvm.oH mCHucmmmummu mumnummu mv 0cm Hmuou mnu mo wwv.Nm mcHucmmmummu NHN mum3 mumcu m>onm H EmuH Mom .pmumHsnmu wmuHmccoHummsw ocN mo .pmpcommmu 0:3 mumsommu "morn oHnoo och omom uxuo3mEoc pHo cmuuommu N .meHumumE ummu mHmEMm moH>umm HH>H0 pmuuoamu N can .mmmHo cH mcHumuoHp cmEmmmchsn HmuoH “muHmn :oHumuoHp mam mmmmu .mpuoomu cmuuommu m “HHME >HHmp cH pm>Hmomu mumuumH mmmchsn Ho mHmHumumE coHumuoHc mmnm msHms cmuuommu me ‘4 l he. Hh.m N mv.m mh.vH m , mm. mv.m H MN.mw NMN sh.OH mN owN mumnuo .m Nm.H mN.vH m Nm.H om.m m Nm.H vN.>H m MN.mm NMN he.OH mN owN mem >2 pmmomeoo .c Hm.N vH.eH w vm.H om.w v Nm.H VN.>H m mH.Hm nmN mm.m MN omN .uum .mumHH puo3 Eouw pmmomEOU .m Nm.HH nm.mm Hm mN.mH hm.Hm om Nm.m HN.ow mN Nm.wH we mo.mm mHN owN mmcHummmE coHumonpm mmmszom .N vm.HH H>.mm om No.mH Hm.mm Hm mm.w Hm.mh NN vm.mH mw wv.mw NHN owN mxoon coHuMUSpm mmmchsm .H o N 1.. me n m...“ we. m m...“ we m. we mu .3. an an 1 1 m 1 1 1 J 1 m s 1 s m s 3 Lo 93 Q In Do Q Is So q Ho H do d de 0 a J a a o a J a e o a 1 e a e a a a o a o a o I 3 u o u 1 :.u o u 1 3.u o u 1 s u s 1 u u u 1 u 1.... a. n. T. n. .m. a; .3 “a a...“ u o u J s o s 3 s mHmHumumz s 3 s J mo mouDOm s % mmmcommmm mmmcommmm mmmcommmm H> mnouu > asouo H> macho Hmuoa .mmscHucoouu.vN mummy ‘1 p. . Fla 6L. (I 168 The overwhelming majority of teachers selected published materials from business education books and magazines as their source. The fact that this source was used indicates that teachers used materials which have been specifically designed and edited for classroom dictation purposes. The importance of selecting suitable dictation materials cannot be overemphasized. Lamb warns teachers that training and testing materials should not be chosen at random. She states: Even though dictation material is counted out in standard words, the inherent difficulty of the material will not be altered. The natural syllabic intensity of the matter obtained by dividing the total number of syllables by the number of actual words, indicates whether the material is of average complexity (1.4 syllables), below average, or above average dif- ficulty. Material that has a natural syllabic intensity of 1.8, for example, is certain to be more difficult to record than 1.4 material, even though both selections are counted out in standard words and dictated accordingly. The reason is that the material with high syllabic intensity contains longer words that are less frequently used than the short, common words in the easier material, many of which have been automatized through frequent writing.84 There were a number of teachers who composed their own tests, selecting materials from the mail, from word lists, or other sources. There is danger in this activity unless materials have been prepared with proper measure- ment techniques to fit into the course at a particular time. On the other hand, such practice does show that 84Lamb, op. cit., p. 175. 169 innovative attempts have been made by teachers to select and compose materials suitable for their particular situations. It is recommended that teachers continue the use of specially prepared materials for dictation purposes. In addition, it is recommended that teachers use self- composed materials or carefully selected materials from files sparingly and only as supplementary practices directed toward community needs or student interest. Specific Sources Used for Dictation Materials Public high school teachers of advanced shorthand were asked to indicate the specific sources used in selecting shorthand dictation testing materials. More than one item could be checked. Table 25 presents this information. An analysis of Table 25 indicates that the specific source used most frequently by teachers in selecting shorthand dictation testing materials was Business Teacher magazine as reported by 172 respondents, or 66.15 percent. Percentages for the individual groups ranged from 52.78 percent to 73.08 percent. The next most frequently used specific source was Progressive Dictation and Transcription Dictation by Zoubek and Transcription Dictation by Leslie and Zoubek 1370 >HHmoHumEds pmuDQHHume mum3 mmHHmmH mas .H>aH mmsouo cH mmH3nmmmucmoumm can .smuH mHnu ou HHoou poo oHo 0:3 mucmpsommmu Hmuou mnu Ho www.mm mcHucmmmummu mumsommu mm mam .pmuMHsnmu mmuHmcsoHummsv omN Ho Hmuou me» no mmH.ww mcHucmmmuamu .pmpsommmu 0:3 mumsommu NNH mum3 mums» m>onm H EmuH mom "mono oHnou on» omom mm. MH.N H mm. mn.N H mm. Nm.H H Hm.hm mmN mo.N n omN mammmmme , .mumumuomm m.wo©oe .m vm.H Hm.m v Hm.N no.0H m o o o MN.vm mvN n>.m mH omN mmou50m msomcmHHmomHz .q o o o mH.H mm.m m Hm.N vm.HH w Nw.vm moN mm.m vH ooN msocmz cam >mHmHmm .coHumHuo Insane ccmnuuonm .m mo.m mw.vv HN mH.m vv.vv mH mv.m Hm.Nv NN hh.mm mvH mN.vv mHH ooN xmnnoN mam mHHmmH .coHumu uoHo coHumHuomsmue Cam xmnsoN .somumu IoHn m>Hmmmumoum .N mo.MH vm.Nh vm Hm.e mh.Nm NH Nw.vH mo.mh mm mm.mm mm mH.mw NnH owN msmmmmmfi . .Hmsomma mmmsHmsm .H .oa od N od od N od od N Nd NN “In 8N um 39 .:u m 58 39 m. Tie 33 m. 08 om ea am so 1 1 1 z 1 1 1 s.1 5 8.4 In So lo So Io Do Ho HQ do .w we 0 a .19 a ole .18 e 0.: .16 a e.u rue ole a I 3 u nou J a.u o u 1 1.u onu 1 s u s 1 u u u.: u m... .11.. m... .T. m... T. .1. w. “a a. a 22...... no u; so 9.... s m0 moHSOm s.5 3 3 mmmsommmm mmmsomwmm mmmsommmm % m HHH msouu HH msouw H macho Hmuoa mmmmMHo pamnuuonm cmocm>pm Hoonom smHs UHHnsm mo mumnommu an pmuuommu mm mHMHumumE mcHummu coHumuoHc msmcuuozm mcHuomHmm CH pom: mmousOm OHHHommwua.mN mqmda 17]. .H>|H mmsouo :H mmH3nmmmucmoqu mam .smuH eru on NHoou uoc oHo 0:3 SHHmoHumEss omuanuume mum3 mmHHmmu m:9 mucmpcommmu Hmuou m:u mo wmm.mm mcHucmmmuamu mum:ommu mm cam .pmuMHsnmu mmuHmccoHummcq owN Ho Hmuou ms» Ho me.ww msHucmmmummu .pmpsoammu 0:3 mum:ommu NnH mum3 mum:u m>onm H EmuH Mom "mono oHooo on» omom mm. mm.N H mH.H Na.v m o o o Hm.hm mmN mm.N n owN msHNmmmE .mHMHmuomm m.%mooe .m mH.H em.m m we. mN.m N o o o MN.vm mvN ne.m mH omN mmousom msomcmHHmomHz .e mm. om.N H we. mN.m N we. om.w N Nm.v¢ mVN mm.m VH omN moosmz cam memHmm .coHumHuo umsmue osm:uuo:m .m mH.o Hh.mq 0H No.m mm.o¢ mN ee.m Ne.Hm mH h>.mm mvH MN.vv mHH omN xmnaoN psm memmH .sowumu IUHQ soHummuomsmuB tam meSON .cowwmu IoHa m>Hmmmumoum .N mm.m Hh.mm mN mm.mH hm.mm ov Nm.m no.Nm mH mm.mm mm mH.ww NhH owN mcHnmmmE .um:omma mmmchsm .H d 1 nu ma u nu pm m. we mm N NM NM N... am No 1 J m 1 1 J 1 m 1 m 3.1 .om o.1 Two nos Two moo a. rwo moo 8.5 H .d o .dlq .d e o a 11o a o a J a e o e 1 e e a a a e o e ole o.L 3.u onu 1 «4U o u 1 «+u o u 1 s u s 1 u u u.1 u f. T. m... .1. ._.. T. a. w. t. a.” I . no u.... so 5.... s mHMHumumz %.& u 3 Ho mousom mmmsommmm mmmcommmm mmmcommmm s s H> maouu > msouo >H msouo Hmuoe .mmscHusouuu.mN mamme 172 as reported by 115 respondents, or 44.23 percent. Per- centages for the individual groups ranged from 40.98 percent to 51.72 percent. Other sources used were Shorthand and Transcription by Balsley and Wanous as reported by 14, or 5.38 percent; Today's Secretary magazine by 7, or 2.69 percent. Other miscellaneous sources were reported by 15 respondents, or 5.77 percent. Materials selected by the teachers are widely recognized as authoritative sources of dictation materials. However, Lamb warns inexperienced teachers to: Limit dictation materials to the textbook and the supplementary books recommended in the teacher's manual, for dictation materials vary widely in dif- ficulty and they should be properly graded and cor- related. Material with meaning obscure or involved is more difficult to record than well-written, easily understood matter. Material containing long and difficult words is more difficult than material made up of common words.85 It is recommended that the currently used materials be continued together with prepared supplementary materials directed toward the specific needs of the students and the community. Determination of Difficulty of Dictation Materials Used by Advanced Shorthand Teachers Public high school teachers of advanced shorthand were asked to indicate how they determined the difficulty 85Ibid., p. 175. 173 of the materials used for shorthand dictation tests. More than one item could be checked. The data is presented in Table 26. An analysis of Table 26 indicates that a total of 131 respondents, or 50.38 percent, used the standard word when determining the difficulty of the materials used. Percentages for the individual groups ranged from 41.67 percent to 55.32 percent. A total of 89 respondents, or 34.23 percent, used syllabic intensity as their measurement. Percentages for the individual groups ranged from 17.31 percent to 44.44 percent. A total of 19 respondents, or 7.31 percent, in- dicated that they used an actual word count for determining the difficulty of dictation materials and 24, or 9.23 per- cent, reported no measurement. A total of 18, or 6.92 percent, reported self-judgment of the materials by reading them over. It is the researcher's opinion that the 89 re- spondents, or 34.23 percent, who reported syllabic intensity may have been using standard word measurement. This Opinion is based upon two suppositions: (l) the standard word count is usually labeled as 1.4 syllable intensity; (2) there were 172 respondents, or 66.15 percent (see Table 25), using Business Teacher magazine tests which indicate a number of standard words contained in each article. 1374 .H>IH mmsouo sH mmH3Immmusmoumm pan HHHmoHumsss cmuanHume mum3 mmHHQmu m:B .EmuH mH:u on mHmmu uo: GHU 0:3 musmpsommmu Hmuou m:u mo wNw.m¢ msHucmmmummu mum:ommu mNH can .pmumHsnmu mmuHmcsoHummsv omN Ho Hmuou m:u Ho wmm.om msHucmwmummu .cmpsommmu 0:3 mum:ommu HMH mum3 mum:u m>onm H EmuH Mom um::u mHnmu m:u pmmm .ANuHooHumHo mo usmsmusmmma mas» o mm3 usmEmpsfl HHmm um:u usmEmmummme cmuuommu mmmsoammu mmm:u no He mHmHumumE m:u um>o mchmmu an NoHsonmHo mo howsooon uHmm omuooomu «Ho vm.H Hm.w v be. mm.m N mH.H Sh.m m mo.mm NeN Nm.m mH owN musmemuswmme um:uo .o mH.H mm.o m mm. mn.N H mo.m mm.mH m hh.om mMN MN.m vN ooN usmfimusmmms oz .m Nm.m om.mm mH mH.o vv.v¢ mH mv.m Hm.>H m Nh.mo HNH MN.vm mm ooN zuHmcmusH oHanme .v mm. NH.N H mm. mN.N H o o o m~.mm mmN he. N ooN ucsoo mxouum pso:uuo:m .m o o o Hm.N hm.mH m we. mm.m N mm.Nm HvN Hm.h mH omN assoc puo3 Hmsuo< .N oo.oH Nm.mm mN eh.m mw.Hv mH NN.OH mm.mm mN Nm.mv mNH mm.om HMH omN mcuo3 p:m:uuo:m om u moHoMHHNm mN .Uuo3 pumpsmum .H o.a log“ N o d o.a n“ o.o o a nu N.a Nnm H.o Hum H.m 33 33 m 33 33 m 33 33 m 03 om 1:3 3m 30 1 1 1 1 1 1 1 3.1 s s 3 .mo 91o Lao 91o q 1.. noo Ha. uuq d.o Asa. d e 0.3 .13 3 0.3 713 3 0.3 1 3 3 3.3 3.3 0.3 0.3 o I 3u ou 1 3a ou 1 3n on 1 su s: uu u: u 9.3 n.+ e 3. n 3 3.3 n 3 .d 3 .d 9.3 s s T. .d T. .d T. .c o o o 3 31u 3 u o u .1. s o s I. s ucmfimusmmmz Ho mmzH. ”.3 w 3 mmmcommmm mmmsoammm mmmsomwmm s s HHH maouo HH @3030 H maouu Hmuoe mmmmmHo csm:uuo:m pmosm>pm Hoo:om :mH: OHHndm Ho mum:ommu z: pmuuommu mm mummu soHumuoHp psm:uuo:m HOH cmms HMHumumE mo zuHDUHHHHO Ho soHumsHEhmumoll.wN mqmma .H>IH mmsouu :H mmH3Immmucmoumm 0:0 aHHmoHumsss amusnwuume mum3 mmHHmmu m:a .EmuH mH:u on hHmmH uos 0H0 0:3 musmpcommmu Hmuou 0:» H0 wNo.mv mcHusmmmHmmu mum:ummu mNH 0:0 .pmuMHsnmu wmuHmssoHummsw owN H0 Houou 0:0 «0 mwm.om msHucmmmuQmu .mmpsommmu 0:3 mum:ommu HmH mum3 mum:u m>0:m H EmuH uom um::u mHamu 0:» 000m ..>3HsonmHo Ho usmEmHsmmmE msuu m mm3 usmsbpsfl HHmm um:u ucmEmmHmmme pmuuommu mmmcommmu mmm:u H0 Hy mHMHumumE m:u um>0 msHpmmH z: NuHsoHumHo :0 unwsoooH 036m omouoowu 333 1X75 he. Hh.m N mH.H Nm.v m em.H mh.MH v mo.mm NvN Nm.m NH owN musmEmusmmmE .30:30 .0 mm. om.N H mo.m HH.MH m mH.H vm.oH m eh.om mMN MN.m 3N owN usmEmusmmmE 02 .m Nm.v mN.qm NH 0m.w on.hm MN MN.v mm.hm HH bh.om mmN MN.m 3N omN NuHmsmucH oHanHmm .v o o o o c o o o o m~.mm mmN he. N ooN 0:000 mxouum ocosuuonm .m 3m.H m¢.HH v Nm.H ON.m m be. om.m N mm.Nm HeN Hm.n mH omN us:00 0303 Hmsuod .N mH.w H>.mv wH Nm.HH Nm.om Hm wh.m Nh.Hm mH Nw.mv mNH mm.om HNH omN w0H03 0:0:uu0:m om u 333333333 mN .puo3 cumpcmum .H o.a o.o N o_d o.d N 0.a o d N N.a Nun nod Hum 3.1 33 33 m 33 33 m 33 33 m 03 om 33 em 30 1 J 1 1 1 1 1 3.1 s s 3 .10 nos 0. L.3 n30 q 1.3 9.3 o. v.0 n.q 3.0 Mwa..d e 0.3 1.3 3 0 3 313 3 0.3 x 3 3 3.3 3.3 0.3 3 0.L 30 on J 3u on 1 3n on 1 su 31 uu u: u 3.3 n.3 9.3 n.3 3.3 n.3 d 3 .d 9.3 s s T. .d T d T. .d 0 0.3 3 3 o 3 u 0 u 3 s 0 s 3 s usmEmusmmmZ H0 maze %.3 fl .3 mmmsommmm mmwsommmm mmmsommmm s s H> msouw > msouo >H msouu Hmuoa .fimflsHuCOUII.oN mHm¢B 176 Advanced shorthand teachers are using difficulty measurements (standard word and syllable intensity) that have been widely accepted at the present time by publishers and teachers alike. However, authorities have questioned the reliability of syllabic intensity as an adequate measure of difficulty of dictation materials. (See Chapter II, Review of the Literature, Section on Difficulty of Material, page 26.) Some of these researchers have prOposed refined methods, but as yet these ideas may not have been disseminated to the majority of the teachers. This issue is important because the ability to delineate carefully the difficulties of material would be a great aid to the teacher in contributing to the deve10pment of the progress of the student by selecting materials that are actually graduated in difficulty. Teachers reporting no measurement or measurement by self-judgment are overlooking the importance of knowing the usefulness of the level of difficulty of material in order to adjust the dictation from easy to difficult at the various progress levels of learning. It is recommended that teachers continue the use of syllabic intensity or the standard word as a method of measurement of difficulty of dictation materials until such time that the publishers and others have adOpted newer methods. There should be continued experimentation 177 and investigation by researchers in the use and implementa- tion of these new techniques. Syllabic Intensity Figure Used Most Frequently to Measure Difficulty of Shorthand Dictation Materials Public high school teachers of advanced shorthand were asked to indicate the syllabic intensity figure used most frequently to measure the difficulty of the shorthand dictation materials. Only one item could be checked by the teachers. Table 27 presents the data. An analysis of Table 27 shows that a total of 105 respondents, or 40.38 percent of the total reporting, indicated that they used a syllabic intensity figure of 1.4, which is defined as average difficulty level. Per- centages for the individual groups ranged from 27.59 percent to 51.06 percent. There were 22 respondents, or 8.46 percent, who stated that they used a syllabic intensity figure of 1.5 to 1.6, which is defined as difficult by authorities. Percentages for the individual groups ranged from 5.77 percent to 19.44 percent. There were 2 respondents, or .77 percent, who used easy dictati0n materials of less than 1.4 syllabic intensity. There were 16 respondents, or 6.15 percent, who reported that they did not know what they used as a 178 .H>IH mmsouu CH mmH3ummmusmoumm 0:0 >HHmoHumE=s cmuanuume mum3 mmHHmmH mmm:a .mmumHsnmu mmuHmscoHummsv omN m0 Hmuou 0:» no use. mcHucmmmummu pmvsommmu 0:3 mum:0mmu N m0 Hmuou m mum3 mum:u m>0:m H EmuH uom “3:33 33:33 on» comm pcm:uuo:m pmosm>pm Hoo:0m :mH: UHHQsQ Ho mum:ommu a: pmuuommu mm mHmHumumE soHumuoHv psm:uuo:m mo zuHsoHHHHp 033mmme 0» 00m: hHucmsvmuu umoe musmHH auHmsmusH OHQMHHhmnI.hN mqmce mo.mH he mm.MH om oo.0N Nm oo.ooH owN H0306 .o o HN o o NH 0 o 5N 3N.vv mHH mmsommmm oz Hmuoa mm. mH.N H mm. me.N H Nm.H Nm.m m mH.m 3H 30:: u.c00 .m o o o o o o o o o o o NuHmcmuoH 63333333 m.H sm:u umummumv uHsoHHHHp HHmEmuuxm .3 mm. MH.N H am.N vv.mH n mH.H sh.m m wv.m NN wuHmcmucH 0H:MHH>m w.H 0» m.He uHsoHumHa .m MN.m mo.Hm vN en.m em.Hv mH mH.m nh.om mH mm.ov mOH NUHmcmusH 0H:0HH>m v.HV mmmum>¢ .N o o o o o 0 mm. Na.H H he. N HNuHmsmusH 0HanHmm q.H sm:u mmmH. ammm .H o d o d N o.d o d N 0.3 o d N 8.3 you 33 33 33 33 n 33 33 33 3 .. .. m .. 3 3 .3 a... m ._.. 3. 3m m...“ we 3 mm m... a o... .3 a 0.. ca 3U 00 J 30 on 1 3n ou 1 an u: n a .m .. w... .m a m... .m a «a .3. 0 5380.323 3 m. s 2. 33.6333 mmmsommmm mmmsomwmm mmmcommmm HHH Q0030 HH msouo H @9030 Hayes mmmmMHo .H>IH maoouo sH mmH3ummmusmoumm 0cm NHHmoHumEo: pmuonHuume mum3 mmHHmmu mmm:a .pmumHonmu mmuHmcsoHummoq omN H0 Hmuou m:u «0 who. mCHusmmmummn ompsommmu 0:3 mnm:ommu N no Hmuou m mum3 mum:u m>0:m H EmuH uom "mo:u mHnmu m:u 0mm: 1I79 .wv.MH mm w¢.MN Hm mH.HH mN oo.o0H omN Hmuoe o 3 m3 3 o mN o o 33 3~.33 m3. omooomom oz Hmooe mm. om.N H Hm.N vm.m m we. om.m N mH.m 0H 30:: u.soa .m o o o o o o o o o o o >33moouo3 oHooHHNm m.H sm:u Hmummum. UHSUHMHHU hHmEmuuxm .v mH.H hm.m m mH.H Nm.v m Nm.H vN.>H m ov.m NN wuHmsmusH oHomHHNm 3.3 0» m.Hv uHooHHwHo .m mH.w Hh.mv wH oo.OH Nw.Nv wN mo.m om.hN m mm.ov moH >uHmsmu2H 0H:MHH>m v.Hv mmmum>¢ .N o o 3 mm. 33.3 H o o o 33. N .NuHmomucH 03:33:33 v.H sm:u mmmHV mmmm .H 0 d o d N o d 0.3 N o d 0.3 N 8.3 u.N 33 33 m 33 33 m 33 33 n 33 3M 1 1 1 J J J m 5.1 9 Lo Do q Lo So q Lo So q do d o 3 1 3 3 o 3 1 3 3 o 3 1 3 3 o 3 .33 33 m3 3 33 33 1 33 mm . 33 3. I d T. d I d 3 .30 coHumonHmmmHO s m. s 1. 3.363338 H> msouo > moouw >H moonw Hmuos .UODQHUCOUII.5N mHmdfi 180 syllabic intensity figure, and 115, or 44.24 percent, did not reply to this question. No one reported the use of extremely difficult, or greater than 1.6, syllabic intens— ity figures. The teachers of advanced shorthand are using an average syllable intensity of 1.4 in measuring the difficulty of materials dictated. However, 44 percent did not answer this question. It would have been desirable to have had some knowledge of the reasons for no response, whether they did not know the difficulty level or did not want to divulge this fact. It is recommended that teachers utilize more of the materials that indicate the various-levels of difficulty, such as Progressive Dictation by Zoubek, in order that dictation drills will contain some of the more difficult articles. By presenting progressively more difficult materials, the student may be stimulated to better performance. Accuracy Standards for Shorthand Transcripts Public high school teachers of advanced shorthand were asked to indicate the accuracy standards used for shorthand transcripts. More than one item could be checked. Table 28 presents this data. lEBl .H>IH mmsouo CH mmHz Iwmmucwouwm pom >HHmoHumEd: pwuszuumHU mum meHmwm .EmuH .Emumxm mmum m>Hmmmumoum m cmuuomwu mqu on >Hmmu uo: 6H6 0:3 mucmpcommmu Hmuou may mo www.mm H new .Houuw comm new mpmum HmuumH m mcHucmmmHQmu mumnomwu mm paw meMHsnmu mmHHmccoHuwwsv omN mo pmmmouc H “wow um H uwmw an H “an an H Have» 0:» mo wm¢.mw mcHucmmmume .cmpcommmu 0:3 mumcommu uxmoo nomwumm vmuuomwu N “Houuw 30w 0H: mmH mumz wumnu w>onm H EwuH How "many mHnmu wnu Odom pmuuomwu m “womusoom whm pwuuommu 3H3 mH.H wm.w m Hm.N hw.mH m mm. ,Nm.H H Nh.om me mN.m vN owN mumnuo .v mv.m Hm.wv NN mm.m mw.mw MN mw.w MN.vv MN mm.om HMH Nm.mv ¢NH omN quHHanHmz .m mm. MH.N H N». wm.m N 3m.H mm.h v mm.om mMN No.m mN ooN Nomusoom wmm .N ao.NH HN.on mm No.0 oo.om mH mm.mH MN.mw om wm.wm mm ov.mw me ooN zomusoow wmm .H 0.3 o d N o d o d N 0.3 o d n“ N.3 MUN wad x.N 8.3 33 33 m 33 .33 m 33 33 m 03 now 33 an 30 1 I 1 1 I 1 1 S14 33m 8.4 Lo 93 q 33 93 q Lo 93 q u:3 HQ do .GQ.de 0‘3 133 3 o 3 1 3 3 0.3 1.3 3 3.3 3 3 0.3 Ave 0 I «+u onu 1 «+u o u 1 .4u onu 1 s u s 1 "uu UTA u 9.4 n 3 e 3 n 3 e 3 n 3 .d.+ d s 3 .3 s I d I d I a we mm. no 3: $33 % 3 mcuwpcmum >omusoo< mwmcommmm mmmcommmm momcommmm s s HHH macho HH msouw H msouw Hmuoa mommMHo camauuocm pmuam>vm Hoonom noHn UHHQSQ mo wuwnommu >2 Umuuomwu mm mumfluomcmuu ccmnuuozm How Umquvmu mcumvcmum zomudoo¢ll.mN mqmde li32 mmH 3333 mumnu m>onm H EwuH mom .H>IH mmsouu CH mmHB Iommucwouwm paw mHHmoHumfioc pmuanuupr mum meHmmm 3333 on 33333 no: 333 on; 33333303333 33303 333 mo 33m.mm oCHHGwmwumwu muwzommu mm paw UmuMHonmu wwHHmccoHummsv owN mo Hmuou mcu wo www.mw ocHucwmwuawu .popcomwwu 0:3 muwnommu "mono mHnmu may comm .EmuH .Emumwm Qwum m>Hmmwumoum m cmuuommu H pow .30333 comm How mcmum kuumH m commouc H “>300 womwumm pwuuommu N nmom um H uwmo um H awn um H “Houum wow CHI Umuuomwu m “momuooom mum cmuuommu VH3 mH.H nm.m m Na.H 0N.m m Hm.N mo.0N w hh.oa me MN.m 3N ooN muonuo .v mH.m Hn.mv mH 3m.HH mH.mv om nn.m Nn.Hm mH mm.om HMH Nm.¢v mNH owN auHHHQmHHmz .m Nm.H mN.vH m mo.m HH.MH m Nm.H 3N.NH m mm.om mmN Nw.a mN omN Nomuooom wmm .N mm.h 3H.hm ON wh.mH HN.No H3 vm.o No.mm NH vm.om mm @3.mm moH omN xomuooom mmm .H 03 od N od 03 N od 03 N Nd NN Hd HN am 33 33 m 7:3 33 m 33 33 m 03 om 33 am 30 1 1 1 I 1 1 1 s 1 s s 3 Lo Do 3 Lo Do 3 Lo 9o 3 Ho 83 do dq d3 “33 133 3 o 3 1.3 3 0.3 733 3 3.3 «33 o 3 o 3 o I q+u onu 1 1.u o u 1 3"3 0 u 1 s u 3.3 u u u 1 u 9.3 n.+ e 3 n 3 333 n 3 .w.+ Mwo % 3 a o a I .3 T. d I d "33 u.3 s o s 3 5 333333333 33333333 51: S T: . 3 3 mmmcommmm mmmcommmm noncommmm s s H> @5030 > @3030 >H msouw Hmuoe .UmDCHHCOUII.mN mqmdfi 183 An analysis of Table 28 indicates that the most frequently reported accuracy standard for shorthand tran- scripts was the 95 percent accuracy level. A total of 165 respondents, or 63.46 percent, replied in this manner. Percentages for the individual groups ranged from 50 per— cent to 70.21 percent. The second accuracy standard reported was the mailability standard which was reported by 120 respondents, or 49.62 percent. Percentages for the individual groups ranged from 44.23 percent to 63.89 percent. Other standards reported were these: 25, or 9.62 percent, reported a 98 percent accuracy level; 24, or 9.23 percent, reported other standards such as 97 percent accuracy, perfect COpy, progressive step systems, etc. The high percentage of replies (63 percent) listed the 95 percent accuracy level as their standard for short- hand transcripts, as in accordance with the recommendation of Lamb who says: The classroom standard for speed tests (progress tests) provides for error allowance of five per cent; that is, the number of errors must not exceed five per cent of the number of words in the five minute take.86 The reason for this according to Leslie and Zoubek is: 86Lamb, 0p. cit., p. 173. 184 Possibly the most frequently found improper test is the shorthand speed test with too high an accuracy requirement. There can be no quarreling with almost any reasonable accuracy requirement for a terminal speed test. But for the shorthand speed tests given as progress tests, too high an accuracy requirement serves only to hamper the learner's further progress. There were 49 percent of the replies that mentioned mailability as a standard. This probably indicates that teachers are stressing a combination of goals in their advanced shorthand classes, or that one class is maintained to cover both speedbuilding and transcription. Mailability standards according to Lamb do not stress speed of dicta- tion but nearly perfect accuracy in transcription. The dictation for accurate transcription is aimed at the controlled recording that makes accurate tran- scription possible and in this production work the mailability standard is absolute. The researcher feels that when transcription and advanced shorthand students are included in one class because of scheduling or other reasons, a definite divi- sion of time should be allowed for each function in order that the goals of both speedbuilding and accurate tran- scription be realized. If the advanced shorthand class has these dual functions, extra care must be taken to insure that the Louis A. Leslie and Charles E. Zoubek, Teachers Handbook, Gregngranscription Simplified (New York: Gregg Publishing Division, McGraw—Hill Book Co., Inc., 1956), pp. 35-37. 88 Lamb, Op. cit., p. 107. 185 <303.153 and time allotted to each are kept separate, in (jrdelt to avoid creating a composite classroom situation ~with- overlapping, hazy, mixed objectives. Reasons for Using Current Advanced Shorthand Test Public high school teachers of advanced shorthand were asked to indicate reasons for using their present shorthand test. More than one item could be checked. Table 29 presents the data. An analysis of Table 29 shows that a total of 203 respondents, or 78.08 percent, gave as their reason "best kind of skill measurement available." Percentages for the individual groups ranged from 73.08 percent to 82.98 percent. The second reason given by teachers was that their present test was "easy to administer." This was reported by 62 respondents, or 23.85 percent of the total. Per- <:entages for the individual groups ranged from 8.5 percent to 34.43 percent. Another reason given by teachers was that their 'test was "easy to score," which was reported by 39, or .15 percent of the total. Percentages for the individual ginoups ranged from 6.38 percent to 19.67 percent. Other miscellaneous reasons reported by 22 Inespondents, or 8.46 percent of the total, included: .coflumsuflw meaummu m.um£ummu umE mumomm mcflxum> umzu omuuommu q “Emumoum moum3m on» nufiz moH>mc mcwum>flu05 @000 mm ummu .H>|H mmsouw CH mmfl3ummmucwouwm ocm haamofiuwes: coauommu N “:ofluosuumCH mo mmmcm>auowuwm pwusnfluumwp whoa mmfiammu was .EwuH menu ou hammu co xowno ou pmuuommu N "mamwuwume mcflummu uoc can 023 mucwpcommmu Hmuou on» mo wma.mh mcflucmmwummu mo huwHflQMflHmu cam xuwpflam> pwuuommu m mumnommu me cam pwumHsnmu mmuwmccoHummsv com «0 nucmamcsfl 0cm unososu mwuflsumu ummu pmuuommu Hmuou may mo www.mm mcflucmmmumwn .pmpcommmu 0:3 mumcommu H “coHumnuflm nenlmcunco ou MMHHEHm unmu No mum3 mumnu w>onm H EmuH you ”many manna mnu Ummm vmuuomwu m uucmuudo mm3 HMflumumE pwuuomwu mt 186 mH.H mm.m m mm.a mm.ma m em.a mm.n v vm.am mmm m¢.m mm com mumnuo .v oo.ma mm.~m mm oo.oa -.Nn mm mm.va mo.mn mm ~m.a~ hm mo.mh mom com magmaflm>m ucmEmusmmmE Haflxm mo ocflx ummm .m mH.H mm.m m mm.H mm.ma m mm.v mH.HN Ha oo.mm HNN oo.ma mm omm muoow Cu mmmm .m mm.m mm.vH h mm.m wh.hm OH mm.m mm.w~ «a ma.mn mod mm.m~ we own umumflCfieom ou mmmm .H od od N od od N od oa N Nd NN od EN XL 33 33 m 33 33 m 33 $9 m 03 om 39 am 90 Tmm now a. rwm now "H 7w” now a. an“ Hfiq n.m s.q .w m o a J.u a o.u 1.u a o e 1.a a a.u a.u a.u .w.u o.l nu on 1 1a ou J nu on 1 an s: su u: u 9 3 n 1 e 1 n.+ 2.4 n 3 .d 3 .w .c.+ s s I .d .L .a T. d o o o anu a u 0 u I. u s I. s cm>HU cowowm a .. a “ mmmcommwm noncommmm mwmcommmm s s s HHH macaw HH msouw H Qsouo Hmuoa .mwmmmHo Ucmnuuonm cwocm>©m Hoonum saw: Deanna mo muwnommu xn Umuuommu mm ummu ucmnuuonw ucmmwum mo momma How Gm>flm mGOmmmmnn.mm mqm|H mmsouu cfl mmHZIGmmucmoumm can adamoauwfid: pwusnfluumflp mum3 mmflammu one .Ew»H mfinu ou wagon uoc Cap 033 mucmccommwu Hmuou mnu mo wma.on mcflucmmmummu mumcomwu mmH 0cm omumHsnmu mwuflmccoflummsv ooN wo Hmuou man mo wmm.MN mcflucmmmumwu .pwccommmu 0:3 muwnommu "wasp manmu on» Ummm No mum: mums» m>onw a EmuH Mom .coflum5uflm mafiumwu m.um£ommu qu mpmmdm mcflxum> umnu pwuuommu v “Emumoum wUMmBM mcu :uH3 m0fl>mp mcHum>HuOE boom mm ummu cmuuommu N so xomco ou vmuuommu N “cofluosuumcfl mo mmmcm>fluuomwm “mamaumuma mcHummu mo wasnmaamu 6cm mufloflam> cmuuommu N “acmEmoDfl cam unmsozu mmuflsvmu ummu omuuommu H “coHumsuflw noflamcunco Ou umHflEfim ummu pmuuommu m “acmuhso mm3 Hmfinmpme omuuommu om up. H5.m N wm.a om.m v vm.H an.ma v vm.Hm mMN wv.m NN omN muwcuo .v mm.oa va.>n 5N MN.mH hm.am om mm.m Hm.mh MN Nm.HN hm mo.mn MON owN maanHm>m ucwewusmmme Haflxm mo ccflx ummm .m mH.H wm.m m Nm.v hm.ma NH Nm.a VN.hH m oo.mm ANN oo.ma mm ooN muoum ou ammm .N mH.H nm.m m mo.m mv.vm AN mo.N v~.vN h ma.w> mma mm.mN No omN umumflcflspm ou >mmm .H od od N od od N_ “ta od N Nd NN ad EN EL 39 39 m 33 39 m Ja 39 m 03 om as an so J 1 I I I 1 1 8.4 s m s 3 Lo 93 q Lo Do q 7:. 90 q Ho HQ do dq d9 org 749 a o a I a a o.u J.a a a a e.o o.a oiu o.L in on 1 nu on 1 nu ou 1 su s: uu u: u eq+ n 3 e 3 n 3 e 1 n 3 d 3 .d s.+ s s I d T. d T. d o o o a a o a cot/flu :0mmmm u 0 U 1: S O S I. S S I. S I; mwmcommmm mmmcommmm mmmcommmm % % H> macho > macho >H msouo. Hmuoe .Umscfiucoull.¢N mqm<9 188 "material was current," "test similar to on-the-job situation," "material valid and reliable," etc. It is noted that over 78 percent of the teachers reported using their test because it was the best kind of skill measurement available. This reply implies that they placed more emphasis on using the test as a teaching device rather than upon ease of grading. This emphasis is a commendable approach; however, the teacher should not overlook the research in shorthand testing which tends to support the use of objective tests as a good measurement of skill in shorthand note reading. (See Chapter II, page 15.) It is recommended that teachers recognize the use of the objective, fill-in type test as an adjunct to the traditional testing method, thereby reducing the amount of time used in correcting student work. Type of Transcript Required Public high school teachers of advanced shorthand were asked to indicate the most frequently used type of transcript required. More than one item could be checked. Table 30 presents the methods used. An analysis of Table 30 shows that a total of 237 respondents, or 91.15 percent, replied that the complete typewritten transcript was the type most frequently used. Percentages for the individual groups ranged from 86.54 percent to 96.55 percent. .H>|H mmsouu CH mmw3lmmmucmoumm new >HHm0Hquz: vaunnwuumwv mum mmHHmmm .Ewuw mwnu Cu >Hmmu uoc 6H6 0:3 mucmpcommmu Hmuou man we wmm.m mcwucommummu 189 mumcommu MN can pmumHsnmu mmuHmccoHummSv ooN mo .wmwu 00H>umm HH>HU Hmuou may wo amH.Hm mcHucmmmummu .pmpcommmu 0:3 mumsommu unumHuumcmuu CHIHHHH HmHuumm pmuuommu H FMN mum; mums» w>onm H EmuH now “many mHnmu may comm “mummu umHH buoz :wuuwnzpcmn pwuuommu em mm. NH.N H mm. mh.N H mm. Nm.H H wo.mm mmN Nm.H m ooN muwcuo .o i o o o o o o o o o Nw.ma mmN mm. H omN cmMOUmumCHnomE .umHuomcmuu x:MHn :HuHHHm .m o o o o o o o o o MN.mm mmN uh. N owN :wuuHHBUGMS .umfluomcmuu xcmHn cauHHHm .9 o o e um. om.m N 55. mm m N mo.mm mmN Nm.H m omN cwuuwu30m>u .umfiuowcmuu xcmHn CHIHHHE .m mm. MH.N H mm. m>.N H mH.H hm.m m Nm.mm NmN wo.m m ooN umHuomcmHu cmuuwuxocmz mumHmEOU .N hh.mH MN.hm He mo.mH vv.vm cm Hm.hH om.mm mv mm.m MN mH.Hm NMN ooN umfiuomcmuu cmuuwu3mm>u wumeEou .H o.d o.a N o d o.a N nod o.a N N.a Hum H.a nuN H.¢ J9 J9 m J9 J9 m. J9 J9 m 09 am 99 9m 90 1 1 1 1 1 1 1 s 31‘ s 5.4 L.” 9.9 q ywo 9.9 a. may 9.9 a. 8.9 d Ado d q MW? 0.9 1 9 9 0.9 1.9 9 0.9 1 9 9 9.9 0.9 0.9 n99 I Ju on 1 in on 1 nu on 1 su u: uu u: u 9.4 n.+ e 3 n.+ 9.4 n.+ d 3 s s.+ s s T. d T. d I .d o 9A9 9 9.u 9 u o s J s o s J s uQHHomcmuB mo 2:5. % 1: I. mmmcoawmm mmmcommmm mwmcommmm s HHH Quouw HH anouw H macho Hmuos . mmmmmHo pcmnuuonm omocm>pm Hoonom nmwn UHHQDQ mo mumgomwu an vmuuomwu mm mHucmsvau umoe omuHsku mumHuomcmuu ccmnuuonm mo mwm>9n1.om mam¢a 190 .H>nH wm509u CH omHzlmmmucm09mm paw xHHMUH9mEDG pwuan9umHv m9m mmHHmmm .EmuH mHnu ou hHQm9 90: 990 0:3 mucmpcommw9 Hmuou ms» 90 wmm.m mCHucmmm9mm9 m9m£omm9 MN paw UmumHsnmu mm99mccoHummsw ooN mo Hmuou on» no me.Ha mcHucmmm9mm9 .pmpcommm9 0:3 m9w£ormu NMN 0993 999:9 m>onm H EmuH 909 "many mHnmu any pmom .mmzu moH>9mm HH>HU InumH9UmCM9u :HIHHHm HMHu9mm Uwu9omm9 H “mummy umHH U903 cmuuH93©cmc pmu9omm9 em o o o mM. 9o.H H MM. mv.M H mo.mm MMN Nm.H m omN m9mnuo .o o o 0 NM. vm.H H o o o Nw.mm mmN MM. H ooN pw9oum|mchomE .umH9omcm9u xcmHn cHnHHHm .m o o o o o 0 mm. oa.w N MN.mm NMN hm. N ooN cm999939cm: .umH9omcM9u xcmHn :HIHHHm .9 o o 9 mm. 99.9 H 9 o 9 99.99 mmm .34 m 999 9.3393399. .umH9omCM9u xcmHn CHIHHHh .M MM. mm.N H MM. vo.H H mM. mv.M H Nm.om NmN mo.M m ooN umH9omcm9u cmuuH9zpcmn mumHQEOU .N HM.NH Mv.Hm NM Nm.HN 99.Mm hm s>.oH mm.mm MN mm.m MN mH.Hm NMN ooN umH9omCM9u :w99993wmmu wumHmEOU .H od od N 0d 0d N od od N Nd NN 8d EN EL J9 J9 m J9 J9 m J9 J9 n 09 om 99 9m 90 1 1 I I 1 1 m 1 8.4 s S 3 Two n99 a. 1.9 n99 a. L.9 999 a. 8.9 8.9 .d o d q d 9 o 9 1.9 9 0.9 J 9 .9 o 9 1.9 9 9.9 9.9 999 o 9 o I la on 1 Ju ou 1 Ju ou 1 su 31 uu u: u 9.. .9. 9.. 9.. 9.. 9.. 9.. .9. 9.. 9.9 u o u I. s o s I. s 9.398.899 90 699.9 a J a J mmmaommmm mwmcomwwm mmmcommmm s s H> @5090 > @5090 >H @2090 HmuOB .cmscfluGOUIl.om mqmde 191 Other types of transcripts were: fill-in blank transcript, typewritten; a fill-in blank transcript, handwritten; and a fill—in blank transcript, machine— scored. Only one respondent reported using a partial fill-in transcript test which was similar to one type of Civil Service test. This respondent was in Group 1 and came from a State which used a transcript of this type in their stenographic Civil Service examination. Complete typewritten transcripts are most fre- quently used by over 91 percent of the teachers in advanced shorthand. This probably implies that teachers feel that a complete typewritten transcript for testing purposes is the most desirable method of reproducing the dictated work. Methods Used for Scoring Shorthand Tests Public high school teachers of advanced shorthand were asked to indicate methods used for scoring shorthand tests. Teachers were asked to check only one item. Table 31 presents the methods used. An analysis of Table 31 shows that the most fre- quently used method for scoring shorthand tests was the hand-scoring method by the teacher. There was a total of 119 respondents, or 45.77 percent, who reported this method. Percentages for the individual groups ranged from 40.38 percent to 57.14 percent. The second most frequently used method for scoring 1192 .H>-H 005090 :9 0093:000900090m 000 .008906 >HH0099095: 00909999090 0903 00HHm0m .0090H0909 009H0ccoH900av 009900939H00 0 00990009 H “9009 ch no H0909 099 no www.mw 009900009009 .000000009 033 9&99000099 :HIHHHH 0099 0OH>900 09090009 mHH 0903 090:9 0>090 H E09H 909 "09:9 0Hn09 0:9 000m HH>HU :30 as 009906 00990009 N0 99.99 99 99.99 99 99.99 i 99 99.999 999 99909 9 9 9 9 9 a 9 9 9 99.9 99 09000909 oz 90909 c o 0 9M. oh.N H mm. Nm.H H mH.H M _ 090390 .m o o o o o o o c 9 9M. H 009000 009900: .v mm.m cm.mv MN Nm.0 oo.cm 9H m0.o MN.vv MN mo.Mv NHH N 000 H 0E09H «0 00990099600 .M o o o c o o 99. m9.M N HM.N l 0 9000990 an 009000 000m .N 00.9 mm.Nv ON 9n.m >0.Hw mH no.9 0M.o0 HN uh.mv mHH 9H00 an 009000 000: .H 9.... 99 n 9.9 9.9 n 9.9. 99 u .99 9; J J M. J 1 M. 1 J m 81 8m. 90 90 La 90 mo 99 do w 0.9 .99 9 0.9 1.9 9 .99 .99 9 9 9 J0 00 1 40 on 1 10 on 1 00 01 9.+ 0.4 9.4 n.+ 9.+ n.+ s.+ s I d I d r. d “.9 nuw .9 000: 000090: 000com00m 000000000 . 000009000 HHH m009u HH @9090 H @0090 H0909 00000H0 000999090 00000>00 H00500 nmwa 0HHndm 90 09030009 99 00990009 00 09009 090999090 0:99000 909 0009 000:90ZaI.HM mqmda 193 .H>u9 000090 09 0093:0009000900 000 >HH00990E00 00900999090 0903 00HH000 com no 90909 009 90 99>.mv 009900009009 .000000009 003 09000009 mHH 0903 09009 0>000 H 0099 900 .0090H0n09 00990000990000 .9999 09009 099 0009 009900910H00 0 00990009 H .000900 numOH 9099000099 0HIHHHM 0009 009>90m H9>Ho 030 00 009x00 00990009 N0 0v.MH mm ov.m~ H0 mH.HH 0N oo.ooH omN H0908 9 9 9 9 .9 m 9 9 9 99.9 99 09000009 oz 90909 c o o o o 0 mm. mv.m H mH.H m 090090 .m o o 0 mm. cm.H H o o . 0 mm. H 009000 0090002 .0 MN.v mv.Hm HH mm.m on.9m mN mm.m 0N.mv 0H mo.mv NHH N 000 H 00099 no 00990090000 .m 9000090 o o o mH.H Nm.v m an. mv;m H Hm.N 0 >0 009000 0000 .N 00.0 9H.sm 0N No.HH Nm.om Hm No.0 0m.Hv NH hh.m¢ mHH 0H00 >0 009000 000: .H 0.0 0.0 N 0.0 0.0 N 0.0 0.0 0" 8.0 uuN 39 39 n 30 30 m 39 30 m as am 1 1 w. 1 1 1 1 s 1 9 mo 90 Lo 90 mo 90 q do dq 0.9 ..a a 0.9 ..a a o a ..a a 0.9 0.9 990 onu 1 9+0 090 1 3.0 9.0 1 unu 0.4 e 3 n 4 e 1 n 4 e 1 0.4 s 3 s I d I d I .0 a .90 s m. s 1. 0009 9000902 000000000 000000000 000000000 H> 00090 > 00090 >9 00090 90909 .0000990001I.Hm 09009 194 shorthand tests was the combination of hand-scoring by the teacher and the student. There was a total of 112 re- spondents, or 43.08 percent who reported this method. Percentages for the individual groups ranged from 31.43 percent to 50 percent. The next method used was hand-scoring by the student as reported by 6, or 2.31 percent. The machine—scoring method was reported by l respondent, or .38 percent; 3, or 1.15 percent, reported fill-in transcript type tests. There were 19, or 7.31 percent, who did not answer this question. Hand—scoring methods accounted for over 90 per- cent of the responses, with less than 1 percent who reported machine-scoring methods. Teachers have not used machine-scoring methods in spite of the fact that in another question (see Table 22, Types of Shorthand Tests Given) they indicated some use of tests that would lend themselves to this process. Tabulating equipment and computers are becoming commonplace; therefore, teachers located in schools that have this equipment should make arrangements to use it. It is recommended that machine-scored objective- type shorthand speed tests be developed to meet the specific needs of the classroom. Currently some teachers are using objective tests, but the evidence indicates that they are not achieving the test's full potential. Research in this area has already been carried on which 195 tends to establish the validity and reliability between traditional typewritten transcripts and objective—type answer sheets. (See Chapter II, Review of the Literature, Section on Objective Type Tests, page 15.) The few states that are using objective-type tests are apparently satisfied with them. More studies of this nature are needed, in the researcher's opinion, to establish the validity and reliability of objective tests. What is more important is that innovative research should be undertaken to design the format, content, and machine-scoring proce- dures of objective tests in order to accommodate to the exacting requirements of the classroom environment. Minimum Standards at the Grade A Level Public high school teachers of advanced shorthand were asked to indicate the minimum standards at the Grade A level that were required. These standards applied to the dictation speed required, the length of dictation time, the length of transcription time, the percent of accuracy, and the performance times. Table 32 presents the standards. An analysis of Table 32 shows that at the Grade A level for the dictation speed requirement there were 157 respondents, or 60.38 percent, who reported 120 words per minute as the minimum speed; 55, or 21.15 percent, reported 196 .cflE $332033; 83:33 303 33%“ $67; $3-; uEco 3-; EE TL EE QDDHU .Umwadmu mwm.oo no muocomwu nma uowwuwmulm uxuflHflDmHHmEIIHHU N\H HIIH "CHE Nlumn Asa: ONHV w> km H EouH mom "mznu manna wnu mmom .CHE om .oowdm .>onm31nN “canfimmoa mm Ina “CHE maloaumluv “CflE OCIIN “Ems omlum ”Ed3 aces mmlun uxafimpscv “mmEHu qnmunm “mosey oumxumm mvuovunoa “CHE coucmnnvNo OHHIIMN “Ed3 ooaaINNm ma.~ mm.w m mm.a mm.ma m mH.H >>.m m mv.w NN muwsuc vm.o NH.mm NH Hm.N nw.ma m mv.m Hm.Nv NN wv.mN vs meflu mouse ov.m mH.mH m Hm.N hw.wa o mv.m Hm.na m mo.mN om w0w3e No.v mm.mN NH oo.m Ha.om ma MN.v mH.HN Ha mo.mN Mb mono Nm.HH Hm omN omEn0uu0Q mefle .m mm. mH.N H Nm.N vH.>H w o o o mH.o ca pumnuo mm.H vw.oa m mm.H mN.v~ m vm.H mo.> v om.NH Nm >omusuum mmm hp. mN.v N o o o oH.H wh.m m mw.q NH zomuzuom who mm.NH ao.mo Nm vm.n mN.vm ma oo.mH oo.mn mm vo.mw ona momusuom mmm mH._1 om ooN xumusuom mo unwoumm .v MN.v ov.MN Ha mw.N vv.ma n cv.m Hm.>H m Hm.ba me oumzuo Hm.N >>.NH o Hm.N nw.ma w mo.m mm.mH m mm.ma vv pwflwfluoam uoz MN.v ov.MN Ha Hm.N nw.wa m mv.m Hm.na m wm.aN om .cHE mm aw.N mm.va n mm.m mn.hN 0H oo.m oo.mN ma mo.NN mm .cflE om Nm.H vo.oa m mH.H mm.m m Hm.N vm.HH w mH.HH mN .cflE mN 3.3 2 SN 05... .595 we .53 .m ma. mm.o m o o o o o o Hm.N o nuwcuo o>.nfi mv.ov ma vm.o NN.>¢ 5H ov.m Hm.Nv NN mH.H¢ boa .c«& m Hm.h mv.ov ma wm.m om.mm va MN.m ma.wv «N mH.wv ONH .cHE m o o o o o o o o 0 hp. 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H>.m N em.H mm.o e mH.H vm.OH m mH.m mH cumcuo mm.H mN.¢H m vm.H mm.o v nv.m mo.Hm m om.NH Nm momusoom wmm 0H.H nm.m m oH.H Nm.v m mm. mv.m H mo.v NH momusoom whm . vm.m mN.vm mH hm.NH nn.mn mv mH.o NH.mm mH vw.mw ONH womusoom wmm . mH.~H om ooN %owusoom mo usmoumm .v m mo.m mm.NN m Hm.N vm.¢ m vm.H mn.mH v Hm.NH mw oumnuo W vm.H mv.HH v mm.m mm.NN «H Hm.N mo.oN o mm.wH we pwHwHomdm uoz _ mo.m om.NN m mH.o MN.oN 0H Hm.N ww.om o vm.HN mm .CHE mm _ Hm.N vH.5H m n>.m mm.vN mH mo.m mm.NN m mm.NN om .CHE on m vm.- mq.HH v Hm.N vm.m w Nm.H vN.hH m mH.HH mN .cHE mN w mm.OH am oom osHu .cmuu mo .nuoq .m hm. Hh.m N mm. vo.H H o o o Hm.N o nuwcuo oo.m vH.Nm mH No.m mm.ov mN MN.v mm.nm HH mH.Hv NOH .cHE m mm.m oo.ov vH Hm.NH ov.Nm Nm vm.m Nm.mm NH mH.wv ONH .cHE m mm. mm.N H o o 0 mm. me.m H mm. N .CHE H a No.m mm com meflu .uoHc mo .numq .m ” Nm.H mN.vH m mm.m mm.NN VH vm.H on.MH v mH.HN mm mumnuo he. Hn.m N mm. vo.H H up. om.m N MN.v HH .EQ3 qu mm. mw.NH H vm.H mm.m v mm. mv.m H No.v NH .EQB OMH ov.m mm.No NN oo.mH mm.mo mm ov.m om.mh NN wm.om hmH .EQ3 ONH No.a mm com nmuasvmu cmwdm .H od od N od od N od 0d N Nd NN 8d HM 81 1.8 38 33 38 n 1.8 38 n 03 on as an 80 1 J m. 1 1 m 1 1 m I m s 1 s m s 1 mm mm a mm mm m 3 mm m 3 mm. Mm wm mp... q«u o u 1 q+u o u 1 n.u o u 1 s u s 1 u u u 1 u mpumpcmum e 3 n.+ e 1 n 3 e 1 n 3 d 3 d s 4 s s I d I d I d . . o a a o a O T: SC ST: S 1: 1: .Qmom H> dsouw .dmwm > Qsouo .dmmm >H dsouo Hmuoe .UwSCHuCOUII.Nm mumdfi 198 minimum speeds of 100 and 110 words per minute; and 12, or 4.62 percent; and 11, or 4.23 percent, reported speeds of 130 and 140 words per minute, respectively. There were 120 respondents, or 46.15 percent, who reported 3 minutes as the minimum length of dictation time; 107, or 41.15 percent, who reported 5 minutes; and 6, or 2.31 percent, who reported 2 minutes, 4 minutes, and 15 minutes with brief rest intervals. There were 59 respondents, or 22.69 percent, who reported 30 minutes as the minimum length of transcrip- tion time; 56, or 21.54 percent, reported 35 minutes; 29, or 11.15 percent, reported 25 minutes. In addition, there were 44 respondents, or 16.92 percent, who did not specify any time length; and 45, or 17.31 percent, who reported 40, 45, 50, 60 and 90 minutes as their minimum. There were 74 respondents, or 28.46 percent, who reported three times as their minimum number of speed performance times; 73, or 28.08 percent, one time; 60, or 23.08 percent, two times; and 22, or 8.46 percent, weekly, monthly, and daily. There were 170 respondents, or 65.64 percent, who reported a minimum 95 percent accuracy level; 32, or 12.36 percent, 97 percent accuracy; and 12, or 4.63 percent, 98 percent accuracy. Other accuracy levels reported by 16 respondents, or 6.18 percent, were 99 percent, 90 percent, 80 percent, and 70 percent. 199 The concensus of advanced shorthand teachers was that in order to receive a grade of A at the end of the course the student must attain the following minimum standards: a speed of 120 words per minute, for a dic- tation period of three or five minutes, with 95 percent accuracy of transcription, for a transcription period of thirty to thirty-five minutes.‘ Teachers were evenly divided in their opinion of whether performance standards should be demonstrated once, twice, or three times. There were noticeable variations in speeds and accuracy levels reported. Twenty-one percent of the teachers reported speeds of 90 to 110 words per minute and 8 percent of the teachers reported speeds of 130 to 140 words per minute. Concerning accuracy, over 16 percent of the teachers indicated higher accuracy levels. The concensus is in line with, or slightly exceeds, the recommendation of Lamb: Three five-minute 100 words per minute tests transcribed with 95 percent accuracy, within a 89 reasonable period of time, for the A grade level. Popham's recommendation is higher: At the end of the fourth semester, transcribe three five-minute 120 word tests with 95 percent accuracy for A. 89Lamb, op. cit., p. 206. 90Estelle Popham, "Measuring Competence of Students for Stenographic Positions," Evaluating Competence for Business Occupations, American Business Education Yearbook, Chap. 4, (19563] p0 69. 200 With regard to length of time allowed for tran- scription, there were 15 percent of the teachers who allowed the students a period of time in excess of 35 minutes with time allowances ranging from 40 to 90 minutes. This extra time may be accounted for by longer periods of dictation. This report seems to indicate that there is a great deal more uniformity in standards in advanced shorthand at the Grade A level than is implied by Crandall and Christensen in their article concerning the diversity of standards. (See Chapter II, Review of the Literature, page 71.) It is recommended that teachers be made aware of the standards being set at the Grade A level by authorities and by the majority of business teachers; but that they set their own requirements justifying deviations from the norm according to local conditions. Minimum Standards at the Grade B Level Public high school teachers of advanced shorthand were asked to indicate the minimum standards at the Grade B level that were required. These standards applied to the dictation speed required, the length of dictation time, the length of transcription time, the percent of accuracy, and the performance times. 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O0.0 N N0.0 mN .Ea3 ONH mO.N O0.0N N vm.o Nm.NN NH mm.m wv.vm OH N0.0N ON .593 OHH Hm.N ON.vm OH NO.m mm.Ov mN NN.m NN.Hm mH mH.Hv NOH .Ea: OOH em.HH on com nmufiawmu cmmam .H PH. nu m pm. pm m flu m...“ m mm mm nu am am. 1 1 1 1 m z 1 1 5.. s 5.4 Two nos Two nos 0. Two ago 8.5 H.H .a.u .d awe 0.: 4.9 a 0.6 ..a a o.a ..a a e.a 9.6 o.u o.u I an on 1 4U ou 1 in on I an s: ww wzm Nu. Am: “1 .ml W1 .m3 mu? do a so a mvumpcmum o J s.u s7: 8 3 3 .mmmm H> macho .mwmm > msouw .Qmmm >H maono Hmuoa .UmDCHucooul.mm mqmde 203 An analysis of Table 33 shows that at the Grade B level for the dictation speed requirement there were 107 respondents, or 41.15 percent, who reported 100 words per minute as the minimum speed; 70 respondents, or 26.92 percent, reported a minimum speed of 110 words per minute. There were 25 respondents, or 9.62 percent, who reported 120 words per minute; and 28, or 10.77 percent, at 80 and 90 words per minute. ‘ The minimum length of dictation time reported was 3 minutes by 112 respondents, or 43.08 percent; and 5 minutes by 110, or 42.31 percent. The minimum length of transcription time indicated was 30 minutes by 64 respondents, or 24.62 percent; 35 minutes by 46 respondents, or 17.69 percent; and not specified by 30 respondents. However, 30 respondents indicated a minimum of 40 to 60 minutes. The minimum percentage of accuracy of 95 percent was reported by 173 respondents, or 66.54 percent. There were 74 respondents, or 28.46 percent; and 73, or 28.08 percent, who reported 1 time and 3 times, respectively, as the minimum number of times the speed requirement must be demonstrated. The profile for the Grade B at the end of the course as reported by the majority of the teachers was: a speed of 100 words per minute for a period of from 3 204 to 5 minutes, 95 percent accuracy level, with a transcrip- tion period of thirty to thirty-five minutes. Teachers were evenly divided in their opinions of whether perform- ance should be demonstrated once, twice, or three times. There were noticeable variations in speed and accuracy levels reported. There were 35 percent of the teachers who stated that speed levels were higher; that is, from 110 to 120 words per minute; and 10 percent indicated lower speeds ranging from 80 to 90 words per minute. Concerning accuracy, about 15 percent reported higher accuracy levels. Few reported lower accuracy levels. This profile is in line with the recommendation of Lamb: . . . three three-minute tests at 100 words per minute transcribed with 95 percent accuracy, within a reasona- ble period of time, for the B grade level.91 Popham recommends high standards: At the end of the fourth semester, transcribe one 120 words per.minute test and two 100 word tests with 95 percent accuracy for B. Concerning the length of time allowed for tran- scription, there were 11 percent of the teachers who allowed students a period of time in excess of thirty-five 91Lamb, OE. cit., p. 206. 92POpham, op. cit., p. 69. 205 minutes, ranging from 40 to 90 minutes. This extra time may be accounted for by longer periods of dictation. This report seems to indicate as with the Grade A level standards, that there is a great deal more uniformity in standards than is implied by Crandall and Christensen in their article concerning the diversity of standards. (See Chapter II, Review of the Literature, page 71.) It is recommended that teachers be made aware of standards being set at the Grade B level by authorities and the majority of business teachers; and that they set their own requirements justifying deviations from the norm according to local conditions. Minimum Standards at the Grade C Level Public high school teachers of advanced shorthand were asked to indicate the minimum standards at the Grade C level that were required. These standards applied to the dictation speed required, the length of dictation time, the length of transcription time, the percent of accuracy, and the performance times. Table 34 presents the standards. An analysis of Table 34 shows that at the Grade C level for the dictation speed requirement there were 86 respondents, or 33.08 percent, who reported 100 words per minute as the minimum Speed; 70, or 26.92 percent, In. CI. u‘.-a.l.-—\.-.u-z %.-£lIU-No.st-Fv- as‘ —.n\HN-anu.solv.o. --.:s,..~.h( ys~s \.~.\/., 2(36 .OHHmucoNHuoz Owccmuxm mum: mmHHmou macho .OmHHmmH .muouum mnH awn O OO Oc aw» Omo ON0.0N no mumnoomu ON H.8d3 OOV hOONIH uOOOIH «OOOnN nOOO .cHE N\H H .mou H .CHE m>onm H EouH uom «was» anmu wnu pmmm .mmu N “OuHHHanHmE .mmu OHv OH .mmu H “CHE N .mmu ma .quHu v .mwu O “noEHu O .mmu .cHE NIOu N\H H .Qmu H .Emz ON .mmu O “Em: ONH m “OHHMHanH .mwu HH «mmEHu O .Qmu Om “CHE OO .mmu H “GHE OHIOH .Qmu O “8&3 OHH .mmu Om OH.H Om.O m OO.H HH.HH w OH.H NN.O m Ov.O NN mumnuo N0.0 Om.Om OH vO.H HH.HH v N0.0 NO.cm OH NN.ON NO meHu mouse OO.m NO.NH O HO.N N0.0H O O0.0 O0.0N OH Ov.mN HO wqua mN.v ov.mN HH OO.N O0.0N O OO.m ON.OH OH v0.0N OO mono NN.OH Ho oON noeuomumm mmsHa .m Om. MH.N H NO.H O0.0H O OO. NO.H H OH.O OH puonuo OH.H O0.0 m «O.H HH.HH v NN. O0.0 N O0.0 ON Nomusoum OOO NN. ON.v N O O O OH.H NN.O m OO.m OH Oomusoom ONO OO.mH vm.NN em V0.0 NN.Nv NH O0.0H O0.0N Om N0.00 vNH Oomusoom OOO MN.VH NO OON Nomusoom mo unmouwm .v O0.0 NO.NH O OH.H mm.O m OO.m Om.OH O Ov.mH Om oumnuo OO.N OO.vH N OO.N ve.OH N OO.m Om.OH O Hm.NH Oc OonHomam uoz OO.m NO.NH O NO.H O0.0H O Ov.m HO.NH O OO.NH Ov .cHE Om OO.N OO.¢H N Ov.m O0.0N O NO.v OO.NN NH Hm.NN OO .aHE OM NO.H v0.0H O NN. O0.0 N OO.N Ov.mH N O0.0H ON .cHE ON «O.H H0.0 v O O O O O O O0.0 OH .CHE ON ON.vH Nm OON 08H» .cmuu mo .numq .m OH.H Om.O n O O O O O O OO.H O nuwcuo Ov.O H0.0v NN NN.O NO.Hv OH O0.0 Om.Ov HN O0.0v NHH .cHE O NN.O HO.Hm OH OO.m ON.NN OH ON.O OH.Ov «N ON.Om NOH .OHE O O O O O O O O O O OO. 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I. .mmmm HHH muouo .Qmom HH macho .mmwm H macaw Hmuoe Hoozom :OHc oHHnsm an Owuuommu mwmmaHo ocanuuonm vmocm>pm mo mumnommu mm 0 Hm>0H momuO um ocwsuuonm Omocm>cm :H mcumvcmum ESEHOHZII.onm H EmuH you ”many mHnmu mcu pmmm .mwp N “muHHHQmHHwE .Qmu OHU OH .Qmu H “CHE N .mmu Ob .mmEHu v .dmu O .meHu O .Qmu .CHE N ou N\H H .mmu H .593 ON .mmu O .EQB ONH O .OHumHsOmu .mmu HH .mmEHu O .mmu Om “CHE OO .mmu H .GHE OHIOH .mmu O .EQ3 OHH .mmu Om VO.H Ov.HH v OO.H O0.0 v vO.H ON.OH v Ov.O NN wumsuo NO.H ON.vH O O0.0 OO.NN OH O0.0 OO.NN O NN.ON NO mmEHu mmuna O0.0 VH.NO OH O0.0 HO.HN OH O0.0 OO.NN O Ov.ON HO OUHBB Ov.O HN.ON O O0.0 ON.NO ON OO.N «H.VN N v0.0N OO mono NN.OH Ha OON cmeuowumm mmaHs .m OO. OO.N H NO.H ON.O O OH.H V0.0H O OH.O OH puwnuo NO.H ON.vH O NN. ON.O N OO.N OH.¢N N O0.0 ON Oomusoow OOO NN. HN.O N NN. ON.O N OO. Ov.O H O0.0 OH Oomusoom ONO O0.0 O0.00 HN OO.NH Hv.ON Ov V0.0 N0.00 NH N0.00 vNH Oomusoom OOO ON.VH NO OON Oomusoow O0 ucwoumm .v O0.0 OO.NN O NO.H ON.O O OH.H V0.0H O Ov.OH OO oumnuo VO.H Ov.HH v O0.0 HO.HN OH HO.N O0.0N O HO.NH Oe OmeHomdm uoz O0.0 OO.NN O ON.O O0.0H. HH NO.H VN.NH O OO.NH Ov .CHE OO NO.H ON.OH O N0.0 H0.0N OH OO.N VH.VN N HO.NN OO .CHE OO vO.H Ov.HH v NO.H ON.O O OH.H O0.0H O O0.0H ON .CHE ON NN. HN.O N OH.H NO.v O OO.H ON.OH v O0.0 OH .CHE ON m~.vH NO com «EH» .amuu mo .numq .O OO. OO.N H OO. vO.H H O O O OO.H O numsuo HO.N ON.OO OH OO.HH OH.Ov OO O0.0 Ov.vm OH O0.0v NHH .GHE O ON.v Ov.HO HH N0.0 O0.0¢ ON V0.0 N0.00 NH ON.OO NOH .CHE O O O O O O O OO. Oe.O H OO. H .cHE H O0.0H Om com meHu .uuHO «0 .suma .N OO. OO.N H HO.N v0.0 O OO. O0.0 H HO.N OH mumnuo NO.v ON.vO NH OO.N ON.NO ON O¢.O OO.HO O O0.00 OO .EQ3 OOH HO.N vH.NH O O0.0 OO.NN vH Ov.O OO.HO O Ov.OH Ov .EQB OO NO.v ON.vO NH NN.O OO.vN OH O0.0 OO.NN O N0.0N ON .EQB OO m~.vH Nm OON cmuHsOmu cmmmm .H od od N .38 od N od od N Nd NM "Ea 8N 8L Ja Ja m Ja 38 m 39 39 m 09 on as am so 1 I 1 1 1 1 1 m s 1 s s 4 %o 93 q Lo Do q Lo 93 Ho Ho. do .a de a 1 a a o a 1 a a o a 1 e a e.a a a o a o.u o I 1.u o u 1 «+u o u 1 1.u o u 1 s u a.1 u u u.4 u O: O... n: O: n: O: a... do “a new m. 1. Sm. 8.... S mvumpcmum .dmmm H> msouo .mmmm > msouw .dmmm >H anono Hmuoe ‘0‘! l‘,lrllll.v .‘Il.lo‘|(l 1.41-1... -.y|'..IQ.~I.. I. , 0.1111. 1.. .l v rll II . rtr. 1' I13 . .1. ,|.ll it, I: 0.. . .n'rll I..- l-tu I. .Pr' '1' . I! Ile..|Z .Illlll 1-05.. .OmscHucoonu.vO mqmde 208 reported a minimum speed of 80 words; and 48, or 18.46 percent, 90 words per minute. The minimum length of dictation time reported was 5 minutes by 117 respondents, or 45 percent; and 3 minutes by 102, or 39.23 percent. The minimum length of transcription time indicated was 30 minutes by 58 respondents, or 22.31 percent; 35 minutes by 46, or 17.69 percent; and no specified time by 45, or 17.31 percent. However, 30 respondents indicated a minimum of from 40 to 60 minutes. The minimum percentage of accuracy of 95 percent was reported by 174 respondents, or 66.92 percent. There were 69 respondents, or 26.54 percent; 67, or 25.77 percent; and 61, or 23.46 percent, who reported performance times of one time, three times, and two times, respectively. The three speeds mentioned for a Grade C were 100, 80, and 90 words per minute by approximately 33 percent, 27 percent and 18 percent, respectively. The length of dictation time was for three and five minutes, at 95 percent accuracy level, with a transcription period of thirty to thirty-five minutes. Teachers were evenly divided in their Opinion of whether performance should be demonstrated once, twice, or three times. 209 There were noticeable variations in accuracy levels and periods of time allowed for transcription, but they followed the same pattern as for the Grades A and B. The requirements of teachers at the C level are higher than those reported by Lamb who says: Three five-minute 80 words per minute tests tran- scribed with 95 percent accuracy, with a reasonable period of time, for the C grade level.9 POpham says in this regard: 94Transcribe three 100 words per minute tests for C. It is recommended that teachers be aware of what the authorities recommend for standards for the Grade C level, and that standards are kept in line with the abilities of students and the needs of the working world. Minimum Standards at the Grade D Level Public high school teachers of advanced shorthand were asked to indicate the minimum standards at the Grade D level that were required. These standards applied to the dictation speed required, the length of dictation time, the length of transcription time, the percent of accuracy, and the performance times. Table 35 presents the standards. 93Lamb, op. cit., p. 206. 94Popham, op. cit., p. 69. 210 .OHHmucoNHuo: pmpcmuxm wuwx mmHHmmu macho .OOHHmwN OHm.NH no muwcommu NO ..EO3 OOO .OOHHHOOHHOE--HH .Omou .:HE N\H HuuH w>onm H EmuH Mom "msnu mHnmu wzu ummm uowwuwmvlm NOOOIOOIIOU “CHE OHIIH “CHE NIIOn .meHmmu .omHE m>mm||N “mmEHu .CHE OOIIH “CHE .D wnmum OGIINH NEQB O--N .mwsHu O--m .mHnHmmom mm Name mm--Om OH-OH--O .cHe OOuovulNNu OHH-OOH--ON .Em: OO:-ONO NN. ON.O N OH.H Om.O m OO.H OO.N v OO.O HN wuwnuo NO.O OO.OO OH NO.H OO.NH O NN.O OO.ON OH HO.ON «O mweHu ounce HO.N NN.NH H NO.H OO.OH O OO.N HO.NH O OO.OH OO mone NO.v N0.0N NH OO.O NN.NN O O0.0 OO.ON OH OO.ON OO mono NO.HN NO OON flwfiuowuwm meHB .O OH.H OO.O N HO.N NO.OH O OO. NO.H H HO.N OH vumzuo OH.H OO.O m OH.H mm.O m OH.H NN.O m HO.N OH accusuom OOO NN. ON.O N ON. ON.N H ON. NO.H H OO.m O Oumusuom ONO OO.HH OO.mO om Om.O OO.OO OH NO.OH OO.mN Om OO.NO OOH Oomusuom OOO NN.OH OO OON homunoom uo unwouwm .v HO.N NN.NH O OH.H mm.O m OO.m OO.OH O NO.HH Hm ouoguo HO.N NN.NH O OO.N OO.OH N Ov.m HO.NH m OO.OH NO ooHuHommm uoz OO.O ON.HN OH NO.H OO.OH O OO.N Ov.mH N OO.OH mv .:H5 mm OO.N OO.OH N NO.H NN.NN O NO.O OO.mN NH NN.ON «O .cHe ON HO.N NN.NH O O O O NO.H NO.O O OO.O NN .cHs ON Om. NH.N H mm. ON.N H mm. NO.H H OO.m OH .cHE ON OM.ON OO OON msHu .cmuu O0 .zqu .m NN. ON.O N O O O O O O OO.H O nuocuo OO.O HO.OO NN ON.O OO.ON HH OO.N OO.OO OH Om.mm NOH .cHe O HO.O ON.ON OH OO.O mm.mm NH OO.O HO.NO NN NO.Om OOH .cHa O O O O O O O NN. OO.O N OO.H v .cHe H OO.OH Ow OON wEHu .uOHO uo .aumq .N OO.O ON.ON OH HO.N NO.OH O ON.O OH.HN HH Om.ON OO muwnuo Om.O ON.ON OH O0.0 NN.NN O HO.N OO.Om OH OO.mm OO .Em: OO OO.N OO.OH N OH.H mm.O m HO.N OO.HH O NN.OH ON .emz ON OH.H OO.O N OO.m NN.NN O OO.N OO.NH N HO.NH NO .em3 OO OO.OH OO OON OmuHauou comma .H 0d 0.0 N 0d 0.4 N 0d 0;... N Nd NN “dd EN EL 1.9 1.3 m. 3.3 1.8 m 1.3 1.9 m 08 om. 93 an 90 1 J 1 I 1 1 1 SJ 8m 83. Two 93 Two 93 0. Two 90 “do “a do dd. .09 03 18 a 09 19 9 09 19 a 38 99 03 09 OT. 3U OH 1 3H OH 1 3H DU 1 SU 91 uu U1 U 91. n3. 9.4 n3. 9.... n? .13 ..d 8.4 SO“ I a I a I a o O, no O; s 3.35% 19 3. .mmum HHH msouu .mmmm HH msouo .mmwm H macaw kuoa mwmmmHo cannuNOSO owocm>©m mo muonomou Hoonum :mw: UHHnsm On pmuuomwu mm a Hw>mH wOMNO um wcmnuuocm wmocm>vm :H mnumvcmum ESEH:H2|I.OO Handy 21.1 .OHHmucoNHuos pmoamuxw muma mmHHdmu msouu .OOHHOou OHO.NH No mumnomw» NO ..smz OO. .OuHHHamHHme--HH .Omoo .cHe N\H H--H o>onm H smuH uom .mssu OHnmu may Ommm uummumm--m .OOOuOOnuOO .cHe OHnuH .sz Nuumn .mOHHQUH .OmHE O>mmllh umOEwu .CHE omllH “SH:— .9 OOMHD OCIIBH «5&3 OsuN .mweHu O--O .mHnHmuom mm Name mmsnOm OH-OH--O .cHa O0-00--NNo OHH-OOH--ON .eas OO--ONm NO.H ON.OH O OH.H NO.« m «O.H ON.OH « OO.O HN mumsuo «O.H m«.HH O OO.O HO.HN NH O«.O NO.HO O HO.«N «O mmaHu «muse ON.« OO.HN HH OO.O ON.OH OH OO.N OO.NN O O0.0H Ow ouHsa OO.N OO.NN O OO.O ON.NO ON NO.H ON.NH O OO.ON OO mono NO.HN NO OON onHOMme mmEHB .O ON. OO.N H «O.H OO.O O OO.H ON.OH O HO.N OH Ouonuo NN. HN.O N OO. «O.H H OO.N OH.ON N HO.N OH Oomuaoom OOO ON. OO.N H NN. ON.O N OO. OO.N H OO.N O Oomuaoom ONO OO.O HN.OO ON NO.OH OH.NN «« NN.O NN.HO OH OO.NO «OH Numusoom OOO NN.OH OO OON Oomusoom mo unmoumm .w HO.N OH.NH O NO.H ON.O O OH.H ON.OH N NO.HH HO ouaguo NO.H ON.«H O OO.O HO.HN OH OO.N «H.ON N OO.OH NO OmHOHowmm uoz HO.N «H.NH O OO.N ON.OH O HO.N OO.ON O OO.OH Ow .cHa Om NO.H ON.OH O OO.O NO.NN NH NO.H ON.NH O NN.ON OO .cHa OO OH.H NO.O m «O.H OO.O « OO.H ON.OH « O«.O NN .cHe ON OH.H NO.O N NN. ON.O N NN. OO.O N OO.O OH .cHe ON OO.ON NO OON wsHu .cmuu O0 .nqu .N NN. HN.O N OO. NO.H H O O O NO.H O numsuo NO.O ON.«N NH NO.OH OO.O« NN ON.« NO.NO HH ON.OO NOH .cHe O H0.0 O0.0« «H O0.0 N0.0N NN OH.O NH.OO OH NO.ON OOH .aHe N O O O OO. NO.H H ON. O«.N H N«.H « .cHa H O0.0H O« OON 05H» .uoHO No .numq .N OO.N NO.ON OH HO.N OH.HO OH HO.N OO.ON O ON.ON OO mumnuo ON.« N«.HO HH OO.N ON.NO ON ON.O ON.OO «H OO.NN OO .aaz OO NN. HN.O N OO.N O«.HH N OH.H OO.OH N NN.OH ON .sms ON NO.H ON.«H O NO.H ON.O O OO.H ON.OH « HO.NH NO .sma OO O«.OH O« OON OONHOOON Ommmm .H 0d 0.4 N 0d 0d N 0d 0:... N Nd NM 8.4 EN XI 1.9 1.8 1.8 1.9 1.8 1.8 08 O 88 a so I 1 m. 1 1 m. I J M. 1 m. 81 8m. 8.4. O» Ow .. OO O...» O.” m” 9 OO. O... OO. O... «n 1. u on 1 in on 1 ....u on 1 Ba 91 an u... u 9 1. R? 21. “3 Q1. R1. .01. d 8.4 8 8 t a t d t a . o . m. no mm. a 8:23.... I. I. .muum H> macho .mmmm > macuw .Qumm >H macho Hmuoa .OoscHunoou:.Om mamOa 212 An analysis of Table 35 shows that at the Grade D level for the dictation speed requirement there were 86 respondents, or 33.08 percent, who reported 80 words per minute as the minimum speed; 66 respondents, or 25.38 percent, who reported speeds ranging from 90 to 110 words per minute; 32, or 12.31 percent, at 60 words per minute; and 28, or_10.77 percent, at 70 words per minute. The minimum length of dictation time reported was five minutes by 102 respondents, or 39.38 percent; and three minutes by 100, or 38.61 percent. The minimum length of transcription time indicated was 30 minutes by 102 respondents, or 39.38 percent; 35 minutes by 43, or 16.54 percent; and not specified by 47, or 18.08 percent. However, 30 respondents indicated a minimum of from 40 to 60 minutes. The minimum percentage of accuracy of 95 percent was reported by 164 respondents, or 63.08 percent. There were 69 respondents, or 26.54 percent, and 64 respondents, or 24.62 percent, who reported performance times of one and three times, respectively. The majority of the teachers reporting felt that the following requirements were necessary at the Grade D 95 level: 80 words per minute, for a period of from three 95There were 33 percent who felt that 80 words per minute was sufficient, and 24 percent who felt that 60 and 70 words per minute were adequate at the Grade D level. 213 or five minutes, at 95 percent accuracy level, with a transcription period of thirty to thirty-five minutes. Teachers were evenly distributed in their opinion of whether performance should be demonstrated once, twice, or three times. However, many teachers questioned the value of giving "D" standards. Lamb indicates that a recording skill of 80 words per minute for five minutes is a low standard and should be identified with the Grade D level of classroom work.96 Lamb is concerned about the D level type student. On occasion there are students that are slow but accurate in the stenographic skills.97 (In most instances the ability to take fast dictation means the ability to transcribe quickly.) She feels that the grades should be tempered to accommodate these slower students for the reason that there are situations in which their abilities can be profitably used, since there are frequently slow and hesitating dictators in the business environment. In addition, she thinks that we should account for the maturity level of the high school student who has potential but has not exhibited maturity as yet. By motivating these students, it is possible to bring them up to satis— factory standards. 96 Lamb, op. cit. 97Ibid. 214 It is recommended that teachers set standards that are more flexible and more realistic. Preparation of Students for Civil Service Examinations Public high school teachers of advanced shorthand were asked to indicate whether they prepared their students for State Civil Service stenographic examinations. Table 36 gives data regarding number of teachers preparing students. An analysis of Table 36 indicates that there were 156 respondents, or 60 percent, who reported preparing their students for the State Civil Service examination. There were 84, or 32.31 percent, who indicated that they did not prepare their students; and 20, or 7.69 percent, who did not reply to the question. It is noteworthy that 60 percent of the advanced shorthand teachers prepared their students for Civil Service examinations; and it is recommended that all teachers give consideration to preparing their students specifically to meet the entrance level requirements of their State's Civil Service examination. Specific Preparation Given to Students for Civil Service Examinations Public high school teachers of advanced shorthand were asked to indicate the methods used to prepare their students for State Civil Service stenographic examinations. Table 37 gives data regarding specific preparation given. .H>IH museum cw omfisnomuucooumm can OHHmuNuoEdc pmuanwuumwv mum mmNHmom .Ewuw was» on hammu no: two 053 mucoucommou Hmuou on» no «mm.o mcaucommudmu mumnommu ow omusu Emu“ Moons can ooumHstu mmufimccoflumosv cow mo Hmuou on» no woo mcwucomoumou .covccmmou 0:3 muonomou mma oum3 when» o>onm H EmaH Mom Oman» oHnuu on» puma 215 mm.N om uncommon oz .m NN.O HO.Hm mH OO.N O0.0H N mm.m mm.o~ OH Hm.~m «m 02 .m mm.oa mv.nm NN mm.oH oo.mn ON OO.NH ov.mm mm oo.om omH mm» .H od od N ad ad N od 06 N Nd NN 8d 8N 1.3 1.3 m. Ja 1.9 m. 1.3 1.8 m. 03 om. as am. 1 1 1 1 1 1 1 s 1 8 Lo Do Lo So Lo 90 Ho 8 we d o a 1.O a o.O 1.9 a olO 1.O a ale 9 a a o a 3 u onu 1 OOu o u 1 «On onu 1 O.u s 1 u u u 1 N. O. O... O: O... O... O; O. O. O. no u; so 51. magnum 81: 8 I. a a momcommom mmmcommmm noncommom s s HHH mnouw HH moouo H macaw Hmuos mcofluchmem ooH>uom Hwbfiu How mucmcsum mcflummoum on on vmumommu cannuuonm pmuam>cm mo mumnomou Hoonom nmwn owansm mo Hon8s2u1.wm wands 216 .H>IH museum :H mmHzlmmmucwoumm pom mHHMOHHmesc pmuanuume mum mmHHmmm .EouH mHnu on meou uoc pHn 0:3 mucmpcommmu Hmuou mcu mo wmw.m mcHucmmmudmu mumnommu ON mounu EouH nova: paw nouMHsnmu mmuHmccoHummSU own no Hmuou on» mo mom mcHucmmoummu .cmpcommmu 0:3 mumnommu me wum3 mumnu m>onm H EmuH Mom "many oHnmu mnu ommm OO.N om oncommmu 02 .m mH.o HN.OO OH mm.m vm.mm «N mo.m mm.nm m Hm.~m em 02 .N Nn.m OO.NO mH mo.MH On.mm «m OO.N nm.mh om oo.ow mmH mm» .H d N N.a NON d N OO OO m OO OO m OO O. n 0. cm. O. OO 1 1 1 1 1 1 m 1 s 1 5 Lo 93 q Lo 90 q Lo 90 q 80 a do dq o .O 1.O a o.O 1‘3 a o a Ila a a.a a a o.u o.O 4 u onu .O O+u nuu 1 OOu onu 1 snu 87‘ "uu u.4 e .4 n 3 e 3 n 3 e 3 n 3 .d 3 .d s.+ s T. .d T. .d T. .d o o o a a o O» O; .O s; O. S S noncommom noncommmm noncommom H> msouo > macho >H macaw Hmuoe .UwscHucooln.mm mqmde 217 .H>IH museum CH mmH3lmmCUCmuuom pCm .EmuH mHnu ou NHmou uOC UHU 0:3 mqucCommmu Hmuou on» no mNN.mo mCHucmmwumou mumsommu HNH pCm cmumHsnmu mmuHMCCoHummsU omm mo Hmuou on» mo mm~.vm mCHucwmmumwu .cwCCommmu 0C3 mumnommu mm mumz NHHmoHumECC nmuanuume mum mmHHQmm @HNSH 0>Oflm H EmHH HO.N.— .Oszu OHOOO mnu OOOO H NCoHumuoHp mCH>Ho pmuuomwu v .umHHomCmuu CHuHHHu .ummu m0H>umm HH>HU on HMHHEHm ummu C30 mCmeE pouuommu Nummu oumum ou umHHEHm pCmnuuosm CH HmHumumE UmuCHum mCHNQoo moHuomum mCH>Hm Umuuommu v Nm>Humqum0Hmmu moH>umm HH>HU no uouosuum ICH an mmMHo CH Cm>Hm umwu moH>Hmm HH>HU Umuuommu m “CoHumEHOMCH HmumCmm pCm .wCHHHw .mOHumEonumE Co HHHup pmuuommu N .mCHHHmmm .NumHsnmUo> N.oum .mmsvHCComu mCHHoom .mumum HmooH CH mCHummu mo mHSUMC vaHmmem pmuuommu m “mCHummu a mCHnHuomCmuu wUH>me HH>HU cu o>HumHou xoonxuo3 pCm uxou coummoua poms cmuuomou mm OO.N mm.OH N NO.H mm.MH m OO.m Hm.NH m m~.vm mHm NN.OH HO omm mumnuo .m OO.H Hm.m v NH.H mm.MH m OO.H OO.N v mm.mm Hmm OH.HH mm com wUHuomHo qucsum now mummu .u.>ou Hammock oHo mm: .« mm.H O0.0H m OH.H mm.m m mm.H mm.m m mv.mm mmm OO.HH om com mUHuomum quosum How mummy 00H>umm HH>HU mumum mHo musomm .m OH.O Oo.Om OH mo.m mm.mm Hm HO.N O0.00 OH HO.NO NOH OO.NO Om OON mmum CH Cw>Hu mummu wumum ou umHHEHm CoHumuoHc m>Ho .N NN.O HO.HO mH NN.O NO.HO OH OO.N OO.wm om NN.OO HNH mm.vm Om OON muwaoon ummu .OOHOHOONOm 00H>umw HH>HU mm: .H 0.4 o d N o d o d N o d 0.8 N Mud NON H.d n.N_8.0 Ja Ea n 39 39 Ja Ja n 03 on as anao 1 1 m 1 1 m 1 J m. J m S... smsl Lo 33 q Lo 93 13 Do 83 Ha. do .CQde o a 1 a a ola J a a olO 1.O a a a a a ole 0.3 o.t an on .4 in ou J nu ou 1 an s: uu uzu e 3 n 3 e 1 n.+ v.4 n 3 d 4 .d 5.4 s s I I I d I d O. OO. O. OO.; 8.2.2.... 51: S 1.. mmmCOQOmm mmmCommom mmmcoammm % % HHH macho HH macho H msouu Hmuoa mommmHo UCmnuuonm pwoCm>pm mo mumnommu Hoocom CmH: UHHQCQ an cwuuomou mm mCoHumCHmem o0H>umm HH>HU mumum Now mucmcsum mumamum on com: moonumzln.Nm mHmnH manouo CH mmH3Ioomquoumm QCm NHHMUHHQECC cmuCnHHume mum meHQom .EoUH mHCu o» aHmou uOC pHv 0:3 mquvCommmu Hmuou on» no wNN.mm mCHqummumou mumnowou HNH nCm cmDMHsnmu . OmuHmccoHqusw OON Oo Hmuou 6:» No OON.«O mCHUCmmmummu .vmoCommmu 0C3 muonomwu mm wum3 mumnu o>onm H EmuH Mom Oman» oHnmu osu pmom .moHumsmCumE Co HHHHU touuomou N .umHuomauu CHnHHHu .ummu moH>uow HH>H0 ou umHHEHm umou C30 mCmee vmuuomwu H “CoHumuOHc @CH>Hm pmuuommu « Nummu muwum ou umHHEHm OCMCuHOCn CH HmHHmumE chCHuQ OCHNQOU oOHuomud mCH>Ho wouuommu v No>Humqumoummn o0H>Hmm HH>HU no uouosuum ICH ma mmmHo CH Co>Hm umou moH>umw HH>HU pmuuommu m NCoHumEMONCH HmuoCmm oCm .mCHHHm .mCHHHomm .aumHanmoo> N.ouo .mGCHCComu mCHHoom .mumum HmooH CH mCHummu wo mHCuMC vaHmmem pwuuommu w NmCHumou O @CHnHuomCmuu w0H>uom HH>HU ou m>HumHmu xoonxuo3 pCm uxmu omummmum poms pmuuommu mm OH.H Nm.m m mo.m HH.MH m mv.m mo.Hm m m~.vw mHm NN.OH HO OON wumCuo .m o o o NO.« N0.0H NH OO.H ON.MH v mm.mm Hmm OH.HH mm omm onuomum ucmvsum How mumwu .u.>oo HMHOpmm CHO mma .O NN. HN.O m mm.m mm.wH 0H mm.H OO.NH m Nv.mm ONN mm.HH om OON ooHuomum ucmpsum Cow mummy moH>uwm HH>Ho wumum 0H0 ounomm .m NO.H ON.OH m m~.m Om.mm «N oo.m mm.Ov OH Hm.mm NOH OO.Nm mm com moan CH C0>Ho mummu oumum cu CCHHEHm CoHumuoHo o>Ho .m m~.O OO.Hm HH Hm.N mH.Hm mH mv.m mo.Hm m NN.OO HNH mm.Om majowm muwaoon ummu mHmEmm MUH>uwm HH>HU mm: .H o a x... ww a pm nu n O...“ mu n ma mm «a wméu 1 1 m. 1 1 m. 1 J m. 1 m. 8.4 s 8.4 as Do Lo Do .33 Do Ho 8 do dgfce o 9 Ole a o.u 1.O a o.O 1.O a a.O e.O o.O o.O o.l 4 u onu 1 3"“ Hon 1 «On Ovu J snu 3.4 unu u.4 u e 1 n 4 9 3 n.+ e.+ n.+ .d.+ .d s.+ s s .L .d T. .d I .d o olu a a.u a no u; so 31. 9 com: moonumz “I. M" I. mmmCommmm momCOQmmm momCommmm s s H> macho > maouw >H macho Hmuoa .OflflCHunOUII.Nm mdmdfi 219 An analysis of Table 37 shows that 98 respondents, or 37.69 percent, prepared their students for Civil Service examinations by giving dictation similar to the State tests given in the area. There were 89 respondents, or 34.23 percent, who indicated that they used Civil Service sample test booklets; 30, or 11.58 percent, old State Civil Service tests; and 41, or 15.77 percent, other methods. Among these other methods was reported the use of practice in copying from printed dictation similar to State testing; the use of prepared text material relative to Civil Service testing; and the use of drills on mathematics, spelling, filing, etc.98 Teachers have demonstrated an ability to select useful aids in preparing students for Civil Service exami- nations, and it is recommended that they continue doing SO. PART I I Transcription Type of Dictation Test Used Most Frequently by Transcription Teachers Public high school teachers of transcription tests were asked to indicate the most frequently used type of 98Robert Fisher, Intensive and Civil Service Trainin (Cincinnati: South—Western Publishing Company, 19595. 220 dictation test. More than one item could be checked. Table 38 presents the data regarding the most frequently used type. An analysis of Table 38 shows that the timed dictation transcribed at the typewriter under timing was used most frequently as reported by 166 respondents, or 63.85 percent. The next most frequently used type of dictation test given by public high school teachers in transcription classes is the timed dictation test, transcribed at the typewriter without a timing period. There were 99 re- Spondents, or 38.08 percent who reported. Office style dictation transcribed at the type- writer with no timing and office style dictation transcribed at the typewriter with timing was used by 70 respondents, or 26.92 percent; and 59 respondents, or 22.69 percent. Only 4 respondents, or 1.54 percent, indicated timed dictation transcribed in longhand under timing; 4, or 1.54 percent, indicated timed dictation, transcribed in longhand with no timing; 3, or 1.15 percent, indicated timed dictation, transcribed with a fill-in answer sheet; and l, or .38 percent, indicated timed dictation, tran- scribed with a fill-in answer sheet, no timing. The most frequently used type of transcription test reported by teachers is timed dictation transcribed .umuHH30mxu 02» um cmbHHo ImCmuu .mmmmu Eouu COHumuoHc cwEHu Umuuoamu O NuwuHCBOQNu on» um pmnHHOmCmuu CoHumu uoHp meHuCC vouuoawu mm .H>IH mmsouu CH omH3lmmmquoHoa UCm NHHmoHuoEdC pouanuume mum meHQom .EouH mHCu ou NHQmu uOC UHU 0:3 mucooCOQOOC Hmuou mnu Oo OOH.Om mCHucwmmummu mumnomou va OCm omumHsnmu mouHMCCoHumwsw OON mo Hmuou mcu mo me.MO OCHucmmmummu .UOOCOQmmu 0C3 muwcommu OOH mum3 mums» m>onw H EmuH How "many mHnmu wcu pmwm 2221 OO. W0.0 . O0.0 . .‘-_—.—.—..._— .....~_ _ _ . NN.OH MH.N mN.mN ON.HN mv.ov Nm.mm H OH OH mH (D N mm. m~.v mm.H mm. mm. mm. mm. Om.O N RD 0" mN.N Om.om mm.MH mN.~ mN.N ON.N ON.N NN.Nv vv.mO H HH NH m N mm. NN.O NN.m mm. NN. mm. Ov.m vm.HH NO.H mm.ON mm.wN mm.H mm.m NO.H Hm.Nv mO.Nm H OH mH mm C m Hm.Nm mo.MN Hm.NN NO.mm mm.mm Ov.mm Ov.mm mm.HO Ln H G \O M MON omH HON mmm OON OmN HOH V O" OO.N Nm.ON mO.NN OO OH.H OO.H vm.H mo.mm mm.MO ON mm mm \0 \O H OON OON OON OON OON OON OON CON 0 \D N mumnuo mCHEHu 0C .HOUHHZ ImQNu um ponHuomCmuu .CoHuwuoHp mHaum moHuwo mCHEHu HmoCC umuHu3 Imdau um pwnHuomCmuu .CoHumuoHp mHNum moHOHO OCHEHu 0C .uoonm uwsmCm CHIHHHO .vmnHuomCmuu .CoHumuqu COEHB UmEHu .uoonm um3mCm CHIHHHO .anHuomCmuu .CoHumuoHp meHB mCHEHu 0C .OCMC nmCoH CH OmnHuomCmuu .CoHumuoHo omEHB mCHEHu MOOCC UCMC ImCoH CH pmnHHomCmuu .CoHumuoHc omEHB mCHEHu 0C .umuHu3 Immxu um cmnHuomCmuu .CoHumuoHc cwEHB OCHEHO HOOCC HOUHCB umd>u um pmnHuomCmuu .CoHumuoHp pwEHB .m 1930; ;o queoxed dnoxa go queaxed Jaqmnu {9305 ;o quaozaa dnozs go queozad Jaqmnu Tenom 30 queolad dnoxs go quaolad Jaqmnu °dsau on go guessed 'dsex on go Jaqmnu sasuodsaa go quaozad sasuodsaa go Jaqmnu .ammm HHH Qsouu .Qmwm HH Qsouu .mmom H msouu Hmuos sasuodsaa 1930; mumma mo mmmme mwmmmHo CoHumHHomCmuu Hoonom CmHC UHHQCQ mo mumnommu >3 NHucvaoum umOE Co>Hm mummu CoHuuuoHU mo momme ||.Om mqmde I.~.-‘— h--... I -vs. .. 2222 .H>IH mmdouo CH me3ImOmquouom 0C6 NHHmoHCmECC amuanHumHU mum mmHHdwm .EmuH mHCu ou NHQmu OOC UHU 0:3 mquUCommmH HMOOO wnu O0 me.Om OCHqumwume mumnomwu vm pCm pmumHsnmu mwuHmCCoHummsv OON O0 Hmu0u wcu mo wmm.MO OCHuCOmmudwu .pprOQmmu 0:3 muozommu OOH mHm3 mums» w>onm H EmuH Mom "mscu mHnmu mzu Ummm Imcmuu voEHu COOCOQOH v .umuHu3mmxu OCH um pmnHuo .mmmmu Eoum COHumuoHp NumuHu3wQ>u on» um OwnHuomCMHu CoHumu IUHO meHuCC omuuoamu mm 6m. MO0.0 O NO.« Om. OO.m MN.O OO.N OO.NN ON.Om OO.N OO.NN Nm.OO H NH VN OH.H mH.O MN.v mm. mm. mm. N0.0 mH.OH NO.v MN.ON M0.0H VO.H OO.H OO.H m0.00 m OH HH mN N v O Hm.N HO.N OO.m q Ln I \D O O0.0N O0.0N OO.NN N0.0m O h H Hm.NO OO.MN HO.NN N0.00 mm.mm Ov.mm Ov.mm NO.HO mH.Om mmN OOH HON OON NON OON OON HOH V O‘. OO.N N0.0N OO.NN Om. OH.H OO.H OO.H OO.mm mm.MO ON mm mm \0 0 H OON OON OON OON OON OON OON OON O \D N Ouwguo OCHEHu 0C .HOHHHB :maxu um OmnHuomCmuu .CoHumuoHp wauw mUHmwo OCHEHu umst umuHHS amazu um pmnHuomCmuu .CoHumuoHp meum wUHwOO OCHEHH 0C .uomnm um3mCm CHIHHHO .cmnHuomcmuu .coHumuoHo OOEHH meHu .ummnm um3mCm CHIHHHw .vmnHuomCmuu .COHumuoHp vaHB OCHEHu 0C .OCMC quoH CH omnHHomCmuu .COHHMUOHU OOEHB OCHEHu HOOCC OCOC umCoH CH OmnHuomCmnu .coHumuoHo OOEHO OCHEHu 0C .kuHu3 smaNu um OmnHHomCmuu .CoHumuoHU cwEHB OCHEHH HOUCD HmuHuz umawu um omnHHomCmuu .CoHumuoHp meHe .O 1930; go gueozad dnoxs go guaoged JaqmnN {910; go quaoxad dnoxs go gueogaa JaqmnN {2303 go guaolad dnozs go guaolad JeqmnN -dseu on go gueozsd 'dseu on go Jeqmnn sasuodsaa go nasalad sesuodseu go Jaqmnn .mwmm H> msouw .mmwm > msouo .mmmm >H QCOHU Hmuoe sasuodsaa 19301 mumme Oo mOQNB .OmaCHuCoonu.Om mqm<9 223 at the typewriter under timing conditions. The second most frequently used test is the timed dictation test, transcribed at the typewriter without a timing period. Lamb indicates that transcription tests should consist of typewritten transcripts of letters of various lengths and difficulties.99 Leslie implies that timing of transcription is indispensable when he says: The only prOper test consists of the dictation of a number of business letters, to be transcribed at an acceptable speed with an acceptable percentage of mailability. 00 Hardaway comments on the most acceptable type of transcription tests. The only proper test of transcription skill is a per- formance type test that requires a student to record, plan, and transcribe some apprOpriate material that has been dictated.l Timed and untimed office style dictation was reported as the third and fourth most frequently used types of tests, respectively. Leslie points out the inadequacy of these tests when he says: 99Lamb, OE. cit., p. 171. loOLeslie, Op. cit., p. 198. 10ITHardaway, op. cit., p. 295. 224 In this test, the teacher, while dictating, indicates omissions and insertions, makes false starts, and generally imitates the extemporaneous dictation of a poor dictator. Because of the difficulty of training for such tests and difficulty of standardizing them, there is some element of luck in the scores obtained. Therefore, they do not seem satisfactory or valid tests. . . . Perhaps with further experiment these defects can be remedied. However, Lamb103 advocates the use of office style dictation during the last few weeks of the fourth semester because the student is now ready to handle this more demanding type of dictation. Harms104 reiterates this suggestion by stating that office style dictation should be attempted by the teacher only when the class is producing mailable copy regularly, and if the teacher feels confident enough to work with it. It is life-like training for the student. The fill-in answer sheet type of test was reported to be used by only three teachers. In view of what authorities recommend as the best type of test, the researcher suggests that the dictation test and timed transcription test be timed used for 102Leslie, op. cit., p. 203. 103Lamb, OE. cit., p. 171. 104Harm Harms and B. W. Stehr, Methods Business Education (Cincinnati: South-Western Company, 1963), p. 381. in Vocational Publishing 225 evaluation purposes and that office style dictation be used sparingly and only after the students and the teacher are sufficiently confident to use it. Method Used to Determine Difficulty of Dictation Materials Public high school teachers of transcription were asked to indicate the method used to determine the diffi- culty of the materials used for transcription tests. More than one item could be checked. Table 39 presents the data concerning the method used. An analysis of Table 39 shows that the most fre- quently used method to determine the difficulty of the dictation material was the standard word. There were a total of 117 respondents, or 45 percent, who replied in this way. Percentages for the individual groups ranged from 41.38 percent to 48.57 percent. The next most-frequently used method was syllabic intensity which was reported by 63 respondents, or 24.23 percent. Percentages for the individual groups ranged from 15.38 percent to 36.11 percent. Other methods reported were: no measurement, 31 respondents, or 11.92 percent; actual word count, 20 respondents, or 7.69 percent; and measurement by own judgment of the difficulty of material, 5 respondents. .H>|H mmsouo CH mmHzlmOmquouwm OCO NHHmoHHmECC pmuanuumHO mum mmHHQmm .EmuH mHCu ou NHQmH 2265 OOC OHC 0:3 muCopCommmu Hmuou ms» mo wmm OCHqumwumwu .OOOMOOHC Hmuuma uomnnsm Cqu mumnommu MOH ch OwHMHCnmu mmHHmCCoHumwsU OON no OuHumHHHEmm quOCum ou OCHnuooom quEmusmme Hmuou wCu mo me OCHqumemmH .UmUCommmH 0:3 mumcommu NHHCUHHHHO Omuuommu N NHmHkumE 0:» Ho NHH muwz mums» w>onm H EwuH Mom "mszu wamu OCH Ommm NHHCUHHOHO may mo quEOcsm C30 omuHOQOH mm O O O O O O Om. NO.H H O0.00 OON NO.H m OON mquEmusmmmE umCuo .O NO.H O0.0H m OO.H HH.HH O OO.m Om.mH O O0.00 mNN NO.HH Hm OON quEmHCmmmE 02 .m OO.m OH.OH O OO.m HH.Om MH OO.m Om.mH O NN.ON NOH MN.ON MO OON NHHOCOOCH OHQMHHhm .O O O O O O O O o O OO OOH OON O O OON HCCOO QxOHUW UCMQUHOfiW . M OO.H Hm.w O OO.H HH.HH O OH.H NN.O m HO.NO OON OO.N ON OON UCSOU GHOB Hmsuod .N O0.0 H0.00 NN NN.m NO.HO mH MN.O mH.OO ON OO.mm MOH OO.mO NHH OON HmUHO3 ON u OmHanHNO ONO Ouoz OOOOOOOO .H od od N 08 od N od od N Nd NN Hd HN um Ja 33 m 39 39 m 33 33 09 on as a so 1 1 1 1 1 1 1 m 5.4 s s 4 LOO qua q LHO OHO q IOo 0.0 HOO an w.u Au Hue o.O 1.O a o.O I a .O o a 1.0 .O a e BHO a o a o.L 1.u o u 1 4nu o u 1 1.u o u 1 O.u s 1 unu u.4 u 9.4 n 4 9.4 n 4 e 4 n.4 d 4 .d 3.4 s s T. d I d I d o o o a a o a quEwusmmwz HQ 093. u o u.4 O.o 5.3 s %.9 s 3 wmeommmm mmmCOQmmm wmeommwm s % HHH QCOHU HH msouo H msouu Hmuoe mmeMHo CoHumHHoowuu Hoosom COHC UHHCCQ mo muwCommu >2 omuuommu mm mumwu CoHuQHuomCmHu H0O mes OHMHumumE CoHuwuoHo mo HuHCoHOwHO Ho CoHumCHEHmuwolu.mm mHmCB .H>IH mmsouo CH mmqummmquoumm ch NHHMUHNOECC pouCnHuume mum OOHHmmm .EwuH mHCu ou HHmmH 2217 no: 6H0 0C3 mqunCommmu Hmuou on» NO mmm OCHucmmmHawu .umumuoHc umuums uumnnsm Cqu mumcommu MOH OCM pmumHsnmu mmHHMCCOHummCU OON mo OUHHMHHHEMH qupCum ou OCchooom qusmusmme Hmuou 0:» m0 me OCHqummHmwu .cmcCommou 0C3 mumnomwu NuHCOHumHv kuuommu N NHMHumumE mCu Ho NHH muw3 mums» m>onm H EmuH Mom Omsnu mHnmu OCH Ommm HHHCUHOHHC 0:» Ho uCOEOOCH C30 Oouuommu mm O O O OH.H N0.0 M NO. OO.m H O0.00 OON NO.H m OON mqufimusmmmE HmCuo .O OH.H N0.0 m OO.m HH.MH O OH.H Om.OH m O0.00 ONN NO.HH Hm OON quEmusmmmE oz .m OO.N O0.0N N N0.0 Hm.mN OH OO.m Om.NN O NN.ON NOH NN.ON MO OON huHmCmuCH UHanHNm .O O O O O O O O O O OO.OOH OON O O OON ucsoo mxouum ucmnuuonm .O NN. HN.O N NO.H ON.O m NN. O0.0 N Hm.NO OON OO.N ON OON uCSOO UHO3 Hmsuod .N Om.O Nm.OO NH O0.0H ON.OO NN N0.0 Om.HO NH O0.0m MOH O0.00 NHH OON Hmvuo3 ON u OmHanHOO ONO Ono: ONOOOOOO .H 0d 0.4 N 0d 0d N 03. 0.0 N NJ NM Hd 8N HTO 3a 3a m 33 3a m 33 3a m 09 0% ea an 90 J 1 I 1 1 1 J 8.1 OOm 5.4 Two 90 0. Two 90 a. Two 90 O. HO 80. do dd. d? 0.0 4.9 a 0 a 1.0 a 0.O 4.3 a a.O a.O 0 a 0.O 0.! 4n on 1 4a on 1 4n on 1 su s: an u: u NI OI NI OI O... II .OI .Oo OI Oo O .0 u o u 3 s 0 s 3 s quEwHCmmwz H0 093. “.3 a .3 mmmCommmm mmeommmm mmmCommmm s s H> msouu > macho >H msouu Hmuoa .OOCCHHC00||.OM mqmde Shu «.44 Mi 228 Most teachers used the standard word or syllabic intensity when determining the difficulty of dictation materials. Richardson105 discusses the effect of changing syllable intensity (difficulty measurement) when she reports that student's transcription speed decreases as the syllable intensity of the dictation material increases. As the syllable intensity of tests dictated at 80 words a minute increases, the accuracy with which the students transcribe decreases. However, the increase in syllabic intensity has a greater effect upon accuracy of tran- scription than on the speed of transcription. Lamb points Tout some flaws in the use of syllable intensity when she writes that it is: . . . just one measure of difficulty; unusual words of two syllables, for example, are harder to write than high-frequency words of two syllables. Material involved in style and sentence structure is harder to record than material that is easy to read.106 Hillestad,107 Uthe108 and others feel that there is a close relationship between the number of recording errors made and the difficulty of the material than between syllabic 105Laura Richardson, "A Study of the EffeCtS 0f Syllabic Intensity on the Ability of Students to Take Dictation and to Transcribe When Speed of Dictation and Transcription is Calculated by Stroke," Unpublished Master's Thesis, Temple University, Philadelphia, Pennsylvania, 1941. 106Lamb, 0p. cit., p. 81. 107Hillestad, OE. cit. 108Uthe, 0p. cit. 229 intensity and difficulty of material. This is evidenced by the fact that teachers often realize that when technical material is beyond the understanding of the average person it is more difficult than easily- understood material, even though the syllable intensity is the same. Dictation material that contains a vocabulary beyond the understanding of the student probably will not be transcribed accurately. Therefore, in certain cases the teacher's judgment of the difficulty of the material can be adequate if accompanied by the realization that the syllabic intensity does not fully measure the difficulty of the material. It was surprising to note that some of the teachers reported using actual word counts even though most authori— ties feel that this is a poor difficulty measurement technique. Hillestad, however, inquires as to whether we should be counting our shorthand materials in terms of actual words rather than in standard words in order to have our students better prepared for employment tests. She notes that: A recent study of employment tests for stenographers purported to be dictated at 80 words a minute actually were at rates varying from 90 to 115 words per minute or more because the employment tests were marked off for dictation in actual words instead of the standard109 words based on syllables that shorthand teachers use. 109Mildred Hillestad, "Research, Experimentation and Innovation Needed for Change," Business Education Meets the Challenges of Change, National Business Education Yearbook, No. 4, (1966), p.’216. 230 It is recommended that teachers continue using syllable intensity and the standard word as the best measurement of the difficulty of the dictation materials until such time that other methods have been further developed. Syllabic Intensity Figure Used Most Frequently to Measure Difficulty of Dictation Materials Public high school teachers of transcription were asked to indicate the syllabic intensity figure most frequently used to measure difficulty of the shorthand dictation material. Teachers were asked to check only one item. Table 40 presents the data. An analysis of Table 40 shows that the most fre- quently used figure for syllable intensity was 1.4, defined as average. There were 78 respondents, or 30 percent of the total, who reported in this manner. Per- centages for the individual groups ranged from 29.69 percent to 41.67 percent. A syllabic intensity of 1.5 to 1.6, which was defined as difficult, was reported by 16 respondents, or 6.15 percent. There were 16, or 6.15 percent, who reported that they did not know what figure they used for syllabic intensity; and 149, or 57.32 percent, did not respond to this question. 2531 .H>IH mmsouo CH mmH3lommuC00uwm nCm NHHMUHHOECC couCnHuuch ouo3 mmHHmou muons .omumHsnmu mwuHuCCoHummCU OON H0 Huuou 0:» Ho «Om. OCHqummumou .pocCOQmou 0C3 umnomwu H mmz mums» m>0nm H EmuH HON Omnnu mHnmu onu comm OO.NH NO O0.0H Om O0.0N NO O0.00H OON Hmuoa NO.HH O0.00 Hm OH.O O0.00 OH NO.HH H0.00 Hm NO.NO OOH mmCoammm oz Hmuoe Om. MH.N H NN. O0.0 N OH.H NN.O m OH.O OH 30Cx u.Con .O O O O O O O O O O O O .OOHOOOOOH oHanHOO O.H Can» umummumv uHsuHOOHO OHmsouuxm .O HNHHOCOUCH NN. ON.O N OH.H mm.O m NN. ON.O N OH.O OH UHOHMHHOHm O.H 0v O.HO uHCOHHHHo .m HauHmCouCH OHCMHHOm O0.0 OO.NN OH NN.O NO.HO OH OH.O NN.Om OH O0.0m ON O.HV mmmum>¢ .N O O O O O O O O O OO. H NuHmcmucH oHanHOO O.H Can» mmmHO Nmmm .H o d o d N 0.4 0.4 N 0.4 0.4 N 8.4 “ON 39 3a m 15 3a m 43. 33 M as am 1 1 1 1 1 1 8.. 8 Lo 90 mo 90 q Lo 90 .00 d 0.0 4.3 e 0.4 4.8 a 0.O ..a a 0.0 0.O 4u on 1 4n on 1 4n on 1 uu u: 9 4 n 4 2.4 n.4 9.4 n.4 8.4 s T. d I d I d a 0 w w. CoHumoHuHmmMHO 9.3 OuHsoHOOHa noncoamwm momCommmm mmeommom HHH msouw HH msouu H msouu Hmuoa mOOOMHo CoHumHuomCmHu Hoonom COHC OHHQCQ mo mumgommu an com: OHMHuoumS COHHMHOHO UCOCHHOCO Ho NanoHHHHO mHmemE ou cams NHquCvoum umoe oquHm NuHmCmuCH UHQMHH>mI|.OO uqmfie 232 .H>IH mmsouo cH mmH3ummmucmonom vcm mHHmowumfidc wmuanuume mum3 mmHHmwu mmmns .UwumHznmu mmuHmccoHummsv OON mo HmuOu ms» mo wmm. mcHucmmmummu .nmncommmu 0:3 Hmnommu H mm3 mums» m>onm H EmuH now "many mHnmu mnu ommm .Ov.mH mm O0.0N HO OH.HH ON O0.00H OON Hmuoe Ov.m OO.NO NN NO.HH H0.0m Hm N0.0 OO.NO OH Nm.hm OOH mmcommmm oz Hmuoa Om. OO.N H OO.N Ov.HH O NO. O0.0 N OH.O OH 3ocx u.coa .O O O O O O O O O, O O O 35235 032me O.H can» umummum. anoHMMHU mHmeuuxm .v OO. H0.0 N «O.H O0.0 v OH.H O0.0H m OH.O OH AhuHmcmucH UHQMHH>m O.H 0» O.HO uHsoHMMHQ .m mm.m O0.0N OH N0.0 Hm.ON OH HO.N O0.0N O4 O0.0m Oh AhuHmcmucH UHQMHHhm O.HO mmmum>< .N O O O OO. OO.H H O O O mm. H 33:35 oHanHNm v.H can» mme. hmmm .H o d o.d N o d o d N o d o d N 8.4 NON Ea 33 m Ja 33 m Ja 39 m as 3% J 1 1 J J 1 s 1 s L.O nus q L.O nus q may ago q .m.O d o.O 1.O a o.O JOO a o.O 1.0 a a o_O Ow mw 1 mm mm 1 On mm 1 mm w; I d I d I d 3 .O0 coHumumemmmHu s m. s J 33338 mmmcommmm momcommmm mmmcommmm H> adouw > msouw >H msouw Hmuoa .Umfifiwucoull.ov mamdfi 233 It is surprising to note that over 57 percent of the teachers did not reply to this question, and another 6 percent did not know the syllable intensity of the dictation materials used. Of the teachers who responded, there was an overwhelming majority that used materials of an average (1.4) syllable intensity. There is no way of knowing why there was an absence of response, but it may mean that teachers are not considering the use of syllable intensity as a factor in the selection of materials. It may also mean that the teachers were uninformed concerning measurement of difficulty of dictation materials. Inas- much as authorities have pointed out the advantages of measuring difficulty of materials as a progressive teaching device, it is recommended that teachers consider using syllable intensity or other measurements to measure the difficulty of materials. Topics Stressed or Taught in Transcription Classes Public high school teachers of transcription were asked to indicate the items stressed or taught in their classes. Teachers were asked to check more than one item. Table 41 presents data concerning items stressed. An analysis of Table 41 shows that 206 respondents, or 79.23 percent of the total, stressed transcription accuracy. Percentages for the individual groups ranged from 74.29 percent to 86.11 percent. 2234 couanuuch mum mmHHmmm 0H0 0:3 mucmvcommmu Hmuou may no OOO.ON mcHusouoummu mumnommu OO can omumHznmu mmuHmcsoHummsv OON mo Hmuou .H>sH masouu CH mmH3umOmucwouom can OHHMOHumes: .EwuH mHnu on mHmou no: OHOOQ oouuommu H .mchmmooum «you “coHumHuomsmuu ocHnomE vmuuommu O “mmmHo HmsOH>HocH mo momma may no «ON.OO OsHusmmoummu .vooaommmu 0:3 muwsomou UHMHowmm mchmwnum omguommu O “musmesmHmmw OON whoa mums» o>onm H EmuH now "many oHnmu mnu vmmm 30H>uousH now msHmmoHum omuuomou Om OO.H H0.0 O OO. O0.0 N O O O OH.OO OON O0.0 OH OON muw:uo .OH O0.0 ON.HN OH ON.O O0.00 HH ON.O OH.HN HH O0.00 OON OH.HN OO OON mummu usmsmonEm nonuo MOO :oHumummmum .OH O0.0 O0.0N OH O0.0 HH.OO OH ON.O OH.HN HH O0.00 NOH OH.ON OO OON mummy ooH>umm HH>HU How coHumummoum .OH OO.NH HN.OO OO OH.HH O0.00 ON O0.0H H0.00 OO O0.0N OO NO.HO OOH OON mcHomwumooum .OH ON.O OO.HO ON ON.O O0.00 ON OH.HH O0.00 ON O0.00 OHH N0.00 NOH OON OsHuomHuoo can mchmnm .NH O0.0 O0.0N OH O0.0 O0.0N OH O0.0 N0.0N OH HO.NO OOH O0.0N NO OON mcoHumHschmE HmuHu3mmhe .HH OH.O O0.00 OH ON.O O0.00 HH OH.O O0.00 OH O0.00 HOH O0.0N OO OON mHHme HMUHumHU .OH ON.OH N0.00 OO OH.HH O0.00 ON ON.OH OH.HO OO ON.ON OO O0.00 OOH OON THHOm .mmo ..uoc5m .mcHHHmmmO mOmms anHmsm .O O0.0 H0.00 NN O0.0 O0.00 ON N0.0 O0.00 ON O0.00 OOH O0.00 HNH OON :oHumuoHo Ostms .O O0.0 H0.00 NN O0.0 O0.00 ON O0.0 HO.NO NNrO0.00 OOH N0.00 NNH OON Ommmw osmnuuonm .O O0.0 HO.HO OH O0.0 HH.OO OH O0.0 O0.0N OH O0.00 HOH O0.0N OO OON Ouownu vsmnuuonm .O O0.0H O0.00 ON O0.0 O0.00 HN O0.0H NO.HO ON OO.NO HHH H0.00 OOH OON ucmEoOMHm Houumq .O O0.0 OO.OO ON OH.O O0.00 OH Hm.O OO.OO OH O0.00 OOH OH.HO OOH OOO Ommmm OOHOOO .O OO.HH O0.00 OO O0.0H NN.NO ON NO.HH N0.00 HO_O0.00 NO N0.00 OOH OON Oomusoom msHmha .O NO.HH O0.00 HO O0.0 O0.00 ON O0.0H O0.00 ON O0.00 OOH ON.OO OOH OON pmmmw :oHumHuomsmua .N ON.OH N0.00 OO NO.HH HH.OO HO O0.0H N0.00 OO O0.0N OO ON.OO OON OON momusoom GOHumHuomcmue .H o d o d n" o.a o.a N o d o.d N N.a Nam a.a HON H.m 1.3 1.9 m. 1.3 1.9 m. 1.9 1.3 M 09 om as am. 30 1 1 1 1 1 1 x s.i s s.4 Lo Do Lo So Lo So Ho HQ do .d de 0 a 1.O a o.O 1_O .O o e J.O a a e e a o.O o.O 0.1 3.u onu 1 H4u ouu 1 44a onu 1 s u s 1 uuu u.4 u e 1 n44 944 n.4 9.4 n.4 w_4 .m O.4 s s I .d I d I .d o a a.u e w m. w I. s m. s I. s pmmmmuum mEmuH e a momsomwmm momsoamom mmmcommmm s s HHH macaw HH Onouo H Osouo Hmuoa coHumHHomsmuu no mumsommu an kuuommu mm mommmHo coHumHHomcmuu Hoonom :ch OHHnsm :H unmsmu Ho vmmmouum mamuHII.HO manta .H>nH mmaouu CH mmqummmucmuumm can OHHmoHumEdc nounnHuumHo mum mmHHmmm .EmuH mHnu o» OHmmH uo: 0H0 0:3 mucmocommmu Hmuou on» no OOO.ON mcHucmmmummH mumzommu OO can pmumHsnmu mmuHmccoHumwsv OON mo Hmuou 0:» mo OON.OO mcHucmmmumwu .pmpcommou 0:3 mumcommu OON mums mums» m>onm H EwuH Mom «was» mHnmu may pmmm .Ochmmooum mumc onmn omuuommu H “coHumHuomcmHu mchUME couuomou O “mmeo HmspH>HocH mo momma UHOHoQO mchmmHum Umuuommu O "mucoECOHmmm 30H>uwucH non OsHmmwuum owuuommu Om 2235 O O O OO. OO.H H OH.H O0.0H O OH.OO OON O0.0 OH OON mumnuo .OH HO.N OH.OH O ON.O O0.0H HH HO.N O0.0N O O0.00 OON OH.HN OO OON mummy ucwEOOHdEm umnuo HOH coHumummmum .OH NO.H ON.OH O O0.0 O0.0N OH O0.0 O0.0N O O0.00 NOH OH.ON OO OON mumwu mUH>umm HH>HU new soHumummmum .OH ON.O O0.00 ON O0.0H O0.00 OO O0.0 H0.00 ON O0.0N OO NO.HO OOH OON mchmmumooum .OH O0.0 OO.NO OH OO.NH OH.OO OO O0.0 N0.00 OH O0.00 OHH N0.00 NOH OON mcHuomuuoo can OCHmmHm .NH HO.N OH.OH O N0.0 H0.0N OH O0.0 O0.00 OH HO.NO OOH O0.0N NO OON msoHumHschmE uwuHH3md>9 .HH O0.0 OO.NN O ON.O O0.0H HH OO.N OH.ON O O0.00 HOH O0.0N OO OON mHHme HmoHumHu .OH ON.O O0.00 ON O0.0H O0.00 OO O0.0 O0.00 NN ON.ON OO O0.00 OOH OON H.HHOm .mmo ..uocom .mcHHHQOV mmmms anchm .O O0.0 O0.00 OH O0.0H NO.NO ON O0.0 ON.OO OH O0.00 OOH O0.00 HNH OON coHumuoHv OCmea .O O0.0 O0.00 OH OO.HH OH.OO OO O0.0 ON.OO OH O0.00 OOH N0.00 NNH OON cmmdm vsmnuuonm .O O0.0 H0.0N O N0.0 O0.0H NH OO.N OH.ON O O0.00 HOH O0.0N OO OON Ouomcu psmcuuonm .O O0.0 O0.00 OH O0.0H N0.00 OO O0.0 O0.00 ON OO.NO HHH H0.00 OOH OON usmeomHa uwuumq .O Om.m O0.00 OH Hm.O OH.HO OH OH.O OH.OO OH O0.00 OOH OH.HO OOH OON cmmam OOHOOO .O O0.0 OH.OO ON O0.0H O0.00 OO O0.0 HO.NO HN O0.00 NO N0.00 OOH OON Oomusoom OCHQOB .O O0.0 OH.OO ON O0.0H N0.00 OO N0.0 OO.NO OH O0.00 OOH ON.OO OOH OON ommmm cOHumHuomcmua .N O0.0H ON.OO ON O0.0H O0.00 OO ON.O OO.NO ON O0.0N OO ON.OO OON OON Oomusoom :oHuQHuomcmua .H od od N od od N od od N Nd NN ad 8N BL 39 4iO m 39 39 m 33 J9 m 03 om es en so 1 1 1 1 J 1 1 3.. O.“ 644 L.O 9.0 q Two n.o q l.u 9.O q s.0 “.0. d o .a d e o a 1.O a o.O 4.9 a o.O 1.O a a a a.O o.O o.O o.L 3.u o u 1 44a 0 u 1 1.u o u 1 s u s 1 u u u.4 u e 3 n 4 e 4 n 3 s 3 n 4 .d 4 .d s 3 s s T. d I d I d m o w W m. o m. m. % wmmwn mad “.9 m .3 c um uH momsommwm mwmcommmm mmmcoamwm s s H> macho > moouu >H QDOHU Hmuoa .UmncHucooll.HO mqmda 236 The second most important topic stressed or taught in transcription classes as reported by teachers was English usage, which included spelling, punctuation, capitalization and syllabication. There were 197 respon- dents, or 75.57 percent. Percentages for the individual groups ranged from 68.57 percent to 80.56 percent. Proofreading was reported as the next most impor- tant tOpic stressed by 187 respondents, or 71.92 percent. Percentages for the individual groups ranged from 67.31 percent to 80.56 percent. Typing accuracy was reported as the fourth most important topic stressed in transcription classes by 168 respondents, or 64.62 percent. Percentages for the indi— vidual groups ranged from 57.41 percent to 72.41 percent. Other items of importance in transcription were transcription speed as reported by 154, or 59.23 percent; letter placement, 149, or 57.31 percent; and erasing and correcting, 142, or 54.62 percent. Of importance also was typing speed as reported by 107 respondents, or 41.15 percent; typewriter manipula- tions by 72, or 27.69 percent; clerical skills by 69, or 26.54 percent; shorthand theory by 69, or 26.54 percent; preparation for other employment tests, 55, or 21.15 percent. Other items mentioned by 10 respondents or 3.85 percent included job interview assignments, special needs of individuals, machine transcription, and basic data processing. 237 A large majority of the transcription teachers stressed transcription accuracy above all other factors. This is in line with Lamb's110 ideas when she says that the shift at this state of training is from the speed of recording in advanced shorthand to the absolute accuracy of the transcript with reasonable speed in recording and transcribing. English usage is the next important consideration in transcription training which contributes to the accuracy of the transcript. Nolan, Hayden, and Malsbary agree that: Drills must be provided during the transcription period, when necessary, to improve basic techniques in typewriting, knowledge of English, and so on. It is not enough that the student has had a course in typewriting and English; he must be taught to use the skills and knowledges acquired in these courses in transcription.1 1 Proofreading, typing accuracy, and transcription Speed were other important comsiderations mentioned by teachers. Hardaway states with regard to proofreading that: Proofreading of the student's own transcripts repre- sents the epitome of proofreading ability because it is more difficult to find one's own errors than to find those of another, and the teacher may well give some attention to this factor}12 ' llOLamb, OE. cit., p. 210. 111Nolan, Op. cit., p. 381. 112Hardaway, Op. cit., p. 298. 238 Transcription speed is an important factor toward the end of the course in order that work can be completed within a reasonable length of time. Jester's113 detailed time study of transcription activities notes that only 38.1 percent of the time allotted for transcription is devoted to actual typing. Therefore, he contends that non-typing activities such as correcting errors, deciphering poor penmanship, and using dictionaries, be given greater emphasis in transcription classes. He has found that inefficiencies in non-typing activities have materially impeded the total transcription process. (See Chapter II, Review of the Literature, page 46.) Teachers are stressing some of the non-typing activities as well as shorthand accuracy. It is recommended that all of their practices be continued with even greater emphasis. Sources Used for Selecting Dictation Materials Public high school teachers of transcription were asked to indicate the sources used for selecting dictation materials in their transcription classes. More than one item could be checked. Table 42 presents the data on dictation material selection. 113Jester , Op. Cit. 239 .H>IH mmsouo cH mmH3 ummmucwoumm cam OHHmoHumEdc UmudQHHume mum mmHHmmm mHnu 0» OHmmu no: OHO on: mucmwcoammu Hmuou may we OO0.0N OcHucmmwummu muwsomwu OO 0cm pmumHonmu mouHmscoHpmosw OON O0 .Hmuou may mo OOO.OO OCHucmmmummu .UOUGOQme 0:3 mumcommu .EmuH Eouw cwxmu mumpuwH pmuuomwu HH .ow>Hmowu HHmE mo meHw O.HOnommu “mmamu HOH muw3 mums» m>onm H EwuH mom Oman» mHnmu on» pmmm pmummmum mew Ho OHHmHoumEEoo pmuuomwu Om OO.H H0.0 O HO.N O0.0H O OO. O0.0 N ON.OO OON O0.0 OH OON mchmem .Hmsuo .O N0.0 O0.00 OH ON.O O0.00 HH ON.O OH.HN HH ON.OO OOH O0.0N OO OON mHmscmE O.HOSUOOB .O OO.H H0.0 O OO. O0.0 N OH.H O0.0 O O0.00 OON O0.0 OH OON Ome On UOmOQEOO .O O O O OO. O0.0 N O O O O0.00 OON NO.H O OON mumHH puo3 Eoum vmmOQEou .O OO.NH HN.OO OO O0.0 HH.HO NN OO.NH O0.00 OO OH.OO OO O0.00 OOH OON mmcHnmmmE coHumosom mmmchsm .N OO.HH O0.00 OO O0.0H O0.00 ON O0.0H N0.00 OO O0.0N OO O0.00 HOH OON mxoon coHumospm mmmchsm .H o d o d N o d o d N o d 0.8 N N.a NON H.d Hum H.¢ .49 38 n Ea 33 n Se 38 n 09 om as a so I 1 m 1 1 W 1 1 m 1 s 1 s m. q.4 L o OOo q L.O O.O L.O nos q nuo uuq d o d d e o e 1 e e o e 1 e e o a 1 e e e a e e o e o e o I 4 u o u 1 1.u o u 1 44m 0 u 1 s u s 1 u u u 1 u e 4 n 4 s 4 n 4 e 4 n.4 d 4 d s 4 s s T. d T. d T. d w o m m. w o m m. «Ow mHmHkumz O0 wousom S I. S 14. mwmcoammm mmmcommwm mmmsommmm % % HHH maouo HH msouo H msouo Hmuoa mommmHo coHumHuomsmuu mo mumnommu Hoocom :OHc OHHQDQ On pmuuommu mm mummu coHHmHuomcmuu How mHmHumumE :oHumuoHc mcHuomem now me5 mmousowuu.NO mqmde 240 HOH mumS mums» w>onm H EmuH Mom .H>IH mmsouo CH mmH3 Immmucwuumm oCm OHHOUHMOECC Umuanuume mum mmHHdmm mHCu ou OHawu uOC OHU 0:3 mqupCoammu Hmuou an» O0 OOO.ON OCHuCommummu mumsommu OO pCm pmumHCnmu mmuHMCCoHummsw OON mo .Hmuou wcu mo OOO.OO OCHqumwudmu .pwocommmu 0:3 mumcomwu "wasp mHnmu mnu pmwm .EOUH Eouw wamu mumuuwH tmqudmu HH .©m>Hmomu HHOE O0 meHO O.HOCOOOO “momma owummmud OHmm no OHHmHoumEEoo Umuuommu Om OO. OO.N H OO. OO.H H OO. O0.0 H ON.OO OON O0.0 OH OON OCHmmem .umcuo .O OO.N O0.0N O O0.0 O0.0N OH NO.H ON.OH O ON.OO OOH O0.0N OO OON mHmsCOE O.HOCUOOB .O OH.H O0.0 O OO. ON.O N OH.H O0.0H O O0.00 OON O0.0 OH OON OHmm On pwmomeou .O OO. H0.0 N OO. OO.H H O O O O0.00 OON NO.H O OON mumHH ones ECHO UOOOQEOU .O O0.0 OH.OO ON N0.0H OO.NO OO O0.0 O0.00 ON OH.OO OO O0.00 OOH OON mmCHNmmmE COHumosom mmoCHmom .N ON.O O0.00 ON O0.0H O0.00 OO O0.0 O0.00 NN O0.0N OO O0.00 HOH OON mxoon COHumosom mmeHmsm .H o d o d N o d o d N 0.8 o d N N.a N_N H.a Hum H.m 39 Se n 33 39 n Se Ja n 09 on as an 30 1 1 m 1 J m 1 1 m 1 m s 1 s m s 4 L 3 OOO q L.O nus q .Oo 0.3 q H.O HHH d o d q d e o a 1 a e o e 1 e e o a 1 a e e a a a o e o.O o I 4 u o u 1 a.u o u I a.u m W 1 fi W k 1 w W m 1 w m.4 w 4 m.4 w 4 m.4 d o o o e a o e mHmHumumz u o u 3 s o s 3 5 O0 mousom % 3 w 3 momCommom mmmComwmm mmmCoammm s s H> dsouo > msouw >H msouo Hmuoa .6O5CH»COUI|.NO mqmde 241 An analysis of Table 42 shows that the most frequently used source for selecting dictation materials was business education books. There were a total of 191 respondents, or 73.46 percent, who replied in this manner. Percentages for the individual groups ranged from 63.83 percent to 77.78 percent. The second most frequently used source was business education magazines. There were 166 respondents, or 63.85 percent, who replied. Percentages for the individual groups ranged from 57.14 percent to 70.21 percent. Teacher's manuals were reported as being used by 67 respondents, or 25.77 percent of the total. There were 17 respondents, or 6.54 percent, who composed their own materials; and 5, or 1.92 percent, who composed their materials from word lists. Other sources reported by 15 respondents, or 5.77 percent, were letters taken from their files which they had received in the mail. Lamb recommends that the words and phrases to be used for dictation purposes in transcription classes consist of: . . . properly selected new-matter dictation-~familiar words and phrases in new settings with only an occasional new word--dictated at the average writing rate of the class. The aim . . . is to ensure legibility of notes and accurate transcription in longhand or on the typewriter.1l4 114Lamb, op. cit., p. 196. 242 Since most published dictation material is edited with this objective in mind, all of the sources mentioned by teachers were considered apprOpriate. Advanced short- hand teachers selected the same materials also. It was noted that only a very small percentage of teachers com- posed their own materials. It is recommended that in view of the fact that many adequate sources of material exist, teachers continue using the prepared materials for the major portion of their dictation. Types of Materials Used for Transcription Purposes Public high school teachers of transcription were asked to indicate the types of materials used for tran— scription purposes. More than one item could be checked. Table 43 presents data concerning types of materials. An analysis of Table 43 shows that 204 respondents, or 78.46 percent, used student's own shorthand notes taken from dictation most frequently for transcription purposes. Percentages for the individual groups ranged from 69.23 percent to 82.76 percent. There were 57 respondents, or 21.92 percent, who used shorthand plates found in textbooks. Other methods used by teachers as reported by 21 respondents, or 8.08 percent, included the use of prepared tapes of student's shorthand homework, student's exchange of notes, etc. 3 4 2 .OHHmoHHwECC omuanuuch wum mmHHmmm .H>|H mmsouo CH mmHBIOOOquoumm UCO .EwuH mHCu ou OHmmu uOC 6H6 0:3 muCQUCommmH Hmuou on» mo OOO.HN mCHuCOmmume mumnommu OO pcm omumHCnmu mmuHMCCOHummsv OON mo Hmuou may «0 «OO.OO OCHqummume .nwvcommmu 0C3 mumcommu VON ”“03 muwfiu. 0>Oflm H EmfiH Mom .msnu oHnmu ms» Ommm .CoHumuoHt mHOum OOmeo pwuuommu H .mCHNmmmE Oumumuowm m.ampoa CH mwumHm OCOCuuonm pmuuommu O msoowHHmomHE nwuuommu N .mHmHumumE CoHumuOHc .HOHHmumE m.uwCu0Cm mCo pwnHuomCmuu UCm mono: pmewcoxm OUprsum uxuozmeos ncmzuuonm mqutsum pmms pwuuommu O “mmmmu omummmum Umm: cmuuomwu Om wouuommu O \mHMHH OO O0.0H OO O0.0N NO OOH OON Hmuoe O0.0 ON.HN OH OO.N O0.0H O OH.O O0.00 OH OO.HN OO meommmm oz OO.H H0.0 O OO. O0.0 N OO.H O0.0 O NO.HO OON O0.0 HN OON muwCuo .O N0.0 O0.0N NH O0.0 NN.NN O O0.0 O0.0N OH O0.00 OON NO.HN OO OON mxooouxwu CH UCCom mmumHQ OCMCuHOCm .N ON.OH N0.00 OO OO.HH O0.00 OO O0.0H ON.OO OO OO.HN OO O0.00 OON OON CoHumuOHo Eouu memu mmuOC OCOCuHOCm C30 mqupsum .H o d o.d N o.d o d “N. o d o.d N N.a “NN wad n.N 8.0 4:3 1:3 m .43 4,3 m .43 4:3 m 0.3 now 3.3 .Om 3.u J 1 1 1 1 1 1 8.4 s 5.4 L0 90 4 Lo 90 q L0 90 q 80 80. do wq de 0 3 1 3 3 o.O 1 3 3 0.3 1.3 3 3 3 3.O 0.3 3 o.L 4u on 1 4n ca 1 4a on 1 su s: an u: u W4 .m4 W4 .m4 W4 .m4 .w4 .mo “”4 wow mm mmHHmm u 0 u.4 5.0 5.4 s n D H . u 2 81. S 1: momCommmm mmeommmm wmmCommmm % % HHH macho HH msouo H msouu Hmuos momOMHo CoHumHuomCmuu mo mHmComou Hoosow COHC UHHCCQ On umuuommu mm mmmomusm CoHumHHomCmuu How mquvsum On cmm: OHMHHGuszI.OO mqm¢a 244 .OHHMUHHOECC wqunHuumHU mum mmHHmwm .H>uH masono CH mezlwomuCouuwm OCM .EmuH mHCu ou OHmmH no: 6H0 0:3 mqupCommmu HauOu may no OOO.HN OCHuComwummH mnwnommu OO pCm tmumHsnmu mouHMCCoHumqu OON mo Hmuou ms» mo OOO.OO OCHucmmmummu .UmcCommmu 0C3 mHmCommu "mCCu oHnmu mCu ommm OON muw3 mums» m>onm H EOUH Mom .CoHumuUHp wHOum monuo oouuommu H “OCHNmmmE meuwuomm m.Omooa CH mmumHm pCMCquCm pwuuommu O .mHOHHmume CoHumuUHp mCOOCmHHmomHE uwuuomwu N “HMHHmumE m.HmCu0Cm UMCO pmnHuomCmuu pCm mOHOC ommCmnuxm mucmpsum kuuommu O uxuosmEOC pCmsuuozm mquosum pom: tmuuommu O “wwmmu vmummmum poms omguommu Om O0.0H mO OmeN HO OH.OH ON Hmuoa O0.0 OO.NN O ON.O O0.0H HH NO.H ON.OH O mmCommmm oz OO.H OO.HH O HO.N O0.0 O OO. O0.0 H NO.HO OON O0.0 , HN OON meCuo .O O0.0 H0.0N O ON.O O0.0H HH OO. O0.0 N O0.00 OON NO.HN OO OON mxoonuxmu CH OCCOO mmumHm vasuHOCm .N O0.0H OH.OO ON ON.OH OO.HO OO ON.O OO.NO ON OO.HN OO O0.00 OON OON CoHuOOOHv Eouu mewu mmu0C UCMCuMOCm C30 mqupCum .H 08 0d N 06 0d N 0d 0d N “fin NN 8d 8N um 33 . 33 m 33 33 m 33 33 m 03 om 33 an 30 1 . 1 1 1 1 1 J 3.. 9mm 3 4 Lo 90 Lo 90 Lo 90 a. 80 HQ .wo dq d3 0.3 1 3 3 0.3 1 3 3 0.3 1 3 3 3.3 3 3 3 0.3 o T 4U on 1 4n on 1 4n on 1 an s: uu u: u 3.4 n.4 3.4 n.4 3.4 n.4 .m44 w s.4 3 s I .d T. d T. d o 3 3.3 3 u o u 3 s o s 3 s pow: mHMHumumz “.3 a 3 mmmCommmm mmmCommwm mmmCommmm s s H> maouw . > mzouu >H QCOHU Hmuoa .GODCHUCOUII.MO m4m<8 245 The most frequently used materials reported to be used by students for transcription purposes were their own notes taken from dictation. It is notable that over 20 percent of the teachers reported the use of shorthand plates for transcription. This second activity should be used only in the early learning stages of transcription training. Lamb discusses the various steps of progress in transcription and says: By transcribing shorthand plates in the early lessons . . . students are free to place maximum attention on correct transcribing techniques and to ive thought to the requirements of mailable copy.li% It is recommended that teachers continue the use of student's own notes for transcription 3 major portion of time, and that training should follow a logical sequence of skill building procedures according to the class needs. Components Included in the Final Grade for Transcription Public high school teachers of transcription were asked to indicate the components included in the final grade given to a student in transcription. More than one item could be checked. Table 44 presents data concerning components. 115Lamb, op. cit., p. 96. 6 4 2 OHHmoHHmEdC @muanuuch mum3 mmHHmmm .H>nH mmsouo CH mmH3lmOmquoumm UCO .EmuH mHCU ou OHamu uoc pHc 0:3 mquOCommmH Hmuou may no OOO.OO OCHucmmmHmmu mHmCommu OO tCm omumHsnmu mmHHmCCoHummsv OON mo .Hmuou mnu mo OOO.OO mCHUCmmmHmmu .pthOQmmH 0:3 mumnommu OOH mumz mums» m>onm H swuH Com .msnu mHnmu may comm .Ouomnu oCmCuHonm .H “mmmComHMQmuQ oCm .wmpsuHuum .manmC xuo3 mCHpsHUCH “HMHHmumE OmoonquHmHumnupmmam pmuHOQmu O OCHQOu OCHOCHOCH nmuuommu O “mCHHHmmm OCO mmmms CmHHmcm mCHnCHUCH pmuuommu Om OH.H O0.0 O OH.H O0.0 O OO. O0.0 N O0.00 OON N0.0 NH OON mumnuo .O O0.0 O0.00 HN O0.0 O0.00 ON O0.0 O0.00 HN N0.00 NOH O0.00 OHH OON mmmpmH3OCx omHMHmm .O O0.0 OO.NO ON O0.0 HH.HO NN O0.0H O0.00 ON NO OO NNH O0.00 OOH OON CoHuoCUon Hmuoe .O N0.0H O0.00 OO OO.HH O0.00 OO O0.0H O0.00 OO OO.NN OO H0.00 HON OON OUHHHanHmz .O O0.0H N0.00 ON O0.0 O0.00 HN NO.HH N0.00 HO ON.OO OHH O0.00 OOH OON tmmmm COHuQHHomCMHB .N O0.0H OO.NO OO ON.O O0.00 ON NO.HH N0.00 HO O0.00 OO O0.00 OOH OON ommmm UCMCHHOCO .H N N NN d N L O... .3 W O.“ O... m O... OO O 0.... S. O. O... O. 1 J 1 1 1 1 1 m 5.. s W s 4 L0 90 q Lo 90 q Lo 90 q 80 8Q d4..w d3 0.3 1.3 3 0.3 1.3 3 o 3 4.3 3 3.3 .33 0.3 3 o I 4u on 1 4a on 1 4n on 1 su 51 uu u: u v.4 n 4 3.4 n 4 “.4 h 4 .w.4 w.o %.4 “.0 w I d .L d u o u 3 3.0 5.3 s mquCOQEOU $43 % 3 mmmCommmm mmmCommmm mmmCommmm s s HHH QSOHU HH mzouw H msouo Hmuoe COHC UHHQCQ On UmuHOQmH CoHudHuomCmuu mo mumnommu Hoonom mm mmmmmHo CoHumHuomCmHu CH mpmum HOCHw CH ompsHoCH mquCanoonu.OO mqmde 247 OHHmoHHmECC omuonHuume mHm3 mmHHQmm .H>IH maoouu CH mmHzlmmmquonm oCm .EmuH mHCu ou OHmmH .HOC UHC 0:3 mquoCommmu Hmuou may no OOO.OO mCHquwmummH mumsommu OO UCm omumHonmu mmHHMCCoHummoU OON mo Hmuou may «0 OOO.OO OCHUCmmmHmmu .pmccommmu 0C3 mumnommu "moan mHnmu mCu ommm OOH mum3 mumnu m>onm H EmuH Com .OuomCu oCmCuHonm .H .mmmComummmHQ ocm .mmoouHuum .manmC xHo3 OCHOCHUCH “HmHumumE OmoonquHmuumuuommdm pmuuommu O OCHQOH OCHCCHUCH Umuuommu O “mCHHHmmm oCm momma CmHHmcm OCHCDHUCH omuuommu Om OO. OO.N H O O O OH.H O0.0H O O0.00 OON N0.0 NH OON mHmCuo .O O0.0 O0.00 OH O0.0 O0.00 ON OH.O OH.OO OH N0.00 NOH O0.00 OHH OON mmmomH3ocx pmumHmm .O O0.0 O0.00 OH O0.0H N0.00 OO O0.0 NO.HO OH N0.00 NNH O0.00 OOH OON CoHuooooum Hmuoe .O O0.0H OH.OO ON H0.0H O0.00 OO O0.0 O0.00 NN OO.NN OO H0.00 HON OON OHHHHCOHHmz .O O0.0 OH.OO ON OO.HH OH.OO OO O0.0 N0.00 OH ON.OO OHH O0.00 OOH fOON pmmdm CoHumHuomCmHB .N O0.0 H0.00 ON O0.0H HN.OO HO O0.0 O0.00 ON O0.00 OO O0.00 OOH OON ommmm ocmnuuonm .H 0d .33 N 0d od N 03. 0d N Nd NN 8d EN EL 33 33 m 33 33 m 33 33 m 03 cm 33 em 30 1 1 1 1 1 1 1 s 1 s s.4 Lo Do q Lo 90 q Lo Oo q 8o 8Q do dq d3 0.3 1 3 3 0.3 1.3 3 0 3 1 3 3 .33 3.3 O33 0.3 o.L 4u ou 1 4n on 1 4u ou J su s: uu u: u 3... O. ._.... O. .3 O... O. O. O. 3.... u o u I. s o s .4 s mucmcomsoo ”I. W 1: mmmCommmm mmmComwmm mmmCommmm s s H> moouw > moouw >H moouo Hmuoa .UOSCHHCOUiI.OO mqmdfi 248 An analysis of Table 44 shows that 201 respondents, or 77.31 percent, listed mailability as the most important component. Percentages for the individual groups ranged from 73.77 percent to 83.33 percent. The second most important component reported was shorthand speed. There were 173 respondents, or 66.54 percent, who indicated this item. Percentages for the individual groups ranged from 59.62 percent to 72.34 percent. The third most important component was transcrip- tion speed as reported by 145 respondents, or 55.77 percent. Percentages for the individual groups ranged from 49.18 percent to 59.62 percent. The fourth most important component reported was production as reported by 138 respondents, or 53.98 percent. Another component indicated by 118 respondents, or 45.38 percent, was related knowledges. Other components listed by 12 respondents, or 4.62 percent, were typing speed of straight copy materials, work habits, and attitudes and preparedness. Teachers recognize that mailability is the most important component in the grade given for transcription. Hardaway agrees that "mailability is the key word in grading transcripts."116 116Hardaway, 0p. cit., p. 295. 249 Shorthand speed, transcription speed, and produc- tion were listed by teachers also as components in grading. Lamb points out that final grades should be based upon mailable transcripts with little consideration given to shorthand speed, and that a transcript should be pre- pared within a reasonable amount of time. With regard to speed tests, she says: Grades for speed tests should be given little weight in the final grades for terminal training . . . always keep in mind what graduates will meet on the job-- production.standards--mailable.transcripts.consistently117 produced Within a reasonable time at the first writing. Lamb118 discusses the production standards by saying that it is one of the more difficult ones to meet, although the recording of letters is usually easier than the recording of the three-minute and five-minute tests. The dictation rate must be well within the ability of most of the members of the class when a production standard applies to the transcripts. Production standards are aimed at controlled recording and makes accurate transcrip- tion possible. 117Lamb, op. cit., p. 210. 118Lamb, Op. cit., p. 204. 250 Hardaway defines production standards in her discussion stating that one form of measurement used under this standard is: . . . the dictation of several pieces of correspon- dence at specified speeds, having the students transcribe the notes in designated forms for mailing and assessing the quantity and quality of production in terms of mailable words a minute.1 9 Lamb comments on stressing attitudes and work habits: Students should have a c00perative attitude that is work-centered yet shows consideration for the personal interests and feelings of colleagues. . . . They should have a responsible attitude towards work—- expressed in starting the day's work promptly, in working steadily throughout the period, in measuring achievement, and in daily efforts to improve. . . . Good work habits and good work attitudes should be inculcated and evaluated, with evaluation properly noted in the students' cumulative records.120 Teachers apparently have given the proper stress to the various components of the transcription process; therefore, it is recommended that they continue to do so. Mailability Defined by Teachers of Transcription Public high school teachers of transcription were asked to define the term "mailability." More than one llgflardaway, op. cit., p. 298. 1zoLamb, op. cit., p. 208. 251 item could be checked. Table 45 presents the data con- cerning definitions. An Analysis of Table 45 shows that 162 respondents, or 62.31 percent of the total, defined mailability as a "transcript that you would be willing to mail." There were 123 respondents,-or 47.31 percent, who stated their definition was a "transcript with no poor erasures, typographical errors or poor placement." There were 115 respondents, or 44.23 percent, who gave as their definition "a transcript with no changes in factual information, that is amounts, dates, etc." There were also 92 respondents, or 35.38 percent, who stated that their choice of definition was "a tran- script which closely follows the thought of dictation, errors corrected." It is evident that most of the teachers agreed that mailability referred to a transcript that one would be willing to mail. Allen defined a mailable letter: To meet the mailability standard the letter should be attractively arranged on the page and should follow closely the dictation as received from the dictator; there should be no errors in spelling, punctuation, capitalization, or hyphenation; the letter should con- tain no uncorrected typing errors; and erasures should be made neatly--copy that can be sent through the mail as the stenographer turns it in to the person who dictated the material.121 121Roscoe J. Allen, "Advanced Shorthand and Tran- scription: A Second-Year Program," Secretarial Education With a Future, American Business Education Yearbook, 1962, Vol. 19, p. 204. 2552 .H>IH mmoouo CH mmqummmquuumm CCm OHHmoHHmEoC omuonHuumHo mum mmHHmmm .EmuH mHCu ou OHmmu 00C 0H0 0:3 mquUCommmp Hmuou m2» m0 «HO.NO OCHquwmummu mHmCommu OHN UCm pmHMHonmu mmHHmCCOHpmmoU OON mo Hmuou man no OOO.OH OCHqummHQmH .UmCCommmH 0C3 mumCommu .mmuommum Coon 0C nuH3 OO mum3 mums» m>onm H EmuH you "many mHnmu mCu vmmm OCHOHO3 CH mmmCmCo HOCHE OHCO omuuommu Om OO. ON.O N OO. 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ON.O N o o o O0.00 OON NO.H O OON mumcuo .O O0.0 HO.mO ON ON.OH O0.00 Om N0.0 OO.NO OH O0.00 OO HO.NO NOH OON HHME ou OOHHHHx ma OH263 50% away umHHomCmua .O N0-0 ON.OO NH O0.0 O0.00 ON ON.O O0.00 HH N0.00 OOH O0.00 NO OON umuomuuom muouum .coHumuoHO no unmsonu mCu m3oHHoH OHmmoHo CUHC3 umHuomCmue .O N0.0 OO.HO OH O0.0H O0.00 ON OH.O OH.OO OH OO.NO OOH H0.00 ONH OON quEmomHm noon Ho muouum HMUHCmmumomOu .mmuommum noon 0: CuH3 uQHHomCmuB .O O0.0 O0.00 OH N0.0 O0.00 ON O0.0 ON.OO OH O0.00 OOH ON.OO OHH OON H.oum .OmCOE Ho muCCOEm .mmumo. CoHumEHOMCH Hmouomw CH mmOCMCo 0C CUH3 umHHomCCHB .N 3 5 2 OO.N O0.0N O O0.0 O0.0H O NO.H ON.OH O HO.NO OHN O0.0H OO OON umHHomCmHu EHumnum> .H 0d .:a N od 0d N. 0d 0d N Nd NN 8d EN 83 33 33 m 33 33 m 33 33 m 03 om 33 am 30 1 1 1 J 1 1 1 9.. s 9.4 Lo 9o 4 Lo Do 4 Lo 9o 4 do 84 do .34 d3 .H33 1.3 3 0.3 1 3 3 H33 4.3 3 3.3 3.3 0.3 0.3 0.L 4n on 1 4n on 1 4a ou 1 su s: an u: u 3.4 n 4 3.4 .m 4 mu4 .m 4 mwn. “we ”.4 “.3 a I d I u o u 4.. s o s 1. s .830 3.03338 W 10. W I. mmmcommmm mmeommmm mmmCommmm s s H> moouu > moouu >H msouo Hmuoe .GOQCHHCOUII.OO MHmda 254 Authorities have pointed out from time to time that the "mailable letter" standard is controversial because the term is subject to personal interpretation. Kalb states: There seem to be about as many ways for scoring transcripts as there are teachers of transcription; however, many seem to agree that the transcript must be either mailable or perfect to merit any type of score. . . . The consultant pointed out that a letter that might not be mailable at ten o'clock in the morning would pass an employer as mailable at four o'clock in the afternoon; others defined the "mailable letter" as one that does not have to be corrected or changed in any way before it is mailed.122 Hardaway concurs that mailability is a flexible concept. No scale is used in the business office to determine mailability. It is a subjective decision. In some cases letters that are mailable in one business office may not be considered mailable in another business office. Within the same business office letters that are mailable to certain addresses may not be mailable to other addresses. There are, then, degrees of mailability.123 In spite of the fact that there are variations of interpretation of what constitutes mailability, it is recommended that the concept of mailability be continued at a high level. 122Merrill B. Kalb, Wallace B. Bowman, and L. Blanche Stevens, "Area Conference Report on Shorthand Transcription," American Business Education, Vol. 13, October, 1956, pp. ll-lZ. 123Hardaway, op. cit., p. 295. 255 Shorthand Writing Speeds Required If Portion of Final Grade Is Based On Mailability Public high school teachers of transcription were asked to indicate the shorthand writing speeds required of students in producing mailable COpy at the various grade levels when a portion of the final grade is based on mailability. Only one item could be checked. Table 46 presents data concerning writing speeds. An analysis of Table 46 shows that 71 respondents, or 27.31 percent, indicated that 120 words per minute was the shorthand speed writing requirement for mailable COpy at the Grade A level. Other speed requirements reported by 46, or 17.69 percent, ranged from 60 words per minute to 100 words per minute. Of this figure 28 indicated 100 words per minute as their minimum writing speed. At the Grade B level there were 51 respondents, or 19.62 percent, who indicated that 100 words per minute was the speed requirement. There were 34, or 13.08 percent, who indicated that 110 words per minute was their require— ment. There were 35, or 13.46 percent, who reported speeds of 80 and 90 words per minute and varying speeds. At the Grade C level there were 42 respondents, or 16.15 percent, who indicated that 80 words per minute was the requirement and 35, or 13.46 percent, who stated that 100 words per minute was the speed requirement. 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N3.3 3 N3.3 3 .333 333 33. 3N.3 N 33. 33.N 3 o o o 33.3 3 .333 333 N3.33 333 o3N 3 33333 .3 3:... 33 N 33 33 w 3.3 33 u 33 3.3 33 3M 33 .. .. m . 1 J .. m .. m 33 3.3 33 fin Mw 3 mm mm W mm mm 3 Wm “a 03 03 OT ”3963 4a on 1 4n on 1 4n mw 1 .mw .wz ww w: w mpmuprmmpmumm m... .m: W4 .m: 33.: d . . o a so a 33333.33 355.823 0 I. SO 81. S I. I. .mmmm HHH mCon .mmmm HH msouw .mmmm H msouw Hmuoa CofiumHuomCmuu mo mumnommu Hoonom COHC oHHnCQ mCu On nmuuommu mm OuHHHanHma Co vmmmn m3 mvmnm HMCHM mnu mo CoHuuom m szs mHm>mH muchm mCoHHm> map How Omoo mHCMHHME 30m muCowsum mo pwhstmH mpmwmm mCHuHH3 UCMCuHOCOII.O¢ wands 2557 .OHHMUCONHMOC nwcCouxo mum moHHmwu 39030 .OvO.H no pwHHmmu 3303030» 3 o>onm um N 30CH333> OH .EQ3 OO “EQS 333 an 3 “333 33 on N33 .mvowmm OCHOHO> O “Ems OO an N 3533 OHH .533 cm as OH 3533 OO um OH “mommmm OCHOMO> 3n .mpwmam OCHOHO> O 3633 OO H 5393 Mom "OOCu mHCmu 3C» 3303 an H “533 OOIOO um NHu an O “Ems OHHIOOH um O33 OH.H O0.0 O OO. ON.O N OO. O0.0 N O0.0 ON omwmw oz OO.N O0.0N O OO.N OO.HH O OO. O3.m H O0.0H ON pumsuo OH.H O0.0 m 30.H O0.0 3 OO. O3.m H Nm.O OH .533 OO OO. H0.0 N OO.N O3.HH O NO.H 3N.OH O ON.O 3N .533 OO 30.H 33.HH 3 NO.3 O0.0H NH OO.m O0.0N O OH.OH N3 .833 OO ON.O3 ONH OON a opmuu .3 OO. H0.0 N Om. 30.H H OO. O0.0 N 30.0 OH @3333 oz 30.H mv.HH 3 NO.H ON.O O O O O O0.0 ON oumcuo HO.N 3H.OH O O0.0 O0.0H OH OO.N 3H.3N O OH.OH N3 .633 OO OO. H0.0 N OO.m HH.mH O NO.H 3N.OH O N0.0 ON .533 O3 HO.N 3H.OH O O0.0 HH.mH O 30.H O0.0H v O0.0H On .593 OOH 30.03 HNH OON o mpmuw .3 OH.H O0.0 O OO. 30.H H OO. O0.0 N N0.0 OH 33333 oz I 30.H OO.HH 3 O3.m OO.3H O OO. O0.0 N O3.mH Om umnuo OO.N O0.0N O Om.O OO.NN 33 O0.0 O3.3m OH N0.0H HO .5 3 OOH NO.H ON.3H O O0.0 HH.mH O 30.H O0.0H 3 O0.0H 33 .533 OHH Om. OO.N H Om. 30.H H O O O 30.H v .333 ONH O0.0v OHH OON m mpmuo .N OH.H O0.0 3 O3. 30.H H OO. O0.0 N N0.0 OH @3333 oz HO.N 3H.OH O Om.O OO.NN 3H OH.H vm.OH m O0.0H O3 33:30 O0.0 O0.0N OH N0.0 H0.0N OH O0.0 OO.33 OH Hm.ON HO .Ems ONH Om. OO.N H O3. 30.H H O O O NO.H O .333 OOH o o o 33. 33.3 3 o o 3 33.3 3 .333 333 NO.33 OHH OON a 00330 .3 0.3 0.3 N od 06 N 0.3 0.3 N Nd NN 8d 8N 8.3 33 33 33 33 33 33 03 o 33 3 30 1 1 m. 1 1 m. 1 1 m. 1 m. s 1 BMW 3.4 3.3 3.33 a 3.3 3....“ a Om 3.3 a 3.3 3... .33 .3333. mHm>mq 4 u onu J 33u o u 1 33u ouu 1 snu 3.3 u u u.l u 34 .m4 W4 .m4 W4 “4 «34 .mo ”4 no” momuwocmmcmomm T. m. I. s m. 8 I. s @CHuHHZ UCMCHHOCO .mmmm H> 35030 .3303 > @5030 .3333 >H 3:030 Huuoa .oosc3ucoO-I.33 33333 258 At the Grade D level there were 42 respondents, or 16.15 percent, who indicated a speed level requirement of 80 words per minute. The shorthand writing speeds reported by teachers when stressing the mailability of letters were varied. (See Table 46, page 256.) The Administrative Management Society recommends that: . . . a minimum dictation standard of 80 words a minute on new material with a transcription rate of 124 30 words a minute for 10 minutes, of mailable quality. The State of North Carolina suggests terminal standards at the end of the fourth semester of shorthand: . . . a minimum dictation rate of 100 words a minute for three minutes, allowing a thirty minute tran- scription time and a minimum transcription rate of 15 words.125 It is recommended‘that teachers continue to examine their objectives in transcription and set dictation speeds, when requiring mailable copy, at an easily attained level. Number of Times Shorthand Speed Must be Demonstrated When a Portion of the Final Grade is Based on Mailability Public high school teachers of transcription were asked to indicate the number of times shorthand writing speeds were required of students for mailable COpy for the various grade levels when a portion of the final grade 124Nolan, Op. cit., p. 380. lzsNolan, Op. cit., p. 382. 259 was based on mailability. Only one item could be checked. Table 47 presents data concerning performance times. An analysis of Table 47 shows that at the Grade A level 50 respondents, or 19.23 percent, indicated that the speed reported must be performed three times. There were 31, or 11.92 percent, who indicated that speed must be performed twice for mailable copy. There were 31, or 11.92 percent, who indicated other responses. (See Table 47.) At the Grade B level, 49 respondents, or 18.85 percent, indicated that speed must be performed three times; and 34, or 13.08 percent, indicated that speed must be performed twice. There were 28, or 10.77 percent, who indicated other responses. At the Grade C level, 45 respondents, or 17.31 percent, indicated that speed must be performed three times, and 34, or 13.08 percent, indicated that speed must be performed twice. There were 30, or 11.54 percent, who indicated other replies such as those given at the Grade A and Grade B level. At the Grade D level, 42 respondents, or 16.15 percent, indicated that speed must be performed three times, and 26, or 10 percent, indicated that speed must be performed twice. There were 31, or 11.92 percent, who indicated replies such as those mentioned for the Grade A and B levels. 0 6 2 .mHH33:03330: 030:3ux3 3333 333H333 3:030 .033H333 OO0.0 30 33350333 3H 330:0O 3>onm H 5333 “womuom .333 N OHI3 .333 OH “OuH30n35 .333 OH “E33333 3:303 .833333 3:303 .333 O 333833 OHI3 .333 OH “>3330n36 .333 3H0 .3383» .3353» 33-3 .333 m “E33333 3:303 ,333 O “OOO 0:3 OOO .333 N “>3330n35 .333 3HQ .3323» 33-3 .333 O3 3533333 3:303 .333 O “mom 0:3 303 ”33:3 3Hnmu 3nu 033m .333 O “OOO 0:3 OOO .333 N0 OOO .333 N “>3330n35 .333 3H3 30.H H0.0 3 30.H HH.HH 3 O0.0 O0.0H O NO.HH HO 033230 NO.3 O0.0N NH 30.H HH.HH 3 HO.N 30.HH O OH.OH N3 3363» 333:9 30.H H0.0 3 OO. OO.N H OO. O0.0 N O0.0H ON 30339 OH.H O0.0 O 30.H HH.HH 3 OO. O0.0 N H0.0 OH 30:0 . NO.3O N3H OON O 30330 .3 NO.H 30.0H O OH.H O0.0 O O0.0 O0.0H O 30.HH OO 033530 NO.3 O0.0N NH NO.H O0.0H O O0.0 O0.0H O O0.0H O3 33833 333:9 30.H H0.0 3 OO. OO.N H OH.H O0.0 O O0.0H 3O 30339 OH.H O0.0 O 30.H HH.HH 3 OO. 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O3.0 H O0.0 3H 30:0 O.HO 3OH OON < 30330 .H 0 d 0 d N 0 d 0 d N 0.3 0.3 N N.3 Nun 8.3 3.N 3.3 33 53 33 via m 33 J3 n 03 on 33 3 30 1 1 m. 1 1 1 1 m 1 m. 3.1 =.m. 3.4 L 0 330 :30 ago 0. :30 ago q 8.: H .0.3 .m d 3 0 3 1.3 3 0.3 .33 3 0.3 1.3 3 3.3 3.3 0.3 3 0.L 3 u 300 1 «+3 0 u 1 n+0 330 1 s u 3.4 unu u 1 u O... O. O... O. 3.... O. O. O. O. O. O 22,... u o u 1. s o s I. s 30330 0:3 5.9 s J 035303333 33839 O O .3333 H> 3:030 .3333 > 30030 .3333 >3 30030 H3309 .033333300uu.O3 33339 262 Transcription teachers stated that writing speeds must be demonstrated three times, in line with Lamb who recommends that "three tests be used rather than one as a more accuracte measure because of the variabion in condi- tions of testing."126 Percent of Mailable Work Required If Portion of Final Grade is Based on Mailability Public high school teachers of transcription were asked to indicate the percent of the student's graded work that must be mailable at the various grade levels, if a portion of the final grade is based on mailability. One item could be checked. Table 48 presents data concerning percent of mailable work. An analysis of Table 48 shows that 56 respondents, or 21.54 percent of the total, indicated that 95 percent of the student's graded work must be mailable at the Grade A level, if a portion of the final grade is based on mailability. There were 34, or 13.08 percent, who indicated 90 percent as the percentage of mailability required. There were 35 other responses, or 13.46 percent, whose accuracy requirements ranged from 50 percent to 80 percent and also 100 percent. 126Lamb, op. cit., p. 197. .msouv mo muHHHQm on vcHououum .uan v um>uso co Omnmum mHanHme .umu m “ammuwmw .umu wH uwooHnwoo .umu Hm .quHHnm maoum mewvuooom .m>uso co oopmum mHQMHHmE oH uaoOHuwmm c .uau 5H “assuaom .umu man .mHkucoNHuo: popcmuxm mum mmHHmmu msouo .wvm.H~ m um>uso co vacuum .Qsoum mo auHHHnm Ho pmHHQmu mumnomwu om m>0bm QHQMHHmE m “moOHlmoh .umu m “womuwom .umu MH nm>uso H EmuH now "many oHnmu mnu comm .umu mm “womlwov .umu oHo mHanHmE .umu m “wQOH .umu HHm mo.m mo.nH m Hm.~ hm.mH w oo.m oo.m~ MH vm.H~ om oumcuo mm. mH.N H mm. mh.m H >5. mm.m N mm.m OH mow up. o~.v m o o 0 mm. mm.H H mo.~ n «me mm.m mn.m~ vH mo.m NN.NN m mv.m Hm.hH a bh.o~ vm wom mH.Hm MMH own a mcmuo .v mo.m No.5H m Hm.~ no.mH m mm.m ~m.m~ vH mo.- mm ouwnuo o o o mm. mn.~ H o o o mm.m s wmm Hm.~ hn.mH m up. mm.m N mH.H bn.m m mo.m Hm wow mm.v ov.m~ HH mo.m NN.NN m ov.m Hm.hH m Hm.hH mv «mo m~.mv mmH omm U mcmuw .m is Hm.~ ph.mH o Na.H mm.MH m mm.m m~.aH 0H Hm.hH me nuwcuo ,0 mm. 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Hn.m N mm. vo.H H mH.H vm.OH m mm.m OH woe o o o mH.H Nm.v m mm. mv.m H me.N n mmv mo.m om.NN m wv.m mn.vH m Hm.N mm.oN m nn.oN vm mom mH.Hm MMH omN o momuo .v mo.m mm.NN m vm.w hm.hN NH Hm.N ow.oN m mm.NN mm oumnuo hm. Hh.m N mm. ¢0.H H mH.H vm.oH m ow.N b wmm n5. Hn.m N Hm.N vm.m m up. om.w N mo.m HN woo mm.N O0.0N h Nm.H 0N.m m Nm.H vN.>H m Hm.NH me mmw NN.NV mNH omN U wnmuu .m Hm.N VH.NH w Nm.v hm.mH NH Hm.N mm.0N m Hm.hH mv numcuo hm. Hn.m N o o 0 mm. mv.m H vm.H e was o o o Hm.N vm.m m we. om.w N Hm.h mH wmh NN.v mv.Hm HH Nm.w nw.mH NH mm.N vH.vN h mH.wN mm wow mo.hv vNH omN m mvmuw .N Nm.H mN.vH m mm.m mm.wH OH vm.H mn.mH v mv.MH mm muwnuo mm. om.N H em.H mm.w v mH.H vm.oH m oo.m NH wmw mm. mm.N H wv.m mh.VH m mH.H vm.0H m NO.NH vm wom oo.m «H.5m MH mo.m HH.mH m Hm.N mm.ON w cm.HN on wmg Nm.wv NNH owN < momuu .H o d o a N o d o.d N o.a o.a N N.a nflN H.a Xnfl H.¢ 33 33 W 15 Tie W Ja Ja n 09 0M .zu am so 1 1 1 1 J 1 N. J 8.4 s s.+ L o 9.s L.“ ago La. qua H.o H Ado d.fi.w.e WW .mmw m WW MW m WW M“ R “W “um mm WE UT. H0554 GUMHU mufim m. 4 .m a. W 4 .m 1 W .4 .m 3 .m. a. .mu 0 fl 1. u o a mHQMHHmz ommucmoumm W 1: a.” 9.1 s .mmmm H> macho .mmwm > msouo .mmwm >H msouu Hmuoa .pmscH»GOUII.m¢ mqmdfi 265 'There were 68 respondents, or 26.15 percent, who indicated that 80 percent of the student's graded work must be mailable at the Grade B level. Other replies by 45, or 17.31 percent, indicated varied replies ranging from 50 percent to 60 percent, 60 percent to 74 percent, and 100 percent. There were 45 respondents, or 17.31 percent, who indicated that 65 percent of the work must be mailable at the Grade C level. Other varied replies were indicated by 59, or 22.69 percent. Reports of percentages of mailable work ranged as low as 40 percent. There were 54 respondents, or 20.77 percent, who indicated that 50 percent of the work must be mailable at the Grade D level. Other varied replies were indicated by 56 respondents, or 21.54 percent. A wide range was noted, even as low as 25 to 39 percent. Percentages reported for the various grade levels ranged from a high of 95 percent at the Grade A level to a low of 25 percent at the Grade D level. Leslie's127 Opinion with regard to mailable copy is that students should be able to turn out about three- fourths of their transcripts in mailable condition from dictation originally taken at the rate of 80 to 120 words a minute. 127Louis Leslie, Op. cit. 266 It is recommended that a realistically attainable standard for the high school student be set, for such a standard will bring better final results than will the setting of unreasonably high standards. Dictation Procedures Used When a Portion of the Final Grade is Based on Percent of Mailability Public high school teachers of transcription were asked to indicate the dictation procedures used when a portion of the final grade in transcription was based on the percent of mailability. Only one item could be checked. Table 49 presents data concerning dictation procedures. An analysis of Table 49 shows that 78 respondents, or 30.12 percent, reported that they used a combination of dictation procedures: varying speeds, speeds easily attained by every student, and speeds that force students to write above their normal range. There were 50, or 19.31 percent, who reported that they used only dictation at varying speeds while 40, or 15.44 percent, indicated that they used dictation at speeds easily attained by every student. There were 8 respondents, or 3.09 percent, who indicated dictation speeds at low and average or without timing. 2(Y7 >HHmoHuoEsc cmuanuume oum3 mmHHQmm .H>IH mmsouu CH mmHznmwmucmoumm can .coHumwsv mHnu ou memu no: 0H6 0:3 mucmpcoawwu Hmuou Gnu mo «ON.ON mcHucmmmummu muwnumwu cm can pmumHsnwu mouHmccoHummav OON mo Hmuou on» no www.mH mcHucmmmumwu..©mccommmu "many mHnmu mnu comm 0:3 mnmcommu OO mums mums» m>onm H EmuH Mom .mcHeHu unocufiz COHumuuHo pwuuommu H umcmwmm mumuw>m can 30H um coHumuoHU Umuuommu hm .mH.OH 5v OO.NH Om O0.0N Nm O0.00H OON Hmuoa NO.m OO.NN NH nv.m OO.mN m Om.w OO.NN OH O0.0m om ownedmmm oz Hmuoa O O O O O O NO. mm.m N OO.N O mumnuo .m OH.O vO.vm OH OO.N ON.ON OH mm.w OO.NN NH NH.Om On mamuH m m>onm mo coHumcHnfiou .v OO.N ON.HN OH OO.N ON.NN OH OO.N mv.mH h HN.OH om mommmm OGH>MM> um cumuOHo .m up. ON.v N mm. mh.N H O O O vm.H v omcmu Hmfihoc uHmcu w>onm muHH3 ou mucousum munch awn» mommmm um mumuowo .N Nm.N NO.NH O Nm.N O0.0H O OO.N HN.OH m vv.mH Ov ucmcsum >Hw>m an vwchuum hHHmmm mcwmmm um cumuUHQ .H o d o.d N o d o d N o d o.a N o d u_N Jo 33 m Ja Ja m 39 38 m 39 am 1 1 1 1 1 1 I 9 Lo 93 mo Do q Lo On Q Ho .a o.u 413 a o.u Inc a o.u 1.u a .oa o.a mm mm. 1 3 m... 1 3 .3 I .3 w. T. d T. d T. d o 80 mmusvwooum w 8.; coHumuoHo noncommwm noncommmm noncommmm a s HHH ozone HH msouo H anouo Hmuoa muHHHQMHHmE mo unmouwm no woman mH womum Hmsz on» no cowuuoa n cos: coHumHnomcmuu mo muwsommu Hoosom ann UHHQSQ an coma mmusomooud coHumuoHouu.O¢ mqmca 268 >HHm0Humfinc omuanuume mum3 meHmmm .H>IH masouo :H mmqummmucwoumm new .coHummsU mHnu ou mewu uo: pHU 0:3 mucmocommmu Hmuou may no mhn.Om OCHucmmmumwu muwnommu on new omumHsnmu mmuHmccoHummsq OON mo Hmuou ms» mo www.mH mcHucmmmummu .pmucommmu 0:3 muwnommu ov wumz mums» m>onm H EwuH Mom “wasp «Ham» mg» cmwm .mcHeHu usonufiz coHumuoHv pmuuommu H “mommmm mwmuo>m new 30H um :oHumuoHp woquQOH hm .mm.mH Om NH.MN OO ON.HH ON O0.00H OON Hmuoa OO.N OO.NN OH HH.O O0.0m HN OO.N Ov.vm OH O0.0m Om mmcommwm oz Hmuoe up. HN.O N mm. OO.H H OH.H vm.OH m OO.N m mumnuo .m ON.O NO.HN HH mm.O O0.0m OH Nm.N O0.0N O NH.Om m5 mEmuH m m>onm no covacHnEou .v OO.N OO.NN O ON.O NN.OH HH «O.H OO.NH v HN.OH om mpwmmm OCqum> um wumuoHo .m O O O O O O mm. mv.m H OO.H v mmcmu HmEuoc “Hosp m>onm muHH3 ou mucmosum OUHOM umnu mwwwmm um mumuowo .N NO.H ON.OH m nv.m O0.0H O NO.H ON.OH m vv.mH ov ucmpsum >um>m an owchuum >HHmmm mcwmmm um mumuoHQ .H o d o d N o d o d N o.d o d N H.d x.N 39 J9 m 39 39 m 33 39 m as am 1 1 1 J J 1 5.4 s LAO moo q LAO no: q L.s nus q Ado .d o a J a a o a 1 a a o.u Tie a o a old 4n on 1 nu on 1 nu on 1 uu u: e 1 n 4 e 3 n 1 e 3 n 3 s 3 s I d T. d I d m o m m. mmuspwuoum J coHumuoHo mmmcommmm mmmcommwm mmmcommwm H> Qsouw > msouo >H dsouo Hmuoa .Umnnflucoull.mv mamfie 269 Most teachers use a combination of dictation procedures depending upon which skill the teacher is stressing. Fast dictation should push the student to greater recording skill, while slower dictation is more effective where accurate transcripts are desired. It is recommended that teachers continue to dictate at the various speed levels mentioned but to in- form the student of the objectives of the test before the dictation is given, in order to fulfill the dual role of the transcription course--speedbuilding with 95 percent accuracy and mailability of the transcript. Transcription Speeds Required for an A Grade in Producing Mailable COpy When a Portion of the Final Grade is Based on Transcription Speed Public high school teachers of transcription were asked to indicate transcription speeds required in pro- ducing mailable COpy, when a portion of the final grade in transcription was based on transcription speed, for the A Grade, classified under the various types of tran- scripts. Table 50 presents data concerning transcription speeds. An analysis of Table 50 shows that 17 respondents, or 6.54 percent, reported that they used a minimum tran- scription speed of 35 words per minute on straight c0py 270 .Ewumhm .Ewumam ucHom H "Ems ov um H ucHon H "Em: ov um H “Em: Om an H “Em: ON “5&3 ON an H “Em3 ONION an H “an: OH-HH an NO no N .emz o~lmH um ma .hHHmucoNHuo: pwpcwuxw mum mmHHmwu macho .Emumzm unHom H .Emumxm ucHom H .UmHHmwu OOH.O no muwnommu OH A.Em3 ONO “Ed? on an H “Eaz ON "an: ON an N “En: Nm um w>onm H EmuH uom "mnnu mHnmu wcu cmwm an H “Em: NHIOH um No H “6&3 OO can Ov am N...v _ hm. ON.v N O O O O O O HO.N O unmnuo O O O OO. OO.N H Om. NO.H H NO.H O .Em3 Om Nb. ON.O N nu. O0.0 N ON. Om.m N ON.O OH .Em: ON VO.H HO.m v OH.H mm.w m mm. NO.H H OH.O OH .Edz ON O0.00 OHN OON mwmoHo>cm o: .conumo H . .Huoo muouuo .wumuuoq .v Om. OH.N H O O O OO. NO.H H NO.H O ouonuo mm. OH.N H mm. OO.N H mm. NO.H H NO.v NH .EQB on OH.H ON.O m mm. m>.N H «O.H OO.N v nn.O OH .EQ3 ON NO.H O0.0H O OH.H mm.m m mm. NO.H H HO.N mH .Em: ON O0.00 OON OON wmon>cw H .conumu H .uuou mucuuw .mumuumq .O Oh. ON.v N OH.H mm.m m an. NO.H H Om.m OH nuonuo NN. ON.O N On. O0.0 N up. Om.m N Om.m OH .Ea: Om NO.H O0.0H O O O O «O.H OO.N v mo.m HN .Em: om OH.H Om.O m «O.H HH.HH c HO.N OO.HH O Ov.m NN .593 ON NN.ON NOH OON .>:w o: .mconumo o: .uuoo mucuum .muwuqu .N ON. MH.N H O O O OO. NO.H H HO.N O mumnuo HO.N OO.NH O NO. O0.0 N NO.H NO.m O v0.0 NH .EQ3 Om OH.H OH.O O OO. OO.N H mm. NO.H H ON.v HH .EQB on NB. ON.O N hm. O0.0 N OH.H NN.O m OH.O OH .Em3 ON NN.OO OHN OON :oHumuoHp >900 ustmuum .H m1... ww m g mi.“ N pm g M mm mm 3 am am. 1 1 m J 1 m in 93 w an aw a” Ow an ww mm w mm mm e as 19 a as as ca as 01 .4 H OH 1 3U Cu 1 3U MW 1 .WW $1 “W1 W] M #QwHOMCMHB HO warn—._.. W 4 w 4 W.+ h 4 m.3 d . . o a a o a can MHm>mH macaw o 3 s o s 3 s 3 3 .mmmm HHH msouu .dmmm HH macho .mmwm H dsouo Hmuoe muwcommu :oHuuHuomcmuu Hoonom ann UHHndm >9 pmuuommu mm Hm>®H t mowuo mcu How pmwmm :oHumHuumcmuu :0 pummn mH mnmnm HmcHw 0:» mo :oHuHom m :0£3 mmmHU EOHuQHHomcmuu CH mucmpdum uo pwuHsvmu >QOU OHDMHHME mcHoznonm CH mvwwmm :oHumHhomCMHBII.OO manta 2F7l .Emumhm ucHom H “an; 04 an H .Ewumwm ucHom H “8&3 ov an H NEQB Om um H N593 ON “Em: ON an H “6&3 ONnmN an H “ea: mHuvH am No an N .eaz oNumH um On .OHHmucoNHuoz Umpcwuxm mum mmHHmmu maono .Ewumwm ucHom H .Ewum>m ucHom H .poHHamu «OH.O no mumnommu OH H.203 ONO “2&3 on um H “Em3 ON “5&3 ON um N “Eds Nm um m>onm H EmuH Mom "many mHnmu on» pmmm um H “5&3 OHnOH um No H “6&3 OO new Ov um Nm Nb. HN.O N Oh. ON.O N O O O HO.N O oumcuo O O O OO. OO.H H NO. O0.0 N NO.H O .593 on Om. OO.N H NO.H ON.O O OH.H O0.0H m ON.O OH .Edz ON OH.H N0.0 m OH.H NO.v O OO. O0.0 N OH.O OH .503 ON . O0.00 OHN OON mmdon>cm o: .coaumu H .uuoo muouum .muwuumq .v OO. OO.N H Oh. ON.O N O O O NO.H O oumnuo NO. HN.O N " OO.H O0.0 v OH.H O0.0H m NO.v NH .Em3 Om OO. OO.N H NO.H ON.O O OO. Ov.m H N0.0 OH .Emz ON OH.H O0.0 m VO.H O0.0 v OH.H vm.OH m HO.N OH .Ems ON O0.00 OON OON mdon>cm H .conumo H .uuoo muouum .mumuumq .O OO. HN.O N NO. ON.N N O O O OO.m OH numnuo O O O OO. OO.H H OH.H O0.0H m OO.m OH .593 Om OH.H N0.0 m OO.N OO.HH O NO. O0.0 N O0.0 HN .Ed3 on Oh. HN.O N OO.H O0.0 v OH.H O0.0H m Ov.O NN .Ed3 ON ON.OO OOH OON .>cm 0c .mconumo o: .Huoo muonum .muwaumq .N Om. OO.N H NO. ON.O N Om. Ov.m H HO.N O mumnuo NN. HN.O N NN. mN.m N o o o HO.O NH .5m3 mm mm. OO.N H OH.H NO.v O NO. O0.0 N ON.O HH .EQB Om OH.H N0.0 m vO.H O0.0 O OO. O0.0 N OH.O OH .Emz ON O0.00 OHN OON coHuwuoHp mmoo uanmuum .H od “in N od od N od od “N Nd NN ad EN EL Ja Ja n Ja Ja m Ja Ja n 09 om as am so 1 1 m 1 1 J 1 m 1 s I s s 4 3 mm m 3 mm m 3 mm O .3 mm «a me On 3 mm. 1 3 mm. 1 mm. mm. 1 «N N. NN N. N 3822325 I d I d I d . . o a .a0 a cam me>wH mpwuo o 7: e.o 5.3 s 3 3 .mwmm H> dsouw .dmmm > msouo .Qmmm >H dsouo Hmuoe .cOSCHHCOUII.OO mam<9 272 dictation material at the Grade A level, when a portion of the final grade was based on transcription speed. There were 16, or 6.15 percent, who indicated a minimum speed level of 25 words per minute at the Grade A level. There were 11, or 4.23 percent, who indicated a speed level of 30 words per minute. There were 22 respondents, or 8.46 percent, who reported a minimum speed level of 25 words per minute for the transcription of letters with errors corrected, with no carbon copies or envelopes. There were 21, or 8.08 percent, who reported 30 words per minute in this category. There were 19, or 7.31 percent, who indicated a minimum speed requirement of 20 words per minute, and 15, or 5.77 percent, indicated a speed requirement of 25 words per minute for the transcription of letters with errors corrected, 1 carbon copy and one envelope per letter. There were 16 respondents, or 6.15 percent, who indicated a Speed level requirement of 20 words per minute and 15, or 5.77 percent, who indicated a speed level re- quirement of 25 words per minute for the transcription of letters with errors corrected, 1 carbon copy and no envelOpes. 273 Transcription Speeds Required for a B Grade in Producing Mailable COpy When a Portion of the Final Grade is Based on Transcription Speed Public high school teachers of transcription were askedi. to indicate transcription speeds required in pro- ducirllggy mailable copy: when a portion of the final grade in tr:H£Eanscription was based on transcription speed for the B grEIJZEle classified under the various types of transcripts. Tablea 51 presents data concerning transcription speeds. An analysis of Table 51 shows that 15 respondents, or 5. 22”? percent, reported a minimum transcription speed Of 25 ‘words per minute on straight COpy dictation material at thee: Grade B level, when a portion of the final grade was béaL.sed on transcription speed. There were 14, or 5-38 I;>wercent, who indicated a minimum speed of 30 words per mi :nute at the Grade B level. There were 22 respondents, or 8.46 percent, who reported a minimum speed level of'25 words per minute for the tz1=’ianscription of letters with errors corrected, with no cat‘hon COpies or envelopes. There were 19, or 7.31 percent, who reported 20 words per minute in this category. There were 18 respondents, or 6.92 percent, who indie fitted a minimum speed requirement of 15 words per {“111th and 17, or 6.54 percent, reported a minimum speed cjfi 2‘3 words per minute for the transcription of letters Vflyth-‘errors corrected, 1 carbon COPY: and 1 envelOpe. .Ed3 Om um H "EQ3 .Edz ONnHN 2774 .xHHmucoN . . anon pmpcmuxm mum3 mmHHawu macho ONION an N .Eaz vH um Np um O .503 OHIOH um On .umHHmwu mm No mumsommu NH A.sa3 ONO .eaz HN-ON no N .eaz as an H “am: On an N m>onm H EmuH uom ”many mHnmu may cmmm “6&3 OH um N “Ed: vH um HU "Ed: NN um H “5&3 HN um Hm NN. ON.v N o o o o o o mo.H m cumnuo o o o o o o mm. NO.H H HN.N O .EQ3 ON ON. ON.O N OH.H mm.O O OO. O0.0 N Om.O VH .Ed3 ON OH.H Om.O m OH.H mm.O O OO. NO.H H Om.O vH .Em3 OH O0.00 HNN OON onHm>cw on .conumo H .uuoo muouum .mumuqu .v Om. OH.N H O O O OO. NO.H H NO.H O oumnuo Om. mH.N H O O O OO. NO.H H Oc.m O .Ed3 ON OH.H Om.O O OO. O0.0 N OO.H OO.h v V0.0 OH .Ed3 ON NO.H O0.0H O OH.H mm.O O OO. NO.H H N0.0 OH .Edz OH OO.HO NHN OON maon>cm H .conumo H .uuoo muouum .mumuumq .O OO. ON.O N OH.H mm.O m up. OO.m N ON.O HH numzuo On. ON.O N Om. OO.N H OO. O0.0 N Ov.m O .EQ3 Om NO.H v0.0H O OO. OO.N H OO.H OO.N v Ov.O NN .EQ3 ON OH.H Om.O m OO.H HH.HH v NO.H N0.0 O H0.0 OH .EQB ON O0.00 OOH OON .>:m o: .mconumu 0c .nuoo muounw .mumuumq .N O O O OO. OO.N H O O O NO.H O mumnuo HO.N NO.NH O OO. OO.N H VO.H OO.N v O0.0 OH .Ed3 Om OO.H H0.0 O OO. O0.0 N On. O0.0 N O0.0 OH .Em3 ON Om. OH.N H Om. OO.N H OH.H ON.O m O0.0 OH .EQB ON OO.HO OHN OON :oHumuoHU Odoo uanmuum .H o d o.d N o d o d N o d o d N N.d NHN H.a N.N Mal 1.3 1:3 n 1:8 Tia n 439 159 n o a o n a a a a o 1 1 m 1 1 m 1 1 m 1 m s 1 s m s 3 Two nuo q L.s 9.o q Lao Old q EH. “ac. d o d d e o a 1 a a o a 1 e a o a 1 a a a a a a o a o a o I mm mm. 1 3 mm 1 mm. mm. 1 .3 N; mm. "3.1% 3223.5 I .d I .c I .o . . o a a o a uQHuomcmua O0 maxe o 3 s o s 3 s . I. 1: .mmmm HHH dsono .Qmmm HH dsouo .amwm H msouu Hmuoe mumcommu :oHumHuomcmuu Hoonom non UHHQSQ On omuuom 1mm mm m Hw>wH mcmum How pmmdm coHuQHuomcmuu co OOmOQ mH mnmum HmcHw way we coHuuom m cmz3 mmmHo coHuQHHomcmuu cH mucwpsum O0 UONHSUOH xmoo mHanHmE mcHUDUOHQ CH mcmwmm :oHumHuomcmuB||.HO mqm<9 IT75 .emz ON-HN .OHHmucoN .Em3 mm um H «Ems . IHuon owncmuxm mnw3 mmHHmmu ODOHU ONION um N .693 vH an Np um O .Em3 OHIOH um On .anHmmu OO no mnmnuwmu OH H.6m3 ONO .Emz ONION um N .EQB OO um H NEQ3 OO an N m>onm H EmuH now "msnu mHnmu may pmmm “Em3 OH um N NEQB OH um Ho "Ems NN um H "Em3 HN um Hm ,OO. H0.0 N OO. OO.H H O O O OO.H O vumcuo OO. OO.N H OO. OO.H H OH.H O0.0H O HO.N O .Em3 ON O O O NO.H ON.O O OO. O0.0 N O0.0 OH .EQB ON OH.H O0.0 O OO. ON.O N OO. O0.0 N O0.0 vH .Edz OH . O0.00 HNN OON mmon>cm o: .conumu H .Huoo muouum .mumuumq .v OO. OO.N H OO. OO.H H OO. Ov.O H OO.H O oumnuo OO. OO.N H OO. ON.O N OH.H O0.0H O O0.0 O .Emz ON OO. OO.N H HO.N v0.0 O OO. O0.0 H v0.0 OH .Em3 ON OO.H OO.HH v OH.H NO.v O OO. O0.0 N N0.0 OH .Emz OH «O.HO NHN OON mmon>aw H .conumo H .uuoo muouum .mumuqu .O OO. H0.0 N OO. vO.H H OO. Ov.O H ON.O HH numnuo O O O OO. vO.H H OH.H v0.0H O Ov.O O .EQB OO OH.H O0.0 O OO.N Ov.HH O OO. O0.0 N Ov.O NN .Em3 ON OO. OO.N H «O.H O0.0 O OO. O0.0 N H0.0 OH .Emz ON _ O0.00 OOH OON .>:m o: .mconumo o: .Huoo muouum .mumuumq .N OO. OO.N H OO. ON.O N OO. Ov.O H NO.H O mumnuo OO. OO.N H OO. ON.O N O O O O0.0 vH .Eaz OO OO. OO.N H OO.H O0.0 O OO. O0.0 N O0.0 OH .Emz ON OO.H OO.HH v OO. ON.O N OO. O0.0 N O0.0 OH .Edz ON OO.HO OHN OON :oHumuoHp Omoo uanmuum .H od od N od .Ya “N od od N Nd NN Hd HN EL .93 33 m Jo Ja n Ja 33 m n:u om as am so 1 1 1 x W 1 1 1 5.; s s.4 L o ONO Two 9.s Two nun q “as H .cls .d awe o a x.u a o.a 1 a a o.u 1 a a a a a.u o.u o.u .1 4 u onu 1 1.u o u 1 3.u o u 1 snu 8.4 u u ".1 u e 4 n 4 e 4 n 4 e 4 n 4 .d 4 .d 9.4 s s m Hm>wq mommo I d T. d I d . o . .0... no mm. % umHuomcmua mo 95$. 3 J .mmmm H> msouu .mmom > msono .mmmm >H macaw HmuOB . QQQCflUCOUII . H m mflmdfifi 276 There were 14 respondents, or 5.38 percent, who indicated a speed level requirement of 15 words per minute, and 14, or 5.38 percent, who indicated a speed requirement of 20 words per minute for the transcription of letters with errors corrected, with 1 carbon c0py and no envelOpes at the Grade B level. Transcription Speeds Required for a C Grade in Producing Mailable COpy When a Portion of the Final Grade is Based on Transcription Speed Public high school teachers of transcription were asked to indicate transcription speeds required in pro- ducing mailable copy, when a portion of the final grade in transcription was based on transcription speed for the C grade classified under the various types of transcripts. Table 52 presents data concerning transcription speeds. An analysis of Table 52 shows that 16 respondents, or 6.15 percent, used a minimum transcription speed of 20 words per minute on straight-copy dictation material at the Grade C level, when a portion of the final grade was based on transcription speed. There were 13, or 5 percent, who indicated a minimum Speed of 15 words per minute at the Grade C level. There were 25 respondents, or 6.92 percent, who reported a minimum Speed level of 20 words per minute for the transcription of letters with errors corrected, with 2777 .Sma ON um H .sz ON as N .sz ON an H .smz NH an H .253 ON-OH an N .eas HH as No .Sm3 HHIoH um On .OHHmucoNHuon .593 ON an H .593 OO um N vmucmuxm mum mmHH90u 9souo .poHH9mu OO no mumnommu .593 ON um N .593 OH an H OH .H.593 OH. m>onm H EwuH uom "many mHnmu may cmmm .593 vHINH an O0 .593 OH um Hm OO. ON.O N O O O O O O OO.N O pumnuo O O O OO. OO.N H OO. NO.H H O0.0 O .593 ON OH.H O0.0 O OH.H O0.0 O OO. O0.0 N O0.0 OH .593 OH OO. ON.v N OO. OO.N H OO. O0.0 N NO.¢ NH .593 OH OO.OO HNN OON mw90Ho>Sm o: .conumu H . .uuoo muouum .muwuumq .v OH.H O0.0 O O O O OO. NO.H H O0.0 O uumnuo O O O OO. OO.N H OO. NO.H H ov.O O .593 ON OH.H O0.0 O OO. O0.0 N vO. O0.0 v O0.0 OH .593 OH OO.H H0.0 v OO. OO.N H OO. NO.H H O0.0 OH .593 OH NO.HO OHN OON m9on>c0 H .conumo H .Huoo muowum .mumuuma .O OO. ON.O N OO. OO.N H OO. O0.0 N O0.0 O numnuo OO. ON.v N OO. OO.N H OO. O0.0 N Ov.O O .593 ON NO.H v0.0H O OH.H O0.0 O vO.H O0.0 v N0.0 ON .593 ON OH.H O0.0 O OH.H O0.0 O NO.H N0.0 O N0.0 OH .593 OH NO.OO OON OON .>c0 o: .mconumo oc .uuoo muouum .mumuumq .N O O O O O O O O O VO.H v mnmnuo NO.H O0.0H O OO. OO.N H OH.H O0.0 O NO.v NH .593 ON OO.H H0.0 O OO. O0.0 N OH.H O0.0 O OH.O OH .593 ON OO. ON.O N O O O OH.H O0.0 O O0.0 OH .593 OH OO.NO OHN OON coHumuUHo >900 usmHmuum .H ma nu M NO nu M NO NO n mm. On um um OO. 1 1 m. 1 1 m. J 1 m. 1 m. =.1 a.w. 8.4 E 3 . ma .3 ._. m.“ 3 a .3 N. M; w. .2. 4.... on 1 40 on 1 4n on 1 an s: an u: mt on>QHmvmu0 N4 .m4 W4 .m4 W4 .m4 .14 .10 W4 «“0 u u9Huomcmue m0 093. 0 J 8.0 6.9 S J J .9mmm HHH 9souw .9m0m HH 9SOHO .9mwm H 9souu Hmuoa muwnommu coHu9Huomcmuu Hoonom cmHn OHHn09 an vmuHO9mu mm Hm>mH U mpmnu 0:» How cmm9m coHu9HuomcmHu co UOOMQ mH mpmum HmcHw wnu mo GoHuHO9 m 00:3 mmmHo SOHu9Huomcmuu :H mucmvsum O0 UmuHsvmu >900 OHQMHHM5 OSHOSUOH9 SH mp009m COHu9HH0mSmuBII.NO mam<9 2713 .eaz ON um N .sm3 ON um H .am3 NH an H .eaz ON-OH an N .smz HH pm No .Eas HHIOH um Mn .>HHOHSONHnon .593 ON on H .593 OO uc N popcouxm 0nm mmHH90n 900nm .pmHH90n OO no mnmnowmu .593 ON no N .593 OH um H OH .H.593 OHO 0>onm H EmuH n09 "many 0Hnmu 0:» 0009 .593 vHINH an O0 .593 OH um Hm OO. H0.0 N OO. VO.H H OO. Ov.O H OO.N O nnmnuo OO. OO.N H OO. ON.O N OH.H v0.0H O O0.0 O .593 ON OO. OO.N H OH.H NO.v O OO. Ov.O H O0.0 OH .593 OH OO. H0.0 N OH.H NO.¢ O OO. O0.0 N NO.v NH .593 OH OO.OO HNN OON m09oH0>00 o: .connmo H . .nnoo mnonnm .mnmuumq .v OO. OO.N H OO. ON.O N OO. Ov.O H Oc.O O onwcuo OO. OO.N H OH.H NO.v O OH.H O0.0H O Ov.O O .593 ON OO. H0.0 N OH.H NO.v O OO. Ov.O H O0.0 OH .593 OH OH.H O0.0 O OO.H O0.0 O OO. O0.0 N O0.0 OH .593 OH NO.HO OHN OON 090H0>cm H .Sonnmo H .nnoo mnonnm .mnmuumq .O OO. H0.0 N OO. OO.H H O O O O0.0 O nnmnuo O O O OO. vO.H H OH.H O0.0H O Ov.O O .593 ON OH.H O0.0 O OO.N OO.HH O OH.H v0.0H O N0.0 ON .593 ON OO. OO.N H OO.H O0.0 O OO. O0.0 N N0.0 OH .593 OH N0.00 OON OON .>c0 o: .mconnmo on .nnoo mnonnm .mnmuuoa .N OO. OO.N H OO. ON.O N OO. Ov.O H VO.H v mnmnuo OO. OO.N H OO. ON.O N O O O NO.v NH .593 ON OO. H0.0 N OH.H NO.v O OO. O0.0 N OH.O OH .593 ON OH.H O0.0 O OH.H NO.v O OO. O0.0 N O0.0 OH .593 OH OO.NO OHN OON coHumuoHo >900 unOHmnum .H o d o d N 0.0 o d N o d 0.d N N.a NHN H.a uuN “um 33 39 m :5 is m Ja 39 m 03 om as am so 1 1 1 1 1 1 . 1 8.4 s 8.4 L a nos 0. Two nos 0. Two ago a a gas Asa. ace 3 m... m m... m... m 3 m... m N... i M; w... m1 94 n4 24 n4 94 n4 94 d 94 S s 0Hm>0400mn0 I d .I d .L d d . 0 a .uo a 09Hn0mcmne mo 09>5 .O I. SO 81: S . J J .9m0m H3 900nm .9mmm > 950nm .9mmm >H 990nm Hmuoa .pmscHucouII.NO mqmda 279 no carbon copies or envelopes. There were 18, or 6.92 percent, who reported 15 words per minute for this category. There were 15, or 5.77 percent, who indicated a minimum Speed requirement of 15 words per minute and 15, or 5.77 percent, reported a minimum speed of 10 words per minute for the transcription of letters with errors corrected, 1 carbon c0py and l envelOpe. There were 13, or 5 percent, who indicated a speed level requirement of 15 words per minute and 12, or 4.62 percent, who indicated a speed requirement of 10 words per minute for the transcription of letters with errors corrected with 1 carbon copy and no envelopes. Transcription Speeds Required for a D Grade in Producing Mailable COpy When a Portion of the Final Grade is Based on Transcription Speed Public high school teachers of transcription were asked to indicate transcription speeds required in pro- ducing mailable copy, when a portion of the final grade in transcription was based on transcription speed for the D grade, classified under the various types of transcripts. Table 53 presents data concerning transcription speeds. An analysis of Table 53 shows that 14 respondents, or 5.38 percent, reported a minimum transcription Speed of 15 words per minute on straight—copy dictation material at the Grade D level, when a portion of the final grade 28C) .emz oN um H .593 OH um H .293 OH an N .593 9H um H .993 OIO pm No .993 NHIO 99 On .>HHmuSONHn0: .593 OH 00 H .593 ON 00 H p00c0ux0 0n0 m0HH90n 9aonu .00HH90n OON.v no mn0c0w0u .593 vH um H .593 ON um H HH .H.593 OHO 0>onm H 500H n09 “mama 0Hnmu 0:» 000m .593 HHIO 00 v0 .593 NH um Hm OO. OH.N H O O O O O O vO.H v pnmzuo O O O OO. OO.N H O O O OH.H O .593 ON O O O OO. O0.0 N O O O OO.N O .593 OH HO.N OO.NH O OO. O0.0 N OH.H O0.0 O Ov.O NN .593 OH OH.OO ONN OON m090H0>c0 o: .connmu H .nn00 mnonn0 .mn0uu0H .v OO. ON.O N O O O OO. NO.H H H..N O 0n0nuo OO. OH.N H OO. OO.N H O O O NO.H O .593 ON O O O OO. OO.N H OO. O0.0 N Ov.O O .593 OH OO.N OO.vH O OO. O0.0 N OH.H O0.0 O N0.0 ON .593 OH OO.NO OHN OON 090H0>90 H .connmo H .nnoo mnonn0 .mn0uu0H .O OO. ON.O N OO. O0.0 N OO. NO.H H O0.0 O mn0nuo OO. ON.O N OO. OO.N H OO. NO.H H O0.0 OH . 93 ON OO.H H0.0 9 OO. O0.0 N NO.H N0.0 O O0.0 ON .593 OH OH.H O0.0 O OH.H O0.0 O NO.H N0.0 O N0.0 OH .593 OH Ov.OO vON OON .>:0 on .mconnmo on .nn00 mnonnm .mn09u0H .N O O O O O O O O O OH.H O mn0£uo NO.H O0.0H O OO. OO.N H OO. O0.0 N NO.v NH .593 ON OO. ON.O N OO. O0.0 N OH.H O0.0 O O0.0 OH .593 OH OO. ON.O N O O O OH.H O0.0 O ON.O HH .593 OH NO.VO ONN OON :oHumu0Hp >900 uanmnum .H 0 d o d N 0 d 0.4 N 0.0 o d N N.a Nun H.a Hum 8.0 39 39 39 39 39 39 m 09 0 99 an 90 1 1 M 1 1 m. J 1 1 m. 9.: 99m. 9.4 fun qua Two 9H9 Two n90 G 3.9 H .m.9 .0 Mwe 0 9 1.9 9 0.9 4.9 9 0.9 1.9 9 9.9 9.9 9 N99 I mm. mw x aw mm. x mm. mw 1 «w .wz ww w: w on>mHmnmno I d I d I d . 0 . m. $0 a m. % u9Hnomcmna no 09>.H. I... I9 .9009 HHH 900nm .9009 HH 950nm .9m0m H 950nm Hmuoe mn02000u coHu9Hn0mcmnu Hoonom 50H: 0HH059 >3 00un090n 00 H0>0H a 000nm 0:» now 00090 coHn9Hn0m00nu So 00mmn 0H 000nm Hmch 0:» mo :oHun09 0 00:3 mmMHo :0Hu9Hn0mcmnu SH mucwnnum mo ©0nH000n >900 0HanHm5 mcHoscon9 SH m0009m coHu9Hn0mcmnBII.OO mamas 2E31 .593 ON um H .593 OH um H .593 OH 00 N .593 OH 00 H .593 OIO um NH9 .593 NHIO um OD .>HH0u00NHnoz .593 OH um H .593 ON 00 H 000000x0 0n0 m0HH90n 900nm .00HH90n OON.v no mn050000 .593 VH um H .593 ON um H HH ...993 9H. m>onm H SmuH n09 .mssu mHnmu may 9999 .993 HHIO 9m 90 .293 NH um Hm OO. H0.0 N O O O OO. Ov.O H OO.H v 0nwnuo o o 9 mm. 9O.H H mm. m9.m H OH.H N .293 9N OO. OO.N H OO. ON.O N OO. O0.0 N OO.N O .593 OH OO. H0.0 N HO.N O0.0 O OH.H O0.0H O cv.O NN .593 OH . OH.OO ONN OON m090H0>90 0: .conn00 H .nn00 mn0nn0 .mn0uu0q .9 OO. H0.0 N O O O OO. Ov.O H HO.N O 0n0zuo OO. OO.N H OO. OO.H H OO. Ov.O H NO.H O .593 ON O O O OH.H NO.v O OH.H O0.0H O Ov.O O .593 OH OH.H O0.0 O O0.0 HH.OH O OO. O0.0 N N0.0 ON .593 OH OO.NO OHN OON 090H0>c0 H .connmo H .nn00 mnonn0 .mn0uu0q .O OO. H0.0 N OO. OO.H H O O O O0.0 O nn0nuo OO. OO.N H OO. ON.O N OH.H O0.0H O O0.0 OH .593 ON OO. OO.N H NO.H ON.O O OH.H v0.0H O O0.0 ON .593 OH OO. OO.N H vO.H O0.0 O OO. O0.0 N N0.0 OH .593 OH OO.OO OON OON .>c0 o: .mconnmo o: .nn00 mnonn0 .wn0uu0g .N OO. OO.N H OO. OO.H H OO. Ov.O H OH.H O 0n0nuo OO. OO.N H OH.H NO.v O O O O NO.¢ NH .593 ON OO. H0.0 N OH.H NO.v O OO. O0.0 N O0.0 OH .593 OH OO. H0.0 N OO. ON.O N OO. O0.0 N ON.O HH .593 OH N0.00 ONN OON :oHumuoHv >900 uanmnum .H 0 d 0.9 N 0.9 0.0 N 0.d 0 d N N.d NHN 8.0 Hum 8.0 .39 39 n 1i9 39 39 39 n 09 on 99 an 90 J 1 m J 1 m. 1 1 m. 1 m 9.9 s W. 9.4 L 0 n90 q 0.9 9.9 L.9 9.9 8.9 HHH .m.9 .w 3.9 0 9 4.9 9 0.9 7.9 9 0.9 .99 9 9.9 9.9 9 9 0.L 4U 00 J 4U 00 1 40 0“ 1 Maw .3: WW w: w QH0>0H000n0 w a O a n... O a w... O . . o a 9 o 9 992898... 90 2:9 0 I 3 8.9 9.; s 3 3 .9009 H3 950nm .9mmm > 950nm .9m0m >H 900nm Hmuoe .00SCHHSOUII.OO mqmde 282 was based on transcription speed. There were 12, or 4.62 percent, who indicated a minimum speed level of 20 words per minute at the Grade D level. There were 20 respondents, or 7.69 percent, who reported a minimum Speed level of 15 words per minute for the transcription of letters with errors corrected, with no carbon COpies or envelopes. There were 18, or 6.92 percent, who reported 10 words per minute for this category. There were 25 respondents, or 9.62 percent, who indicated a minimum speed requirement of 10 words per minute for the transcription of letters with errors corrected, one carbon copy and one envelope. There were 22 respondents, or 8.46 percent, who indicated a speed level requirement of 10 words per minute for the transcription of letters with errors corrected with one carbon copy and n0 envelopes. There was a low percentage of replies regarding transcription speeds in producing various forms of mailable copy at the grade levels A, B, C, and D. Those who responded stated that speeds for the Grade A level for straight-COpy dictation material ranged from 30 to 35 words per minute. When letters were transcribed with errors corrected, no carbon or envelOpe the Speeds reported ranged from 25 to 30 words per minute. Letters transcribed with errors corrected, 1 carbon and l envelope were reported 283 at speeds ranging from 20 to 25 words per minute, and the same speed was reported for the transcription of letters, errors corrected, 1 carbon, no envelope at the Grade A level. Speeds reported at the Grade B level for straight- copy materials ranged from 25 to 30 words per minute; for letters transcribed with errors corrected, 1 carbon and l envelope, 15 to 20 words per minute; and for letters transcribed with errors corrected, no carbon or envelOpe, 15 to 20 words per minute. At the Grade C level the speed of transcription reported for straight-COpy dictation material and letters with errors corrected, and no carbon or envelope was re- ported as ranging from 15 to 20 words per minute. Tran— scription speed of letters with errors corrected, 1 carbon COpy and l envelOpe dropped to a range of 10 to 15 words per minute with the same Speed reported for transcription of letters with errors corrected, 1 carbon, no envelopes. Minimum transcription speeds were reported at the Grade D level for straight-COpy materials, letters with errors corrected, no carbon or envelope; letters with errors corrected, 1 carbon, 1 envelope; and letters with errors corrected, 1 carbon and no envelOpe. Speeds ranged in respective order as follows: 15 to 20 words per minute, 10 to 15 words per minute, 10 words per minute, 284 and 10 words per minute. The lowest transcription Speed mentioned was 5 words per minute for each of the above categories. Teachers agree basically that speed of transcrip— tion is higher on straight-copy material than on letters requiring corrections, carbons and envelopes. In addi- tion, they agree that there is a descending rank order for Speed requirement at the various grade levels A, B, C, and D. Most teachers also agree that the minimum speed is ten words per minute at the Grade D level. However, there is no definite agreement on an absolute speed that is expected of a student for the various grade levels or types of transcribing activities. This can be accounted for because authorities agree that many factors are involved in transcription speed. Instead of stressing speed of transcription Lamb suggested that the same objectives could be accomplished by grading the student on the number of letters She can produce within an hour by using the following scale: Grade Number of Letters A 7 or more A or B depending upon quality 6 B or C depending upon quality 5 C or D depending upon quality 4 D or F 3 F Less than 3 letters 285 Specifications: 100 me SCI. 1.4 mailable form 1 carbon & l envelope One of the principal advantages of Lamb‘s128 plan is in highlighting hourly production requirements, by which businessmen tend to gauge production. Employers view production standards of steno- graphers from this aspect, as reported by a former president of the National Office Management Association: I believe that businessmen in general will be satisfied if they can depend upon the fact that the girls you send on the beginning vocational level can turn out an average of six acceptable letters an hour. Such a fact automatically tells us that these applicants can spell, punctuate, and type without too many errors. After office workers are associated with the firm for five or Six months, their efficiency will naturally improve. Leslie discusses the Speed of transcription and states that it is influenced by many factors: speed of dictation, length of original dictation, degree of mail- ability, accuracy required, student's skill in erasing, facility in finding and handling letterheads, use of carbon paper, second sheets, and envelOpeS, Speed with which student solves his punctuation problems, number of 128Lamb, Op. cit., p. 216. 129Harm Harms, "A Workable Standard for Transcrip- tion," American Business Education (May, 1945), p. 174. 286 spellings that must be verified in the dictionary, length of uninterrupted transcription period, difficulty of the material, and the student's proofreading skill. He indicates that by varying one or more of the factors, startling changes in the transcription speed will be obtained. For instance, with a reduction in the speed of dictation there is an immediate increase in the speed of transcription, because better shorthand notes will result in more easily read shorthand; and, therefore, more accurate transcripts are completed. If the degree of accuracy is high, the transcription rate is low, because the student will be slowing down in order that she will not make mistakes. If the material is difficult, the transcription rate dr0ps. If there is no need to punctuate carefully, the transcription rate is up. In spite of this variation, Leslie}30 however, recommended terminal Speeds of 15 to 20 words per minute for a course consisting of 40 class periods and a Speed of 20 to 25 words per minute for 80 class periods. Hardaway comments on the rate of transcription in the high school classroom: 130Leslie, op. cit., p. 187. 287 Many teachers feel that a transcription rate of ten words a minute is too low a standard to use. In a nationwide study of hundreds of shorthand students who had completed their transcription training, it was found that the average transcription rate for students was 14 words a minute. In another part of the study it was found that employed stenographers had an average transcription rate of 15 words a minute. There is evidence that a high school stand- ard of 20 words a minute is too high for the majority of students.13 Douglas and others also have determined a rate of transcription that they feel should be the standard: A transcription rate of twenty to twenty-five words a minute is generally considered an acceptable mini- mum production standard in transcription.132 Because of the divergence of opinion and the lack of unanimity among teachers and authorities, it is recommended that teachers establish their own standards. It is more important to consider all of the circumstances involved: the abilities of the student, policies of the business education department, and the needs of the com- munity. No Transcription Speed Required Public high school teachers of transcription were asked to indicate whether any speed requirement was 131Hardaway, op. cit., p. 297. 132Lloyd V. Douglas, James T. Blanford, and Ruth I. Anderson, Teaching Business Subjects (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1965), p. 252. 288 necessary when a portion of the final grade was based on transcription speed. Table 54 presents data concerning this information. An analysis of Table 54 shows that 53 respondents, or 20.38 percent, indicated that they required no parti- cular Speed in transcribing materials for the transcrip- tion class. There were 207, or 79.62 percent, who did not respond to the question. A number of teachers did not have a speed require- ment in transcription classes. This is in line with Lamb133 who continually emphasizes "mailable transcripts con- sistently produced within a reasonable time at first writing." Types of Transcription Used Most Frequently When Transcription Speed is a Component of the Final Grade in Transcription Public high school teachers of transcription were asked to indicate the types of transcription used most frequently when transcription speed was used as a basis for the final grade. More than one item could be checked. Table 55 presents data concerning types of transcription. 133Lamb, op. cit., p. 210. 289 .H>IH m9sonw :H 00H3I0mmuc00n09 0:0 >HH00Hn055: u0uannumH0 0n03 00HH90m .coHu00DU 0w:u on >H90n no: 0H0 0u500009m0n Hmuou 0:0 «0 «NO.OO maHuc0m0n90n 0n0:000u OON .00umHsnmu 00nHmccoHum0=U OON «0 H0000 0:» mo OOO.ON OcHuc000n90n .00000900n 0:3 0n0:000u OO 0n03 0n0:a 0>onm H 50uH n09 "05:0 0Hnmu 0:0 000% O0.0H Ov O0.0H OO O0.0N NO O0.00H OON HMHOB NO.9H O0.00 OO HO.NH O0.00 NO O0.0H O0.00 Hv N0.00 OON :0Hu00sw ou 00:0900n oz .N Ov.O OH.OH O OO.H HH.HH e ON.v OH.HN HH O0.0N OO 00nH=U0n 00090 anaoHun09 02 .H 0 d 0 d N o d 0 d N 0 d 0 d N 0 d u.N 39 39 n 39 39 n 39 39 n 39 9n 1 J m J J m 1 1 m 1 s m L.9 n90 q 0.9 990 G 0.9 990 G 8.9 d q o 9 J 9 9 0 9 J 9 9 0 9 J 9 9 9 9 0 9 4u 0u J 4U 00 J 40 on 1 su u: e 4 n 4 e 4 n 4 e 4 n 4 d 4 S T. d .l d .l d 0 30 m S 3 00>Hw >H90m 000:09009 000009009 000009009 % HHH 900nm HH 9:0nu H 9=0no Hmuoa 00090 :0Hu9Hn0000nu :0 @000: 0H mpmno HmsHm 0:» no :OHuno9 0 00:3 :0Hu9Hn0000nu uo 0n0:000u Hoo:00 :OH: 0HH009 >0 000n090n 00 0:050anw0n 00090 :0Hu9Hn0000nu OZII.vO mamas 290 .H>I H 0900n0 0H 00H3I0000000n09 000 >HH00Hn0500 p0uannu0Hp 0n03 00HH90m .00Hu0000 0H0» on >H90n 000 0H0 0000000900n Hmuou 0:» m0 ONO. OO O0Hu0000n90n 0n0:000u OON .00000900n 0:3 0n0:000u OO 0n03 0n0:u 0>000 H 50uH n09 .0000H0000 00nH0000H00000 OON H0 H0000 0:» 00 «OO. ON O0Hu0000n90n .0999 mHnmu may 0000 O0.0H OO O0.0N HO OH.HH ON O0.00H OON H0009 ON.O O0.00 vN O0.0H O0.00 Ov O0.0 H0.00 ON N0.00 OON 00H00000 0» 0000900n oz .N HN.9 N9.Hm HH N9.9 NO.NH NH HO.N 99.9N 9 OH.ON mm cmnHaOon 00090 n0H00H0n09 oz .H 9.9 9.9 N 9:... 9.9 N 9...... 9...... N 9.9 an .. .. m .. 9.. m .2. a. m. .9 «m %w m» 9 %m we 9 09 19 9 we 09 4u ou 1 40 on 1 40 on 1 an u: 9.3. “3. 91. 03 9.4 03. S3. 8 I d I d I d 9 .90 s m. S 3 00>H0 >H90m 000009000 000009000 000009000 H> 900nw > 900nm >H 900nm H0009 .00D0Hu0ooII.vO mHm00 00H9 0n05 n0 OII00009 000n00 :0H3 0n0000H 0000090n H .0H0Hn0005 000000HH000H5 000 .00505 .009Hn000005 O0H00 000n090n O N>Hx003 00H000n00H0II000n00 :0H3 0n0000H 000 >900 ,I00OH0000 Ho 00H000H0500 0 O0H00 000n090n O0 .H>IH 0900nw 0H 00H3I0mm0000n09 00m >HH00Hn0500 00000Hn00H0 0n03 00HH900 .500H 0H:0 00 >H90n 000 0H0 0:3 0000000900n H0000 0:0 00 ONO.HO O0H00000n90n 0n0:0000 OHN 000 0000H0000 00nH0000H00000 OON H0000 0:0 90 OO0.0H O0H00000n90n .00000900n 0:3 0n0:0000 Ov 0n03 0n0:0 0>000 H 500H n09 “00:0 0H000 0:0 0000 291 OO. OH.N H OO. OO.N H OO. O0.0 N H0.00 OON OO.N O OON 0n0:0o .O OONO N0.0H O OH.O O0.00 OH OH.O O0.00 OH HO.NO NOH O0.0N NO OON 0090H0>00 000 000n00 000 .00000nn00 0n0nn0 :0H3 0n0000H mo 00H09Hn0000na .v NO.H O0.0H O NO.H O0.0H O O0.0 O0.0H O O0.00 HNN O0.0H OO OON 0090H0>00 00 .000n00 000 .00000nn00 0n0nn0 :0H3 0n0000H mo 00H09Hn0000n9 .O ON.O 90.vO OH OO.v O0.00 NH O0.0 O0.00 OH O0.00 NOH O0.0N OO OON 0090H0>00 n0 000n00 00 .00000nn00 0n0nn0 :0H3 0n0000H mo 00H09Hn0000n8 .N ON.O O0.0N HH HO.N O0.0H O HO.N OO.HH O NO.HO OHN O0.0H Ov OON 00H0000H0 >900I0:mH0n00 mo 0OH09Hn000mnB .H 0d 0d N 0d 0d N .30 0d N Nd NN 8d EN 80 39 39 m 39 39 m 39 39 m 09 0m 99 em 90 1 1 1 1 1 1 1 s 1 s S 4 Lo 90 Lo 90 q 00 90 q 80 HQ do do.w9 0 9 1.9 9 0.9 1 9 9 o 9 1.9 9 9.9 9 9 0 9 0 9 .L 1.0 0 u 1. 1.0 0 u 1 4.9 0 u .1 s u s 1 u u u 1 u 9 4 n.+ 9.4 n 4 9 4 0.4 d 4 .0 s 4 .9 s I d I d I d 0 0 0 9 9 0 9 00H09Hn0000n9. O0 009>.H. U O U T: S O S I. S S I. S 1.. 000009000 000009000 000009000 % % HHH 900nm HH 900nm H 900nm H0009 000nm H00HH 0:0 n00 0H000 0 00 00090 00H09Hn0000n0 00H00 00H09Hn0000n0 mo 0n0:0000 Hoo:00 :OH: 0HH009 >0 >H000000nm 0005 0000 00H09Hn0000n0 mo 009>BII.OO 00009 292 >HH00Hn0500 00000Hn00H0 0n03 00HH900 .H>IH 0900no 0H 00H3I0O00000n09 000 .500H 0H:0 00 >H90n 000 0H0 0:3 0000000900n H0000 0:0 00 «NO.HO m0H00000n90n 0n0:0000 OHN 000 0000Hs000 00nH0000H00000 OON H0000 0:0 00 OOO.OH m0H00000n90n .00000900n 0:3 0n0:0000 u00:0 0H000 0:0 0000 Ov 0n03 0n0:0 0>000 H 500H n09 000n090n H .00505 .009Hn000005 O0H00 000n090n O .0090H0>00 00H9 0n05 no OII00009 000n00 :0H3 0n0000H 90H0Hn0005 000000HH000H5 000 H>H0003 m0H000n00H0II000n00 :0H3 0n0000H 000 >900 I0:OH0n00 mo 00H000H0500 0 O0H00 000n090n O0 O O O OH.H NO.v O O O O H0.00 OON OO.N O OON 0n0:0o .O O0.0 O0.0N OH ON.O O0.0H HH ON.O O0.00 HH HO.NO NOH O0.0N NO OON 0090H0>00 000 000n00 000 .00000nn00 0n0nn0 :0H3 0n0000H mo 00H09Hn0000n9 .v NO.H ON.OH O ON.O O0.0H HH NO.H ON.OH O O0.00 HNN O0.0H OO OON 0090H0>00 00 .000n00 000 .00000nn00 0n0nn0 :0H3 0n0000H Ho 00H09Hn0000na .O OH.O OO.NN O H0.0 O0.0N OH OH.O O0.0N O O0.00 NOH O0.0N OO OON 0090H0>00 n0 .000n00 00 .00000nn00 0nonn0 :0H3 0n0000H mo 00H09Hn0000n9 .N O0.0 OO.NN O NO.v O0.0H NH OO.H O0.0H v NO.HO OHN O0.0H Ov OON 00H0000H0 >900I00OH0n00 mo 00H09Hn0000na .H 01. 0d N 0d 0d N 0d .30 N Nd NN 8d EN EL 39 39 m .39 39 m 39 39 m 09 0M 99 9m 90 1 1 1 1 1 1 1 s 1 s s 4 Two 090 0. .00 9.9 0. 0.9 9.9 4 8.9 d d 0 .m .w 9 0 9 1 9 9 0.9 1.9 9 0 9 1 9 9 9.9 9.9 o 9 9 I 40 cu 1 40 00 1 40 00 1 50 S1 00 01 u 9.4 n 4 e 4 n 4 9 4 n 4 H.4 .0 S 4 S s T. .0 T. .0 .I .0 0 o o 9 9 o a 0.0 0.3 s 0 s 3 S 00H09Hn0000n9 mo 009>B %.3 w 3 000009000 000009000 000009000 3 s H> 900nm > 900nm >H 900nm H0009 .0050H0COUII.OO mHmdB 293 An analysis of Table 55 shows that 76 respondents, or 29.46 percent, stated that they used the transcription of letters with errors corrected, with no carbon COpy or envelope for testing purposes. There were 72 respondents, or 27.69 percent, who indicated that they used the transcription of letters with errors corrected, with one carbon 00py and envelOpe. There were 47, or 18.08 percent, who used the transcription of straight-COpy dictation materials in transcription classes for testing purposes. There were also 39, or 15 percent, who used the transcription of letters with errors corrected, with one carbon but no envelOpe. There were 7, or 2.69 percent, who reported using a combination of straight-copy and letters with carbons and alternating these processes weekly, together with manuscripts, memos, and miscellaneous materials. Most of the teachers required letters transcribed with errors corrected, without a carbon COpy or envelope, for testing purposes. However, another group which was equally as large required letters transcribed with errors with a carbon 00py and envelope. Leslie134 recommends using carbons for letters transcribed "as early in the transcription training as 134Leslie, 0p. cit., p. 147. 294 possible." He emphasizes that students cannot get too much experience with handling carbon paper and envelopes. It is recommended, therefore, that as soon as straight-COpy dictation transcription has been routinized at the beginning stages of transcription training, there should be an emphasis on the use of carbon paper for producing c0pies of letters transcribed. As a result, much of the testing conducted in the classroom should include this exercise, in order that the classroom con- sists of as many office-like situations as possible. Dictation Speed Required for Letters When a Portion of the Final Grade is Based on Amount of Production of Mailable Copy Public high school teachers of transcription were asked to indicate the dictation speeds of letters in- cluded in the amount of production, if a portion of the final grade for a student in transcription is based on the amount of production of mailable copy, for the various grade levels. Only one item could be checked for each grade level. Table 56 presents data concerning dictation speeds. An analysis of Table 56 shows that 31, or 11.92 percent, stated that at the Grade A level they required a dictation speed of 120 words per minute for letters dictated for production when a portion of the grade in 2595 .000H0 00 00H0n0000 00Hn0> .09n O “>0HHH00HH05 5000>0 .>0HHH00HH05 00 00H09 .09n v “593 ONH 00 H 5000>0 00H09 .09n v 900Hn0> .593 OOH 00 H 9593 cm 00 O 000H0 .09n O “593 OO 00 H .593 OO 00 NH 9593 OO 00 OH. 9593 ONH 00 v .593 OO 00 OH0 .>HH0000~Hn0: .>0HHH00HH05 mo 5000>0 00H09 .>0HHH00HH05 no 00000000 0n0 00HH90n 900nm .OVO.HH .09n v .00Hn0> 000H0 .09n O 5000>0 00H09 .09n v .00Hn0> n0 00HH90n 0n0:0000 OO 0>000 .593 ONH 00 H “593 OOH 00 H 000H0 .09n O .593 OO 00 v H emun no9 .0920 mHnmu 0:0 0009 .993 on 00 m .993 99 00 no .993 99H 90 N .293 99 um 90 HO.N NN.OH O OH.O NN.NN O «O.H O0.0 O ON.OH OO 0n0:0o OH.O O0.0H O OO. OO.N H OH.H O0.0 O O0.0H ON .593 OO OH.H N0.0 O OH.H O0.0 O OO. OO.H H NO.v NH .593 OO OO.H O0.0H O OO. O0.0 N O0.0 H0.0H OH OO.NH OO 005H00D O0.00 HOH OON 0 000nm .v NO.H O0.0H O OO.H HH.HH v NO.H N0.0 O Ov.O NN 0n0:0o HO.N OO.NH O HO.N O0.0H O O0.0 O0.0H O O0.0H OO .593 OO OO.H H0.0 O O O O OH.H O0.0 O v0.0 OH .593 OO 9m.H Hm.9 9 OH.H OH.O N 9 o o NN.O 0H .59: 99H NO.H O0.0H O OO. O0.0 N O¢.O H0.0H O NO.HH HO 005H00D HO.NO OOH OON U 000no .O OO.N OO.vH O HO.N O0.0H O HO.N OO.HH O O0.0H ON 0n0:0o NO.H w0.0H O OH.H O0.0 O HO.N OO.HH O O0.0H ON .593 OO OO.H H0.0 O OO. OO.N H VO.H O0.0 v N0.0 ON .593 OOH OH.H O0.0 O VO.H HH.HH v O O O O0.0 OH .593 OHH NO.H O0.0H O OO. O0.0 N Ov.O H0.0H O OO.HH OO 005H000 NO.HO OOH OON 0 000nm .N NO.H O0.0H O OO.H HH.HH v HO.N vO.HH O ON.O ON 0n0:0o OO.N OO.vH O OO.H HH.HH v OO.N O0.0H O OO.HH cm .593 OOH an. OH.N H o o 9 mm. N9.H H 99.9 m .593 oHH HO.N OO.NH O NO.H O0.0H O OH.H O0.0 O NO.HH HO .593 ONH NO.H v0.0H O OO. O0.0 N Ov.O H0.0H O OO.HH OO 005H00D HO.NO OOH OON 0 000nm .H 0d 0.0 N 0d 0d N 0d 0d N Nd NN Hd HN 8.0 39 .19 m 39 39 M .39 39 m 09 0M 99 9M 90 1 1 1 1 1 1 1 9.. s 8.4 . mm mm a OH mm 9 .OH On .0 OH O... .OH 0.... On. m... m... .. 9... m... .. 9.... m... .. 9... 9.. “w 9... 3......2..§. n. 4 d I d I d . . 0 9 9 0 9 000 0H0>0.H 000.5 0 .3 s 0 8.3 s 3 3 .9000 HHH 900nm .9000 HH 900nm .9000 H 900nm H0008 00H09Hn0000n0 mo 0n0:0000 H00:00 :OH: 0HH009 >0 000n090n 00 0H0>0H 000n0 000Hn0> 0:0 now >900 0H00HH05 Ho 00H00000n9 no 000050 0:0 00 00000 0H 000H0 00H09Hn0000n0 0H 0000000 0 n00 000nm H00Hw 0:0 00 00H0n09 0 OH 00H00000n9 00 000050 0:0 0H 0000H00H 0n0000H no 000090 00H0000H0II.OO 00009 2S96 00000000 000 00HH900 90000 00 00HH900 00000000 OO 0>000 .9HH000ONH000 .O90.HH .000H0 00 000000000 000003 .090 O 090HHH00H908 E00090 0:0o9 .090 9 .093 90H 00 H .093 cm 00 O .093 on 00 NH .093 99 00 90 .093 99H 00 H .90HHH00HH0E 00 E00090 00H09 .090 9 .093 90H 00 H “00H00> 000H0 .090 O .093 99H 00 H .90HHH00HH05 00 E00090 00H09 .090 9 .00H00> 000H0 .090 O .593 OO 00 H .093 90H 00 9 .093 cm 00 9H9 .000H090H000 0o E00090 00009 .090 9 .00H003 000H0 .090 9 .093 cm 00 9 H E000 009 .0000 0H000 000 0000 “E93 OO 00 O 0093 OO 00 O0 .093 O9H 00 N 0093 OO 00 O0 OH.H O0.0 O OO.9 O0.0H NH OO. O0.0 N 9N.9H OO 000000 OH.H O0.0 O 90.H ON.O O HO.N 9H.ON O A O0.0H ON .093 OO OO. OO.N H OO. ON.O N OO. O0.0 N NO.9 NH .093 OO OO.H O9.HH 9 OH.O HH.OH O OO.H O0.0H 9 OO.NH OO 0000000 O0.00 HOH OON O 00000 .9 OO. H0.0 N HO.N 90.0 O O O O O9.0 NN 000000 NO.H ON.9H O O9.0 OO.9H O NO.H 9N.OH O O0.0H OO .093 OO OO. H0.0 N 90.H O0.0 9 90.H O0.0H 9 90.0 OH .893 OO OO. H0.0 N 90.H O0.0 9 OO. O0.0 N O0.0 OH .093 OOH OH.H O0.0 O O0.0 HH.OH O 90.H O0.0H 9 NO.HH HO 0000000 HO.NO OOH OON 0 00000 .O OO. H0.0 N HO.N 90.0 O OO. O9.0 H O0.0H ON 000000 OO. H0.0 N O0.0 HH.OH O OH.H 90.0H O O0.0H ON .093 OO NO.H ON.9H O HO.N 90.0 O NO.H 9N.OH O N0.0 ON .093 OOH OO. H0.0 N 90.H O0.0 9 OO. O0.0 N O0.0 OH .093 OHH OH.H O0.0 O OO.N O9.HH O 90.H O0.0H 9 90.HH OO 0060000 NO.HO OOH OON m 00000 .N OO. H0.0 N HO.N 90.0 O OO. O9.0 H ON.O 9N 000000 OO. OO.N H O9.0 OO.9H O OO. O0.0 N 90.HH OO .593 OOH OO. H0.0 N OH.H NO.9 O OO. O0.0 N O9.0 O .093 OHH HO.N 9H.OH O NO.H ON.O O HO.N O0.0N O NO.HH HO .093 ONH OH.H O0.0 O OO.N O9.HH O 90.H O0.0H 9 90.HH OO 0000000 HO.NO OOH OON 0 00000 .H od 06 N 0.9 0.9 N 0.9 0.9 N Nd NN 0...... EN 020 39 39 m. 39 19 W 39 19 m 09 0W 99 9W9o 1 1 1 1 1 1 1 8.1 s 9.3 La 90 Lo 99 La 90 q 89 H 0:9 wa.wfl 9.0 m... n 9.0 a... m E m... 0...... 2 3 9 .4 n: 94 03 9.... n: d... d 3.4 s s 000090 0000000000 I d I d I d . 0 . m. no mmsw 000 0H0>0.H 00000 3 3 .9000 H> 90000 .9000 > 90000 .9000 >H 90000 H0009 .909900900--.Om 0004a 297 transcription was based on the amount of production. There were 30 reSpondents, or 11.54 percent, who indicated that their dictation was untimed; and 30, or 11.54 percent, who indicated that the dictation speed was 100 words per minute for dictation speeds of letters for production. At the Grade B level 30 respondents, or 11.54 percent, indicated that their dictation speed was untimed when dictating letters for production. In addition there were 27, or 10.38 percent, who indicated 90 words per minute as their speed and 25, or 9.62 percent, who ind- icated 100 words per minute. There were 28, or 10.77 percent, who indicated other levels. At the Grade C level 39 respondents, or 15 percent, indicated that their dictation speed was at the rate of 80 words per minute; and 31, or 11.92 percent, indicated their dictation speed was untimed. At the Grade D level there were 33, or 12.79 per- cent, who indicated that their dictation was at various speeds when letters were dictated for production. The purpose of this question was to ascertain the terminal dictation speeds that teachers expect at various grade levels when a specified quantity of mailable or correctible correspondence has been completed by the students. For the A grade, teachers required 100 words per minute, 120 words per minute, or no timing. (The term 298 "no timing" usually means that the teacher is stressing accuracy to such an extent that she dictates only at moderate rates of speeds to insure that the student writes legible notes.) For a grade of B, teachers required 80 words per minute, 100 words per minute, or no timing. For a C grade most teachers indicated 80 words per minute followed by no timing; while at the D grade, there were a variety of responses ranging from 80 words per minute and less, plus no timing. Lamb135 recommends that the dictation rate should be within the ability of the majority of the members of the class when the objective of the evaluation is a mailable COpy. Therefore, average rates or varied rates of dictation speed should be used in order to permit each student to produce at least one letter during the period allowed for transcription. It is important that each student experience some degree of success during each class period. Shorthand Speeds Required at Various Grade Levels When a Portion of the Final Grade is Based on Shorthand Speed Public high school teachers of transcription were asked to indicate the various shorthand writing speeds 135Lamb, Op. cit., p. 205. 299 required (at the 95 percent accuracy level) of students for the various grade levels when a portion of the final grade is based on shorthand speed. Only one item could be checked under each grade category. Table 57 presents data concerning writing speeds. An analysis of Table 57 shows that 110 respondents, or 42.31 percent, indicated that 120 words per minute was the speed requirement for the A Grade level. An additional 34, or 13.08 percent, listed speeds ranging from 80 to 100 words per minute as their speed requirement. All of the six groups showed high percentages at the 120 words per minute level for the grade of A. There were 70 respondents, or 26.92 percent, and 61, or 23.46 percent, who reported speeds of 100 words per minute and 110 words per minute, respectively, as their speed requirement for the Grade B level. The Speed requirements reported for the C grade level were reported as follows: 61 repondents, or 23.46 percent, requiring 100 words per minute; 45, or 17.31 percent, requiring 80 words per minute; and 42, or 16.15 percent, requiring 90 words per minute. At the D grade level, 60, or 23.08 percent, re- ported 80 words per minute as their minimum requirement. 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L.o 9.5 8.5 3.x .w.g .dnw Ase o a 1.u a o a 1‘s 9 o.u 1.u e e.u e.u a o.u 0.1 m m m a u o u 1 1.u nou 1 1.u n.u 1 s u a.1 n.u u.l u H > A an. n: a? n1 9: n1 d: d 3.4 s s mcmuuccm T. d .L d TL d 0 ago a any a u o u I. s o s I. 8 9.59 mo numcmq 9.3 3 J a a .mwmm HHH msouu .mmmm HH msouo H moouo Hmuos coHumHHomcmuu mo mumnommu Hoocom 50H: UHHQDQ On cmuuommu mm cmmmm ccmzuuosm co cmmmn OH mcmum HmsHm map mo :oHuuom m cmzs mHm>mH mcmum msoHHm> mnu How mucmcsum an cmchuche mn usz AHm>mH Oomunoom OOO mg» umv cmuHsvmu mcmmdm mcHuHu3 cannuuosm :0Hn3 um>o mEHu mo numcmAII.OO mamas 304 .Oummmmomm mm mEHu some .umHuomcmuu anch mm .Qmu N “QHE N .dmu v N\H H .dmu H “QHE N .mmu en .OHHmucoNHuon cmccmuxm c mumz mmHHmmu msouo .cmHHmmu .udHHomcmuu :chHu .uQHuomcmuu :chHO .wOO. uo .mumnommu N A.cHE HO m>onm Lu mEHu nosocm .dmu H “OHE ou mEHu smoocm .mmu H “CHE H EmuH uom "wasp mHnmu ms» cmmm N\H H .mmu H ucHE N .mmu v0 N\H H .dmu H «CH8 N .mmu vm OH.H O0.0 O OO. ON.O N O O O O0.0 O cumcuo OO.N O0.0N O N0.0 H0.0N OH HO.N O0.0N O O0.0N NO cHE O NO.v ON.OO NH O0.0 OO.vN OH NO.v OO.HO NH OH.ON OO .cHE O O O O O O O O O O OH.H O .cHE H NO.Hv .OOH OON o mcmuu .v OO. OO.N H OO. ON.O N O O O HO.N O oumnuo O0.0 OO.NN O H0.0 OH.HO OH HO.N O0.0N O O0.00 OO .cHE O O0.0 vH.OO OH H0.0 OH.HO OH NO.v OO.Hv NH O0.0N NO .GHE O O O O O O O O O O OO. N .sHE H ON.OO NOH OON U mcmuw .O OO. OO.N H OO. ON.O N O O O HO.N O numnuo O0.0 O0.0N OH H0.0 OH.HO OH NO.H vN.OH O O0.00 OO .cHE O ON.O Ov.HO HH H0.0 OH.HO OH NO.v OO.HO NH O0.0N NO .cHE O O O O O O O O O O OO. H .cHE H N0.00 OOH OON m mcmuo .N OO. OO.N H OO. ON.O N O O O OO.N O mumnvo O0.0 O0.0N OH OH.O ON.ON OH NO.H ON.OH O O0.0N OO .cHE O ON.O OO.HO HH Ov.O O0.00 NN NO.v OO.HO NH O0.00 OO .cHE O O O O O O O O O O OO. N .cHE H N0.00 OOH OON m mcmuo .H od od N od od N od od N Nd MN ad 8N am 3 .5 m gm .5 m. ,5 .5 m on om 2 mm 3 rwo ago q .Oo moo q .mo ago q nus Ens Ado w.q Ads 0 a 1 a a old 1.u a o a 1 a e are a e o.e a o.l an on 1 nu on 1 in ou 1 su s: an u: u mHm>mA w... m: m... .m: m... .m: w: we a: no m. momuoocm wm. w} s” 51. a mag. mo numcmq a a 8 8 .mmmm H> acouo .Qmmm > doouo .Qmmm >H dsouw Hmuoa .cmDCHuCOUII.Om mqmde 305 reported that five minutes was the length of time allowed. At the Grade B level there were 78, or 30 percent, who listed five minutes as their minimum length of time; and 72, or 27.69 percent, who listed three minutes as their minimum length of time. The same percentages were given for the Grade C level as reported for the Grade B level. At the Grade D level there were 72, or 27.69 percent, who reported five minutes and 68, or 26.15 per- cent, who reported three minutes as the minimum length of time for maintaining a shorthand speed when a portion of the final grade is based on shorthand speed. It is clear that transcription teachers are using proper timing periods of three and five minutes and are in agreement with authorities who prepare testing materials for the Business Teacher magazine, used by the majority of the teachers. Teachers are also in agreement with the majority of Civil Service testing commissions who administer short- hand dictation tests which are three minutes in length. Number of Times Shorthand Speed Must Be Performed Public high school teachers of transcription were asked to indicate the number of times that shorthand speeds (at the 95 percent accuracy level) must be 306 performed by students at the various grade levels, when a portion of the final grade is based on shorthand speed. Only one item could be checked. Table 59 presents data concerning performance times. An analysis of Table 59 shows that 57 respondents, or 21.92 percent, indicated that students must demonstrate shorthand writing speeds three times at the Grade A level. There were 51 respondents, or 19.62 percent, who listed two times as their requirement. At the Grade B level there were 59, or 22.69 per— cent, who indicated three times, and 51, or 19.62 percent, who indicated two times as their requirement. At the Grade C level there were 58, or 22.31 per— cent, who indicated three times and 49, or 18.85 percent, who reported two times as their requirement. At the Grade D level there were 53, or 20.38 per- cent, who listed three times and 42, or 16.15 percent, reporting two times as their requirement. There were 30, or 11.54 percent, who required only one demonstration of the Speed requirement. Over 65 percent of the teachers grading on the basis of shorthand speed at the 95 percent accuracy level for the transcription course, indicated the following speeds for the various grade levels: A grade, 120 words per minute; B grade, 100 to 110 words per minute; C grade, .OuHHHnm ou Ochuooom mHnHmmoa mm some mm cmuuommu OH “mmEHu O on O cmuuoamu Oc .mHnHmmom mm some mm cmuuommu .OHHmuGONHuon cmcamuxm mum3 O "mmEHu O on O cmuuommu O mmHHmmH macaw .cmHHmmu .OOv.OH Ho .mumnommu ON Amocov m>onm H n .mHnHmmom mm some mm cmuuommu .mHnHmmom mm nose mm cmuuommu 307 EmuH Mom «was» mHnmu may cmmm O “mmEHu O on O cmuuommu Oo O “mmEHu O on O cmuuommu Om OO. ON.O N OH.H O0.0 O OO.H O0.0 v H0.0 OH cumcuo OH.O O0.00 OH OO.H HH.HH v O0.0 ON.OH OH O0.0N OO mmEHu mmuna NO.H O0.0H O OH.H O0.0 O Ov.O H0.0H O OH.OH NO moHsa NO.H O0.0H O HO.N O0.0H O NO.H N0.0 O OO.HH OO mono NO.vv OHH OON o mcmuu .v OO. ON.O N OO. 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O0.0 N . H0.0 OH cummpo OO.H OO.HH v ON.O O0.0H HH O0.0 O0.0N O O0.0N OO mmEHu mmune O0.0 O0.0N OH O0.0 O0.0H OH NO.H vN.O O OH.OH Nv mOH39 OH.H O0.0 O Ov.O O0.0H O OO. O0.0 N OO.HH OO mono . N0.00 OHH OON o mcmuu .v OO.H Ov.HH v OH.H NO.v O OO. O0.0 N O0.0 OH uumnuo OO.H OO.HH v O0.0 OO.NN OH O0.0 O0.0N O HO.NN OO mmEHu mmune NO.v ON.OO NH O0.0 OO.NN vH NO.H ON.OH O O0.0H Ow mone OO. H0.0 N HO.N O0.0 O OO. O0.0 N O0.0H ON muco HO.NO OHH OON U mcmuo .O OH.H O0.0 O OH.H NO.v O OO. O0.0 N OH.O OH numnuo NO.H ON.OH O O0.0 HO.HN OH O0.0 O0.0N O OO.NN OO mmEHg mmune NO.v ON.OO NH O0.0 OO.vN OH NO.H ON.OH O N0.0H HO moHss OO. H0.0 N HO.N O0.0 O OO. O0.0 N N0.0 ON mono NO.HO OOH OON m mcmno .N OH.H O0.0 O OH.H NO.v O OO. O0.0 N OH.O OH mumnuo NO.H ON.OH O O0.0 HO.HN O O0.0 O0.0N O NO.HN OO mmEHu mmuna NO.v ON.OO NH O0.0 OO.NN OH NO.H ON.OH O N0.0H HO moHBB OO. H0.0 N OO.N OO.HH O OO. O0.0 N O0.0H ON moco NO.HO OOH OON m mcmuu .H Tm O.H“.u OO. u On On x mm mi.“ N 3. mm Ow am we 1 1 m. 1 1 m. I 1 m. 1 S 1 s m S 3 L0 93 LO 93 L3 90 HO HO. d3 .00. do. 09 13 a 09 13 a 09 13 a as ea ca 09 OT. mHm>mA in on 1 nu ou x nu ou 1 su s: uu u: u 91. n1 91 n3 94 n? da. d 5? %o % mcmuucam I d I d I d wo mm. mo 9 I. s cmeuomumm mmEHB 3.5 s 3 e a s s .Qmmm H> asouu .Qmmm > msouw .Qmmm >H OOOHO Hmuoe .cmscHuCOOII.OO mqmde 309 80, 90, and 100 words per minute; and D grade, 80 and 90 words per minute. Although there were slight vari- ations in speed requirements given by transcription teachers in comparison with shorthand teachers, they were basically the same. At all grade levels the speed performance times mentioned most frequently were two and three times which is in line with authorities' recommendations. By having the student demonstrate shorthand speed performance two or three times, the teacher is fairly certain that the student actually has the skill necessary to pass a test at the particular rate of speed before going on to the next level. Douglas, Blanford, and Anderson comment on performance times: Some teachers require their students to pass three tests at each level. This plan helps prevent plateaus in shorthand progress. Every shorthand teacher knows that dictation tests vary in difficulty regardless of the standard word count. . . . When students are permitted to try the next speed as soon as they pass one test, they may have considerable difficulty passing the next speed level. Often the trouble is the result of going on to the next level before they had sufficient skill to do so. Length of dictation time for all grade levels was reported to be three and five minutes with an equal number of replies for each. By allowing shorter periods of time, such as three minutes, higher speeds can be attained 137Douglas, et a1., op. cit., p. 222. 310 whereas the five-minute period of dictation means sustained speed at a lower level. It is recommended that teachers continue to use the shorthand speed component as a part of their grading in the transcription course, but that major emphasis be placed on the concept of mailability. Higher Accuracy Levels When Shorthand Speed is Component of Transcription Grade Public high school teachers of transcription were asked to indicate whether they required higher accuracy levels (above 95 percent) when the component shorthand speed was used as a portion of the final grade in tran- scription. Only one item could be checked. Table 60 presents data concerning accuracy levels. An analysis of Table 60 shows that 20 respondents, or 7.69 percent, stated that they required higher accuracy levels than 95 percent for their shorthand transcripts in the transcription class. There were 191, or 73.46 per- cent, who reported that they did not have a higher accuracy level. There were 49, or 18.85 percent, who did not reply to the question concerning accuracy levels. The 95 percent accuracy level is required by most of the transcription teachers when the shorthand speed component is the basis for a portion of the final grade. 311 .H>IH mmsouo cH mmH3umOmucmoumm cam OHHmoHumEzc cmunnHuuch mum: mmHHmmm .soHummsU mqu on OHmmu uo: ch mucmccommmu Hmuo» mnu mo OOO.OH maHucmmmummu mumnommu Ov scmumHsnmu mmuHmccoHummsv OON mo Hmuou may no OOO.O ocHucmmmummu .cmccommmu 0:3 wumsommu ON mum3 mumnu m>onm H EmuH Mom "ascu mHnmu may mama O0.0H Ov O0.0H OO O0.0N NO O0.00H OON Hmuoa O0.0 ON.HN OH OO.H HH.HH v ON.O OH.HN HH O0.0H Ov mmcoammm oz .O OO.NH HN.OO OO NO.HH HH.OO HO O0.0H O0.00 OO O0.00 HOH oz .N OO.H H0.0 O OO. OO.N H OO. O0.0 N O0.0 ON mm» .H “a m.“ N m; 3 m m.“ 2 N 3 am 1 1 m m on q i an m 5 «q mm mw a me 18 a 03 19 a .ma oa nu ou 1 1n ou 1 an on 1 an u: e.+ n_4 9.4 n.+ 9.4 n.4 s.4 8 T. d T. d T. d a 80 s o 9.; J cm>Ho OHQmm mmmcommmm mmmcommmm mmmcommmm HHH msouo HH asouo H macaw Hmuoa coHumHuomcmuu wo mumcommu Hoonom 3OH: oHHnsm On cmuuommu mm mmmHo coHumHuomcmuu :H mcmum HmcHw mm» mo coHuuom m mm cmms ucmcomeoo cmmmm ccmmuuonm may uOO AOOO m>onmv mHm>mH Oomusoom umanmlu.OO mumme 312 .H>IH mmaouo CH mmH3|mOmpcmoqu cam OHHMOHHmEd: cmuanHuch mHmB mmHHmmm .coHummsv mHmu Cu OHmmu no: ch mucmccommmu Hmuou mm» O0 wOO.OH mcHucmmmummu mumcommu Ow «cmumHsnmu mmHHmcmoHummsw OON mo HmuOu man no OOO.O mcHummmmummu .cmccommmu 0:3 mumnommu ON mum: mums» m>onm H EmuH uom "mssu mHnmu mnu cmmm O0.0H OO O0.0N HO OH.HH ON O0.00H OON Hmuoa O0.0 OO.NN O ON.v O0.0H HH NO.H ON.OH O O0.0H Ov mmcommmm 02 .O O0.0H ON.vO ON O0.0H O0.00 Ow H0.0 N0.00 OH O0.00 HOH 02 .N OO. OO.N H OO.N OO.HH O NO.H ON.OH O O0.0 ON mmw .H o d N Ow Wm M ma Ow m m.% OO O .1. On 1 J m 1 1 1 1 m 1 s m Lo Do q Lo So q Lo Do q Ho dq o a 1 a a o a 1 a e o a 1 a a a s o 3 Au ou J nu ou 1 nu ou 1 su ux e 3 n 1 e 3 n 3 e 1 n 1 m 1 m o I d I d I d u s 3 cm>Hu OHmmm S a mmmcoammm mmmcommmm mmmcomwmm s H> msouo > Ozone >H macho HOHOB .cmscHuCOUII.OO mqmdfi 313 This is in line with Lamb138 who suggests that speed tests should be continued in transcription class and always with the normal five percent error allowance. It is recommended that this practice be maintained because higher accuracy levels tend to impede the students' speed progress. Determination of Standards for the Amount of Mailable Copy for Grading Purposes Public high school teachers of transcription were asked to indicate how they determined standards for the amount of production of mailable copy for grading purposes. Only one item could be checked. Table 61 presents data concerning determination of standards. An analysis of Table 61 shows that 69 respondents, or 26.64 percent, stated that they used a previously established standard for determining the amount of produc- tion of mailable copy for grading purposes in the tran— scription class. There were 56 respondents, or 21.62 percent, who indicated that they used a class average for determining the amount of production of mailable copy. 138Lamb, op. cit., p. 107. 314 .H>IH mascuo OH mmqumOmucmoumm cam OHHmoHumesc cmuanuuch mum3 mmHHQmm .coHummsv MHz» 0» OHmmu no: ch 0:3 mucmccommmu Hmuou mnu O0 va.Ov OcHucmmmummu mumnommu HN cam cmumHsnm» mmuHmccoHummsv OON mo Hmuou mnu mo «OO.ON OCHucmmmummu .cmccommmu 0:3 mummommu OO mum3 mummy m>onm H EmuH you "many manna may ommx .cmHHsvmu coHuoscoum mo unsofim may uoO mcumccmum cmHmom msoHum> cmuuommu va .OH.OH Ov O0.0H OO O0.0N NO O0.00H OON Hmuoe O0.0 O0.0v ON O0.0 NN.OO OH HH.O O0.00 HN O0.00 HNH mmcommmm oz Hmuoa OO. ON.O N OO. O0.0 N OH.H O0.0 O Hv.O OH mumnuo .O OO.N O0.0H O Ov.O O0.0N O O0.0 O0.0N OH NO.HN OO OOOHo cH cmnHHUOCOHu mummmm mo HmnEDG mmmum>mv mmmum>m mmmHO .N O0.0 HO.HO OH O0.0 NN.NN O N0.0 O0.0N OH O0.0N OO AcmnHuumcmuu mummmm Hmnfid: HOUOuO cumccmum cmanHnmumm OHmaoH>mum .H N d N i 5. n Q 5... m m...“ pa m a. «m 1 1 w. J 1 m 1 1 m 8.4 s LAO nuo Llu ago q L.” moo q .m.g a_q o a I a a o a 1 a a old Ila a a o.u nu ou 1 an on 1 4n ou 1 an u: 2.4 n.+ e.+ “.4 mu: «.4 %.+ any I d I sm. s; cumccmum mmmcommmm mmmcommmm mmmcommmm HHH macaw HH msouo H amouo Hmuoa mumcommu Hoosom mOHn oHHnsa On cmuuommu mm mmmmmHo :oHumHuomcmuu cH mmmomunm OCHcMHO “0m Omoo mHanHmE mo coHuoscoum mo pasofim MOO mcuwccmum mo coHumcHEumumOII.HO mamma 1315 .H>IH mmsouu :H mmH3ImOmucmoumm cam OHHmuHumEs: cmuanuuch mums mmHHdmm .GOHummsu mqu Cu OHQmu uoc ch 0:3 mucmccommmu Hmuou mcu O0 «OO.OO OcHucmmmummu mumnommu HN cam cmumHsnmu mmuHmccoHummsv OON mo HmuOu may mo «OO.ON OcHucmmmummu .cmccommmu 0:3 mumsommu OO mum3 mums» m>onm H EmuH mom ”many anmu wnu ommm .cmquvmu :oHuoscoum O0 unseen map New mcumccmum cmHmom msoHHm> cmuuommu «Hm O0.0H OO OH.ON OO ON.HH ON O0.00H OON Hmuoe H0.0 OO.NO OH N0.0H O0.00 ON Hv.O ON.OO OH v0.0v HNH mmcommmm oz Hmuoa «O.H OO.HH v OH.H O0.0 O O O O Hv.O OH mummuo .O OO.H OO.HH e OH.O O0.0N OH OO.H ON.OH O NO.HN OO wmmHo cH cmnHuomcmuu mummmm no umnEdc mumum>mv momHm>m mmmHO .N O¢.O H0.0N O H¢.O O0.0N OH O0.0 O0.00 OH O0.0N OO AcmnHuumcmuu mummmm umnfiac Hmuouv cumccmum OmanHnmumm OHmsoH>mHm .H A N o.a o.d N H.a uuN pm mm m mm mm m 3., in m 2 .3 A_o q Ox 3 a On Ow a On On a as we nu on 1 la ou 1 in ou J uu u: e 4 n.+ e 3 n 3 e 3 n 3 s.+ s I d I .d I d wag wmw J cumccmum mmmsommmm mmmcommmm mmmcommmm H> msouw > Ozouo >H Ozone Hmuos .cmdeHCOUII.HO mam<fi 316 There were 14, or 5.41 percent, who reported various scaled standards for the amount of production required. Most of the teachers who reported used an estab— lished standard for determining the amount of production of mailable transcripts, while a considerable number reported the use of a class average. Leslie recommends a weekly grading plan using a point system with a minimum passing grade only for the minimum number of points. Many teachers reproduced the following chart by Leslie, or made reference to it in replies to the question.139 GRADING ON A POINT SYSTEM Number of Words Unmailable or in Letter Perfect Mailable Correctible Up to 125 2 l O 126 to 250 4 2 0 251 to 375 6 3 O 376 to 500 8 4 0 It is recommended that the amount of production standard set by the teacher should be attainable by most of the students irrespective of how it was established. It is also recommended that a grade scale be established :hat requires a minimum of arithmetic computation other- ise valuable class time is lost when too much time is ent in figuring grades. 139Leslie, Methods of Teaching Transcription, . cit., pp- 75:79 317 Daily Production of Letters When Amount of Production Component is Considered as Part of Final Grade Public high school teachers of transcription were asked to indicate whether they required daily production of letters for the amount of production component in the grading of transcription student. Only one item could be checked. Table 62 presents data concerning production. An analysis of Table 62 shows that 99 respondents, or 38.08 percent, replied "no"; 68, or 26.15 percent, replied "yes"; and 93, or 35.77 percent, did not respond to the question. Most of the respondents did not require a daily specified output of letters. The researcher is in agree- ment that it is not necessary to schedule letter tran- scription each time the class meets, inasmuch as there are other activities that should be covered, sOmetimes taking up the entire class period. If daily production is a must, however, the researcher is of the opinion that it is not necessary to grade or review every day's produc- tion because of the volume of work entailed. Furthermore, some students may have had a "bad day." It is sufficient merely to require that a definite number (depending upon the grade eXpected or the student's ability) be turned in by the student during the entire course to earn a grade 318 .H>:H mmaouo :H mmH3ImOmummonQ cam OHHmoHumfidc cmuanuuch mum3 mmHHmmm .EmuH mHsu ou OHmmu uoc ch mucmccommmu Hmu0p mnu mo OOO.OO OcHucmmmummu acmumHsnmu mmuHmccoHummsv OON mo Hmuou may mo OOH.ON OcHucmmmummu mumnommu OO .cmccommmu 0:3 mumnommu OO mum3 mummu m>onm H EmuH Mom "moan manna may ommm O0.0H Ov O0.0H OO O0.0N NO O0.00H OON Hmuoe OH.O O0.00 OH O0.0 O0.00 vH O0.0 OO.NO OH O0.00 OO mmcommmm oz .O N0.0 O0.00 OH NO.v O0.00 NH O0.0 ON.OO ON O0.00 OO oz .N O0.0 O0.0N OH O0.0 O0.0N OH NO.v O0.0N NH OH.ON OO mmw .H o d o d N o d o d N o d o d N H.a OHN 39 38 m Je Ja n Ja Ja n as am I J I 1 m 1 1 m s I 3 Two Old q Lao nos a. Two ass a. Ago .d q ole Has a 0.: Tie a old 1‘8 a old o.u nu ou 1 nu ou 1 nu on 1 uu u: e 3 n 1 e 1 n 3 e 3 n 1 s 3 s I d I d I d a .ao s m. s I. cm>Hw OHmmm mmmcommmr mmmcoammm mmmcommmm HHH msouo HH maouo H msouo Hmuoa moHumHuumcmuu mo mumnommu Hoomom ann UHanm On cmuuommu mm mmmHo coHpmHHomcmuu :H mcmum HmcHw man no puma m mm cmm: cmms ucmcoaeoo coHuoscoum mo ucaoem mm» How mumuumH wo coHuodconm OHHmoln.NO mqmda 9 l 3 .H>IH masouo CH mmH3nmmmucmonm cam OHHmoHumEsc cmuanuuch mum3 mmHHmmm .EmuH mHnu on OHmmu pom ch mucmcsoammu Hmuou may no OOO.OO OcHucmmmummu {mummommu OO «cmumHsnmu mmuHmccoHummsw OON mo Hmuou mm» «o «OH.ON OCHucmmmudmu .cmccommmu 0:3 mumcommu OO mum3 mums» m>onm H EmuH you "many mHnmu may cmmm Ov.MH mm OV.MN HO OH.HH ON O0.00H OON HmuOB mm.m O0.00 VH m0.0 O0.00 MN Ov.m mo.Hm O O0.0M mm mmcommmm 02 .m Om.m O0.00 OH O0.0 O0.00 ON Ov.m OO.HO O O0.00 OO 02 .N OO.N O0.0N O OO.m mm.vm mH mm.v O0.00 HH OH.ON OO mm% .H o d o d N o d o d N o d o d N H.a u.N Ja 33 m 39 33 39 33 aa a z z 1 aw am on On .m. mm mm W Wm 18 a 09 19 a 03 ca 3u ou .4 3u on 1 3a on 1 uu u: e 3 n 3 e 3 n 3 a 3 n 3 8.3 s s m. s I. cm>Ho OHmmm mmmcommmm mmmcommmm mmmcommmm H> amouw > maouw >H Ozone Hmuoe .cmscHucoou|.NO mqmma 320 for the total production component. The researcher suggests that the work produced at the end of the semester be weighted more heavily than that completed at the beginning. Determination of Amount of Production of Mailable COpy for Grading Purposes Public high school teachers of transcription were asked to indicate how they determined the amount of produc— tion of mailable copy for grading purposes. Only one item could be checked. Table 63 presents data concerning types of transcription materials. An analysis of Table 63 shows that 84, or 32.31 percent, stated that they used all the materials tran- scribed over an entire grading period in the determination of the amount of production of mailable copy for grading purposes. There were 22 respondents, or 8.46 percent, who indicated that they used only a portion of the materials transcribed over the entire grading period; and 28, or 10.77 percent, who (used selected materials transcribed during a class period. There were 14 respondents, or 5.38 percent, who reported various scales for determining the amount of production. 32El .H>nH mmsouu CH mmHBumOmucmoumm cam OHHmoHumEsc cmuanuuch mumz mmHHmmm .COHummsc mHnu ou OHmmH uoc ch 0:3 mucmccommmu Hmuou may no «OO.OO mcHucmmmummu mummommu NHH cam cmumHsnmu mmuHmccoHummsu OON mo Hmuou mmu mo OHO.NO msHucmmmHQmH .cmccommmu 0:3 mumcommu vO mumz mums» m>onm H EmuH Mom "mama mHnmu mm» cmmm .coHuoscoum Oo ucsoam OchHEHmumc now mmHmom msoHum> cmuMOQmu «Hm O0.0H Ov O0.0H OO O0.0N NO O0.00H OON Hmuoe Ov.O H0.0v NN O0.0 OO.HO OH Ov.O HO.NO NN O0.0v NHH mmcommmm oz Hmuoe .NO.H V0.0H O OO. OO.N H OO. O0.0 N O0.0 vH mummuo .v NO.H O0.0H O NO.H O0.0H O HO.N OO.HH O O0.0H ON coHHmm mmmHo m mcHuzc cmnHuo nmcmuu mHmHumumE cmuomHmm mcsHocH .O OO. ON.O N NO.H O0.0H O OO. NO.H H Ov.O NN cOHumm ochmum muHucm Hm>o cmnHuumcmuu mHmHumumE map mo coHuHoa m mcoHocH .N O0.0 O0.0N OH O0.0 O0.0N OH O0.0 O0.00 HN HO.NO «O coHqu O:chum mHHucm Hm>o chHuo umcmuu mHmHumumE HHm mcsHocH .H I d N nu ma.“ . 2 i m nu nu m a... mm 1 1 m 1 1 m 1 1 w. 8.4 s Lao nus a. L.s ago a. Two moo .o.. .d q o 3 Tie a old .33 e o.e .38 a ole ole 3u on 1 3n ou .4 3n on 1 uu u: e 3 n 3 e 3 n 3 e 3 n 3 8.3 s mEmuH I a I a I a “0 mm. 8388; mmmcommmm mmmcommmm mmmcommmm 3 Quouu Hmuoa HHH macaw HH asonu H was oHHnsm On couscous mm mmmao mumnocmu Hoonom Scoum MO #:5066 mo :OHumcHEHmumOII.OO mammfi “H a 3222 .H>nH mmsouo OH mmH3ImOmucmoumm can OHHmoHumEdc cmuanuuch mum3 mmHHOmm .coHummoU mHnu ou OHQmH uoc ch 0:3 mucmccommmu Hmuou mcu mo OOO.OO OcHucmmmummu mumzommu NHH cam cmumHonmu mmHHmccoHumch OON mo Hmuou may no OHO.NO OcHucmmmuamu .cmccommcu 0:3 mumnommu OO mum3 mums» m>onm H EmuH you "many mHnmu mcu cmmm .coHuoscOHQ Oo uczofim OchHEumumc MOO mmHmom mooHum> cmuuommu OHm O0.0H OO O0.0N HO OH.HH ON O0.00H OON Hmuoa O0.0 OO.NO OH O0.0H NO.NO ON N0.0 OO.HO NH O0.00 NHH mmcommmm oz Hmuoa .O O O OO.H O0.0 O OO. O0.0 N O0.0 OH mumcuo .O OO. H0.0 N HO.N O0.0 O OO.H O0.0H O O0.0H ON coHHmQ mmOH.O m OcHusc cmnHuo Imsmuu mHmHumumE cmuomHmm mcDHocH .O NO.H ON.OH O HO.N O0.0 O OH.H O0.0H O O0.0 NN coHumm mchmHO muHucm um>o cmnHuomcmuu mHmHumumE mnu mo coHuuom O mcsHocH .N coHqu mchmum O0.0 OH.OO OH H0.0 OH.HO OH O0.0 O0.0N O HO.NO OO muHucm um>o cmnHuo Imcmuu mHOHumumE HHm mcsHocH .H I N N OO O...“ m nu mu O. OO Ow n am On 1 J m. 1 1 m J 1 m SJ sm L.o ago La. nso q Lao ago q Ado .onw o a 1 a e o a 1 a a o a 1 e a o a o a 3n on 1 3n on 1 WW mw .l ww w: W3 .m3 W3 .m3 I d a so mEmuH s m. 5.3 coHuuscoum OOOOOQOOO mmmcommmm mmmc0dmmm >H msouu Hmuoa H> OOOOO > msouu .wmscflucooln.mw mamas 323 Most of the teachers who determined a grade on the total production of mailable letters used all of the transcripts attempted over an entire grading period. This seems to indicate that all of the work completed by the student was averaged. Teachers who selected only a portion of the materials or selected materials from the daily work had fewer papers to deal with in evaluating students. Ordinarily it is not necessary to check all of the students' work in order to arrive at an equitable grade, but in transcription classes the progress of the students must be watched carefully in order that the 'terminal standards may be reached. It is recommended tfluat the teacher select as much of the transcription work produced as possible in order to give a fair evaluation (If the quality and quantity completed. Content of Test of Related Knowledges Public high school teachers of transcription were asked to indicate the content of the tests of related knowledges when this was used as a portion of the final grade in transcription. More than one item could be cruecked. Table 64 presents data concerning content of the tests. 1324 .H>uH masono cH mmH3anmucmoumm cam OHHmoHumEDC cmuanuuch mum3 mmHHQmm .EmuH chu on OHmmu nos ch 0:3 mucmccommmu Hmuou may mo OOO.OO OcHucmmmuQmu wumcommu NOH com cmumHsnmu mmuHmccoHummDO OON mo Hmuou mnu O0 OON.OO OcHucmmmuQmH .cmccommmu 0:3 mumnommu ONH mum3 mumcu m>onm H EmuH How "msnu mHnwu mcu cmmm HOEHOOCH cmuuommu O .OcHummu maOu “mmchomE monOo cam mmuccmooum monmo cmuuommu Om OO. ON.O N Om. OO.N H OH.H O0.0 O N0.00 NON Oo.m O OON mumsuo .m N0.0 O0.0N NH N0.0 O0.00 NH mo.m O0.0H O N0.00 OON O0.0N mm OON Ouoonu camnuuocm .O oo.m O0.0N OH ON.O OO.HO OH OO.N O0.0H O OH.OO OOH O0.0N NO OON Ommdm Ocmnuuocm .O ON.O HO.HO mH ON.O mm.mm OH OO.N HH.OH m HN.OO omH OH.ON om OON Oomusoom OaHOOB .m oo.m OO.NN NH oo.m HH.ON NH mO.N OO.HH O O0.00 mmH OO.ON mm OON Ommam mamee .O O0.0 OH.ON OH OH.O O0.00 OH O0.0 OO.NO OH OO.NO OOH HH.OO Oa OON mcHOmmuOooum .m O0.0 OH.OO OH mm.m O0.00 OH Om.m ON.OH OH O0.00 NOH O0.00 OO OON pawsmomHO umuuoq .N NO.m OH.OO ON H0.0 OO.NO OH ON.O OH.OO ON O0.00 NOH ON.OO ONH OON HcoHumoHanHOm can .coHumNHHmuHQmo .coHumouocom .OcHHHmdmO mmmw: cmHHOcm .H 0d 0 i 3 m m; O.H N 2 i. m 3 mm 3 mm 3% 1 1 1 1 m 1 1 m 1 SI sm 83 L3 90 G. TOO Do a. La 93 O. HO do. do dd. d2 08 la 8 03 18 9 08 18 8 we 88 0% 08 OT. mm X. 1 mm. mm. 1 mm mm 1 am “I w; w T. d O 00 a 30 a T d .L d UO UT: SO 81. S ummh. MO UCOUCOU 81. S I. 8 8 mmmcommom mmmOOOmom s s ulllllulltlllw mmmcommmm \LY‘IWMHIOIMIIII HMHOB AIIIIIII\|\\\iI\\\1 HH OsoHO H (a: oHHnsm On cmuuommmummumwwuwcwMMMWuI.Om mqm|H mmsouo CH mmH3nwmmucmuuwm new OHHmoHumEd: UmuanuumHn mum3 mmHHmom .EmuH mHnu ou OHmmu uoc UHU 0:3 macmvcommmu Hmuou may no Z325 wOO.om OCHucmmwume mumnommu NOH new omHMHsnmu mmHHmccoHummsv .mcHummu mm>u OON mo Hmuou 0:» mo OON.Ov ocHucmmwummH .Umccommmu 0:3 HOEH0mcH cmuuommu O “mmchomE monmo mumcommu ONH mum3 mums» m>onm H EwuH Mom "mscu mHnmu may Gama new mmusvmooum monmo vmuuoamu Om OO. OO.N H o o o OO. Ov.O H N0.00 NON Oo.O O OON mumnuo .O OO.H OO.HH v ON.v O0.0H HH HO.N O0.0N O N0.00 OON O0.0N OO OON muomcu vcmcuuocm .O OO.N O0.0N O ON.v OO.OHA HH Ov.O OO.HO O OH.OO OOH O0.0N NO OON nwmmm cannuuonm .O O0.0 O0.00 OH v0.0 O0.0N OH ON.v O0.00 HH ON.OO OOH O0.00 om OON momusoom mchma .O O0.0 O0.0N 0H oo.O HO.HN OH Ov.O OO.HO O O0.00 OOH oo.ON OO OON memm mchxa .e O0.0 O0.00 OH O0.0 OO.NO ON oo.O OO.vv OH OO.NO OOH H0.00 Om OON mcHUmwuu00um .O ON.O Ov.HO HH O0.0 OO.NN OH NO.v OO.HO NH O0.00 NOH O0.00 OO OON ucmEmOMHm kuumq .N N0.0 OO.HO OH N0.0 O0.00 ON V0.0 N0.00 OH O0.00 NOH ON.OO ONH OON ACOHumoHanHOm 0cm ‘coHumuHHmuHQmo 0coHum9pocsm .mcHHHmmmv mmmm: anchm .H d d N L OO OO O OO OO O OO OO N 0.00 ON O0 Om O0 1 1 w. 1 1 1 1 m. J m. 5.4 s 3.4 LAO 9.0 mag 9.0 q LAO 9.0 H.” H .aau .anq d e o a 1.O a o.o 149 a o.a 1.u a a.u a.o o.c o.a o.L 1.u o u 1 3.u o u 1 n'u o u 1 s u s 1 unu u.4 u e 3 n.+ v.1 n.+ v.3 n.+ .aq+ d 3.4 s s T. ,0 I .0 T. .0 O0 OO. O0 OO. O an“; a T: “MGR. M0 UCQUCOU Ommcommmm Ommcommmm mmmcommmm s 3 H0909 H >H msouo 326 An analysis of Table 64 shows that 128 respondents, or49JB percent, reported that English usage was of greatest importance as a part of a test of related knowl- emms,when a portion of the final grade in transcription is based on related knowledges. There were 97 respondents, or 37.31 percent, who hflimfied that proofreading was of next importance; 80, cm ML77 percent, indicated that typing accuracy was of third importance . In addition, there were 78 respondents, or 30 pmrcent, who indicated that letter placement was of next importance; followed by 65, or 25 percent, who indicated typing speed; 62, or 23.85 percent, who indicated short- hand speed; 53, or 20 percent, who indicated shorthand theory; and 8, or 3.08 percent, who listed other topics. Teachers have recognized English usage, which includes spelling, grammar, syllabication, etc., as an integral part of the development of transcription skill. Preparation of Students for Civil Service Examinations by Transcription Teachers Public high school teachers of transcription were asked to indicate whether they prepared their students for State Civil Service stenographic examinations. Only one item could be checked. Table 65 presents data con- cern i ng student preparation . 327 .H>|H museum CH mmH3nmmmucmouom can OHHMOHqus: pmuanuvav oum3 meHmmm .aoHummsw mHnu Ou mHmmu no: 0H0 mucopcoammu Hmuou 0:» mo «HO.OO mcHucwmmummu mumsommu OO “UmumHsnmu mmuHmccoHumoSU OON mo Hmuou on» no OOO.OO OGHucmmmudmu .wmvcommmu 0:3 mumnommu OO mum3 mums» o>onm H EwuH nah "many mHnmu mnu pmom O0.0H Ov O0.0H OO O0.0N NO O0.00H OON Hmuoa O0.0 OH.OO OH Ov.O O0.0N O O0.0 O0.00 ON H0.00 OO mmcommom oz .O O0.0 O0.0N vH HO.N O0.0H O ON.v OH.HN HH O0.0N OO oz .N OH.O vO.vO OH O0.0 O0.00 HN O0.0 O0.00 HN O0.00 OO mm» .H o d 0.4 N o d o.a N o d o d N u.d u.N Ja Ja m 33 I; m 39 33 M ea 9m 1 1 1 1 1 1 8.4 s L.O nus q L.O nus Two qu .aHO d o.u 1.e a o.u 1.0 a ole 1.O a OHO o.c an on J nu ou .4 in ou 1 uu u: 9.4 n? 9.4 n3 9.1 an. 8.4 s c930 >Hmmm T. d T. d I d 9 ago . O.m. 5.9 mmmcommwm wmmcommmm noncommmm HHH msouo HH macho H macaw Hmuoa mcoHymcHmew OHAQMHOOGmum m0H>Hmm HH>HU wumum New mucmpsum mcHummmHm mumnommu :oHumHuomcmuu Hoonom 50H: UHHQDQ mo Honfidzln.OO mHm|H mmsouo :H mmH3lommucmouma can OHHmoHumEsc pmuanuume mums moHHmwm .coHummsw chu o» OHme no: UHp mucoOGOQOmH Hmuou on» NO OHO.OO mcHucmmmumwu mumzommu OO “poumHsnmu mouHmccoHumwsw OON mo Haven 0:» mo OOO.OO mcHuammmumou .pmpaommmu 0:3 muonommu OO mumz mums» m>onm H EmuH uom "mach mHnmu as» Ommm O0.0H OO O0.0N HO OH.HH OH O0.00H OON Hmuoa N0.0 OO.HO OH H0.0 OH.HO OH O0.0 ON.OO vH H0.00 OO mmcommwm oz .O O0.0 OO.NN O H0.0 OH.HO OH OO.N OH.ON O O0.0N OO oz .N Ov.O H0.0N O O0.0 O0.00 ON O0.0 O0.0N O O0.00 OO mm» .H 0.8 o d N o d o.d N 0.4 o d N 8.4 n_N 33 Ja n 39 39 n 38 33 m as am 1 1 m 1 1 W 1 1 8.4 s LNO n40 q LHO age L.” aye q Ado .cnw o.a via a o.u Ola a one .49 a o.a nus Om. mm. 0 3 mm 0 3 OO. 0 OO. O; I d I d I d a .Oo cm>Ho OHmmm ¢.o 8.3 T: H> msouo > msouo >H maouo Hmuoa .flwDCHucOUII.mO mqmda 329 An analysis of Table 65 shows that 98 respondents, or 37.69 percent, indicated that they prepared their students for State Civil Service stenographic examinations in their transcription classes. There were 65, or 25 percent, who stated that they did not prepare their students. There were 97, or 27.31 percent, who did not respond to the question. Over one-third of the transcription teachers gave some training in preparing students to pass Civil Service stenographic examinations. It is recommended that all other teachers consider the benefits accruing to the student when there is prepara— tion in the class for State Civil Service examinations or other employment tests. Type of Preparation Given to Students for Civil Service Examinations by Transcription Teachers Public high school teachers of transcription were asked to indicate the type of preparation given to students for State Civil Service examinations. More than one item (mould be checked. Table 66 presents data concerning the ‘type of preparation given. An analysis of Table 66 shows that 64 respondents, <3r 24.62 percent, stated that they prepared their students for State Civil Service examinations by giving dictation sindlar to the State tests in their area. 330 .mHmHumumE moH>uwm HH>HU .H>IH mdaouo cH mmH3nwOmucwoumm cam OHHmoHumEs: msomCMHHmomHE suHB mcqu03 nounomwu H “mmchHuz Omuanuume mum meHmmm .EmuH OHS» meHu :0 mcHHHHHo pounced» N “ummu mumum ou umHHEHm ou mHmou uoa CHO 0:3 mucwocommmu Hmyou ms» mo >000 pmucHum Eoum manz mucwosum mcH>mn pmuuommu N OOO.OO mcHucmmmummu mumnommu OOH 6cm pwustnmu "Hmuume uomflnsm vaum> .memm uHsoHMMHp OHmumuwpoe mmuHmccoHummsU OON mo Hmuou ms» mo OON.ON um ocHumuUHO pmuuommu O “mmmHo :H ummu mUH>Hmm mcHucwmmHQmu .nwocommmu 0:3 mumnomwu OO mum: HH>HU mcH>Hm omuuommu O umcHummu mam mcHnHuomcmuu wuonu m>onm H EmuH Mom ”msnu mHnmu may puma moH>Hmm HH>HU mxoonxuos can mxoon mchs pmuHOQmu Om OO.H H0.0 O OO. O0.0 N OO.H O0.0 O O0.00 NON N0.0 OH OON mumnuo .O OO. 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O0.0 N O0.00 NON N0.0 OH OON muwnuo .O O O O O0.0 O0.0H O OO. O0.0 H HO.NO OON O0.0 ON OON OUHuumud uCoOCum How mummu .u.>ou Hmumomm 0H0 mm: .O OO. OO.N H O0.0 O0.0H O OO. O0.0 N NO.HO OON O0.0 HN OON moHuomud qucsum How mummy moH>u0m HH>HU mumum pHo manomm .O HO.N OH.OH O O0.0 O0.0N OH NO.H ON.OH O O0.00 OOH N0.0N OO OON noun 0:» CH C0>HO mummy mumum on» 0» umHHEOm CoHumuOHv 0>Hu .N OO.N O0.0N O O0.0 OO.NN OH OO.H O0.0H O O0.00 OOH ON.ON OO OON mameoon ummu deEmm moH>uwm HH>H0 mm: .H 0d 0d N 0d 0d N 0... 0... N Nd NN 0d 8N am 39 Ja 39 30 50 J9 00 0 50 a so 1 1 M .4 1 m. 1 1 M .4 m .4 smw s.+ Lo 90 L0 90 Lo 90 80 H 80 w de 0 a .40 a 0.u 1.O 0 04¢ 1.O a a.u a.u a.u .u 0.1 3 u Hun 1 0+u Avu 1 ..u onu J suu s.4 snu u.4 u n... O; n... O; O... O. O: O0 O: O; u o u 1. u s z. s coHumumamum O0 on? O... O O mmmcommom mwmcommmm mmmCommwm s s s H> msouo > mzouu >H asouw Hmuoa .OOOCHuCOUuu.OO mum<9 332 There were 63, or 24.23 percent, who used Civil Service sample booklets for their preparation of students. There were 21, or 8.08 percent, who secured old State Civil Service tests to use for student practice; 20, or 6.69 percent, used old Federal Government tests for student practice and 18, or 6.92 percent, reported using other methods. In the researcher's opinion all of the materials selected by the transcription teachers, if skillfully used, will adequately prepare the student for the State Civil Service examinations. Conclusion This chapter has been an analysis of the replies from public high school advanced shorthand teachers and transcription teachers regarding their tests and testing techniques. A summary of the findings of this chapter are ifiaund in Chapter VIII together with the conclusions and recormnendat ions . The next chapter, Chapter VI, will be a comparison cxf the tests and testing techniques of the State Civil Service Commissions and of those of the advanced shorthand aIui transcription teachers with regard to the similarities arui differences which exist. CHAPTER VI ANALYSIS OF THE SIMILARITIES AND DIFFERENCES BETWEEN STATE CIVIL SERVICE TESTS AND TESTING TECHNIQUES AND THOSE USED BY SELECTED PUBLIC HIGH SCHOOL ADVANCED SHORTHAND AND TRANSCRIPTION TEACHERS A percentage analysis was used to compare the State Civil Service shorthand dictation tests and testing techniques and those of the public high school teachers of advanced shorthand and transcription with regard to the similarities and differences. The following comparisons were made between the states' tests and teachers' tests: type of shorthand dictation test used; type of transcript required; time allowed for dictation of material, time allowed for transcription of material; sources of testing materials; measurement of difficulty of shorthand dicta- tion materials, difficulty of the dictation materials used; reasons given for current test usage; methods used for scoring tests; minimum standards required for an entry- level position with the State and minimum classroom 333 334 requirements at the various grade levels; and sections included in the State stenographic examinations and re- lated subjects studied in shorthand and transcription classes. Type of Shorthand Dictation Test Used Similar types of shorthand tests were reported being used by the State Civil Service Commissions and public high school advanced shorthand and transcription teachers. The type of test used most frequently by states and teachers was the timed, orally dictated test which was transcribed at the typewriter. This was reported by 46 states, or 93.87 percent; 231, or 88.85 percent, of the advanced shorthand teachers; and 166, or 63.85 percent, of tflma transcription teachers. Therefore, the majority of tflua states were using a test similar in nature to the tests used by public high school teachers of advanced shorthand and transcription. However, two pOpulous states (Group I) were using the printed dictation test; that is, a COpying test in 'whirfli printed material was COpied in shorthand and later transcribed in the form of a fill-in, machine-scored type of transcript. There was a total of 27 responses, or 10.38 percent, of the teachers of advanced shorthand who also used this method. Of this total, the teachers in 335 Group I reported that they used this method to prepare their students for the State Civil Service examination. (See Table 22.) Other teachers stated that they used this method only as a variation from the regular type of oral dictation test. Type of Transcript Required There was agreement between the states and the teachers concerning the type of transcript required. The majority of the states and the advanced shorthand and transcription teachers required a typewritten transcript from the notes taken in the dictation tests. The majority of the states were using a typewritten transcript which was similar to those required by public high school teachers of advanced shorthand and transcription. However, there were 2 states, or 4.08 percent, which used a fill-in type of transcript for a nondictation test; and 6 states, or 12.24 percent, which used various ‘types of fill-in transcripts presumably machine-scored {also. In comparison there were only 5 advanced shorthand ‘teachers, or 1.92 percent, who stated that they used fill- ;in blank handwritten transcripts; and 1 teacher, or .38 Enercent, used a machine-scored transcript. (See Table 30.) rhjwever, these teachers were not from states using fill- 111 transcripts for their State Civil Service stenographic examinations . 336 Time Allowed for Dictation of Material There was some agreement between states and teachers on the length of time allowed for the dictation of material. A dictation period of 3 minutes was reported by a majority of the states, by a majority of teachers of advanced shorthand for the A and B grade levels, and by a majority of transcription teachers at the A grade level. There were 32 states, or 65.30 percent, which allowed this 3-minute period of time; but other states reported variations of timing ranging from 4 minutes to 10 minutes. Among the advanced shorthand teachers, a large group reported 5-minute periods of time for dicta- tion at the C and D grade levels. Transcription teachers reported the same variations at the B, C, and D grade levels. The responses for advanced shorthand teachers were ‘as follows: 120, or 46.15 percent, for 3 minutes; and 107, cxr 41.15 percent, for 5 minutes at the Grade A level; 112, (Jr 43.08 percent, for 3 minutes; and 110, or 42.31 percent, for 5 minutes at the Grade B level; 117, or 45 percent, ftu: 5 minutes; and 102, or 39.23 percent, at the Grade C level; and 100, or 38.61 percent, for 3 minutes; and 102, or 139.38 percent, for 5 minutes at the Grade D level. The responses for transcription teachers were as follows: 80, or 30.77 percent, for 3 minutes; and 69, or 337 26.54 percent, for 5 minutes at the Grade A level; 78, or 30 percent, for 5 minutes; and 72, or 27.69 percent, for 3 minutes at the Grade B level. The same reports were given for the Grade C level as for the Grade B level. There were 72, or 27.69 percent of the responses, who reported 5 minutes and 68, or 26.15 percent, for 3 minutes at the Grade D level. Both the advanced shorthand teachers and the transcription teachers were about equally divided con- cerning whether they allowed 3 minutes or 5 minutes for dictation at all grade levels. Time Allowed for Transcription of Material There was a difference in the length of time allowed for transcription of material in shorthand dicta- tion tests as reported by the states and advanced shorthand and transcription teachers. Teachers allowed Inore time for transcribing then did the states. The largest group of states (14, or 28.57 percent) reported transcription periods of 20 minutes, while another group (10, or 20.40 percent) reported only 3 Ininutes. Another group (5, or 10.20 percent) reported periods of 30 minutes. The remaining states reported other periods of time for transcription ranging from 4 Ininutes to 40 minutes. 338 Advanced shorthand teachers reported longer periods of from 30 to 35 minutes for the various grade levels A, B, C, and D, with the 30 minute period reported by the majority of the respondents. Presumably, the states that required only 3 minutes of transcription had satisfied themselves as to the validity of this procedure; and, consequently, were able to select applicants accordingly. It is recommended that teachers located in states having short transcription timing periods use similar periods for practice in their classrooms in order to familiarize their students with this process. Sources of Testing Materials There was some agreement between the states and advanced shorthand and transcription teachers concerning the sources of testing materials used for shorthand dicta- tion purposes. The majority of the states, 23, or 46.93 percent, indicated that they requested assistance from the Federal (mavernment; while there were an almost equal number of .states (20, or 40.80 percent) which indicated that they lised.business education books and magazines. Advanced shorthand teachers and transcription 'teachers reported that they used business education books aand magazines most frequently for testing materials. There 339 were 217, or 83.46 percent, of the advanced shorthand teachers who gave business education books as their first choice; and 216, or 83.08 percent, who listed business education magazines as their second choice. There were 191, or 73.46 percent, of the transcription teachers who gave business education books as their first source; and 166, or 63.85 percent, who gave business education maga- zines as their second choice. There was a greater percentage of states than teachers who stated that they constructed their own tests from materials taken from their files or from word lists. There were 14 states, or 28.57 percent, which reported the use of materials from their files; and 6 states, or 12.24 percent, which reported the use of word lists. .Advanced shorthand teachers reported the use of self— composed tests, as indicated by 28, or 10.77 percent; and the use of tests constructed from word lists, as indicated by 23, or 8.85 percent. There were 67, or 25.77 percent of the transcription teachers who reported the use of teacher's manuals for constructing tests; 5, or 1.92 3percent, who reported the composition of tests from word lists; and 17, or 6.54 percent, who composed tests. States also reported additional assistance in obtaining testing materials from their own State Employ- ment Service offices as indicated by 7 states, or 14.28 340 percent. Other State Civil Service Commissions gave assistance as reported by 7 states, or 14.28 percent. In summary, states were using some of the same sources of testing materials that were used by public high school teachers of advanced shorthand and transcrip- tion; but states required more assistance from outside sources and indicated a tendency toward attempting to make up their own tests. It appeared that the teachers were doing an adequate job of selecting materials to prepare for State Civil Service examinations. Measurement of Difficulty of Shorthand Dictation Materials There was some agreement between states and public high school advanced shorthand and transcription teachers concerning the measurement of difficulty of shorthand dictation materials. A slight majority of the states (10, or 20.40 percent) reported the use of the standard ‘word, and 17, or 34.69 percent, syllabic intensity. There were 131, or 50.38 percent of the advanced short- hand.teachers, who reported the use of the standard word and.89, or 34.34 percent, the use of syllabic intensity. In addition, there were 117, or 45 percent of the tran- scription teachers, who reported the use of the standard *word.and 63, or 24.23 percent, the use of syllabic intensity. 341 However, there were 19 states which reported methods of measurement of difficulty of dictation materials that were different. They reported as follows: 8 states, or 16.32 percent, used no measurement; 8, or 16.32 percent, used an actual word count; and 3, or 6.12 percent, used their own judgment. Advanced shorthand teachers reported other methods of measurement as follows: 19, or 7.31 percent, actual word count; 24, or 9.23 percent, no measurement. Transcription teachers reported other methods as follows: 31, or 11.92 percent, no measurement; and 20, or 7.69 percent, actual word count. In summary, only a slight majority (27 states, or 55.09 percent) of the states reported the use of the same methods of measuring the difficulty of the dictation materials as were used by the public high school teachers of advanced shorthand and transcription. These measure- ments were the standard word and syllabic intensity. A large percentage of the states (19 states, or 38.76 per- cent) reported difficulty measurements such as an actual word count; no measurement, and the use of their own judgment which are considered to be inadequate difficulty :measurements according to authorities. However, upon actual examination of the tests of some of these states and an application of the syllabic intensity measurement, these tests were in most cases found to be adequate for stenographic testing purposes. 342 It is recommended that states become aware of some of the best ways of measuring the difficulty of their dictation materials. All teachers should inquire of their State Civil Service Commissions concerning the method used to calculate difficulty. All teachers should prepare their students technically and psychologically to meet a testing situation with a test of higher difficulty. Difficulty of the Dictation Materials Used Difficulty Measurement by Syllabic Intensity A comparison of the difficulty of testing materials as measured by syllabic intensity used by the states and advanced shorthand and transcription teachers is shown in Table 67. This table presents the difficulty of the dictation materials, as measured by the syllabic intensity of the entry-level shorthand dictation tests furnished by 38 states and of the shorthand dictation tests taken from 40 issues of the Business Teacher magazine listed as 80 words per minute for periods of 3 minutes. Dictation tests from Business Teacher magazine were reported to be used by the advanced shorthand and transcription teachers for testing purposes. An analysis of Table 67 shows that a comparison was made of the syllabic intensity of the tests of the 343 HOO.H OO.H NO.H HN wnmgm OO.H ON mumum OO.H OH mumum NO.H OH mumum HO.H OH mumum OO.H OH mumuw >H HOO.H NO.H HO.H OH mumum OO.H OH mumum OO.H OH mumum OO.H NH mumum HO.H HH mumum OO.H OH mumum OO.H O mumum NO.H O mumum OO.H O mumum OO.H O mumum HHH HOO.H OO.H O.H O «HOHO OO.H O mumum OO.H O mumum HH HOO.H 0 HO.H NO.H N mumum O.H H mumum H mumme mumma Hmsomma mo mumum mumma mumum m0 mmumnm maouu OuHmnmucH oHanHOO .H.O OuHmcmucH UHOOHHOO mmmnw>¢ _ mnouw H> COCOHCH H mmsouw How muwnommu COHumHuomcmHu pCm UCmsuuosm UmoCm>om Hoosom COHC UHHQSQ mo mummy OCMCHHOCO mo OuHmcmuCH OHQOHHOO 0C» UCO mummp UHCmmHOOCmum 00H>Hmm HH>HO mpmum may mo CoHuHom UCOCHHOCO wsu mo muHmcouCH OHQMHHOO 0:“ mo COOHHMQEOU ¢I|.OO mqmfie 344 .mEmC On omeHquoH ma uOC oHsoo mmgmum mCommmH OHHusomm Comm HOO.H OO.H OO.H OO mumpm OO.H OO mumum OO.H OO mumum OO.H OO mumum NO.H OO mumpm OO.H OO mumum OO.H NO mumum H> HOO.H OO.H OO.H HO mumum OO.H OO mumum OO.H ON mumum HO.H ON mumum OO.H ON oumum OO.H ON mumum OH.H ON mumum OO.H ON mumum OO.H ON mumum OO.H NN mumum > mpmme mumma Hmsomme mo mumum mumme mumum mo mumum 0&50H0 OuHmcmucH UHHOHHOO .H.O OuHmcmuaH OHOOHHOO mmmnm>¢ maouw .UODCHHCOUII.Ow mqm¢9 té Tit 345 states and the tests of teachers divided into Groups I through VI., (A statistical analysis of the comparison of the means of the groups is shown in Chapter IV.) An analysis of the difficulty of the entry-level shorthand dictation tests for the various 38 states and of public high school shorthand teachers' dictation tests was completed by determining the syllabic intensity of each of the tests. Syllabic intensity was computed by a careful examination of the 38 states' entry—level short— hand tests and a count of the total number of syllables and the total number of words in the dictation material. The total number of syllables was divided by the total number of words in each article of dictation to determine the syllabic intensity of each of the tests. Difficulty Measurement by Use of Words Beyond the First 1500 Words in the Silverthorn List A count of the number of words on the State Civil Service entry-level dictation tests beyond the first 1500 most commonly used words as indicated by the Silverthorn List is presented in Table 68. An analysis of the entry-level shorthand dictation tests furnished by the 38 states was made concerning the number of words beyond the first 1500 most commonly used words according to the Silverthorn List. If more than one 346 TABLE 68.--Number of words on State Civil Service entry- level shorthand dictation tests beyond the first 1,500 most commonly used words as indicated by the Silverthorn Lista Number of Words Average Number of Beyond First 1500 Words Beyond State Test Test Test FlrSt 1500 Group Number 1 2 3 I State 1b 51 51 State 2 - — II State 5 45 45 State 6 26 26 State 7 31 31 III State 8 36 44 40 State 9 36 44 40 State 10 33 29 31 State 11 27» 37 32 State 12 27 37 32 State 13 33 28 30 State 14 21 l8 19 State 15 36 44 40 State 16 ~ 20 18 19 State 17 44 43 43 State 18 26 37 31 IV State 19 19 19 State 20 9 9 State 21 41 47 44 State 22 25 32 28 State 23 27 21 24 State 24 26 22 24 State 25 21 21 V State 26 18 45 9 24 State 27 10 11 10 State 28 43 30 36 State 29 26 26 State 30 21 21 State 31 35 16 25 State 32 25 25 State 33 40 30 34 34 347 TABLE 68.-~Continued. Number of Words Average Number of Beyond First 1500 Words Beyond State Test Test Test FIrSt 1500 Group Number 1 2 3 VI State 34 24 32 34 30 State 35 14 ' 14 State 36 39 39 State 37 36 44 40 State 38 21 21 State 39 28 28 State 40 30 27 28 aSilverthorn, op. cit. bState furnished only syllabic intensity figure per telephone conversation. State regulations did not allow test to be mailed out to researcher. 348 test were analyzed, the number of words was listed for each of the tests and an average figure was shown. Average number of words ranged from 10 words to 51 words. As a result of the analysis it is recommended that the teachers continue the use of the Business Teacher magazine shorthand dictation tests for regular testing purposes. However, in preparing students to meet Civil Service shorthand test requirements more difficult material should be used. Reasons Given for Current Test Usage A difference was noted in the reasons mentioned by the states and the public high school teachers of advanced shorthand and transcription for using their current shorthand tests. The states and the public high school teachers did not agree on the reasons for using their current tests. States were primarily interested in the ease of handling the test from an administrative standpoint. They were also interested in a test that would help them to select an effective employee. Teachers were more concerned with a test that was the best measure- ment of stenographic proficiency. There were 19 states, or 38.77 percent, which reported the use of their current tests for purposes of ease of administration. In addition, 17 states, or 34.69 percent, reported the ease of scoring. There were 203, 349 or 78.08 percent of the teachers, who indicated that they used their present tests for the reason that the tests were the best measurements of skill available. It is recommended that the teachers continue looking for tests that will measure adequately the student's progress and serve as a motivational device. Teachers should prepare their students for state steno- graphic tests that may differ from teacher-type tests without spending too much time upon such preparation. Methods Used for Scoring Tests Similar scoring methods were reported being used by the majority of the State Civil Service testing groups and public high school advanced shorthand and transcrip- tion teachers. Most of the states and the teachers used hand-scoring methods, but a number of the states indicated the use of machine-scoring methods or a combination of machine-scoring and hand-scoring. There were 4 states, or 8.16 percent, which reported the use of machine-scoring processes; and 3 states, or 6.12 percent, which reported the use of a combination of machine-scoring and hand-scoring. It is recommended that the teachers minimize the time spent discussing scoring methods but that they assure students that with the proper stenographic proficiency 350 they will be graded fairly in their examinations. Machine- scoring processes should not be of any consequence to the student, because such processes are merely administrative devices used to speed the scoring of examinations. Minimum Standards Required for an Entry-Level Position with the State and Minimum Classroom Requirements at the Various Grade Levels The entry-level shorthand dictation speed require- ments of states and of the shorthand dictation speed requirements of advanced shorthand teachers and transcrip- tion teachers differed. A difference existed between states and teachers concerning minimum standards required for shorthand speed and accuracy requirements in testing. The teachers' requirements tended to be higher. The majority of the states (36, or 73.47 percent) required an entry-level speed of 80 words per minute. Advanced shorthand teachers required speeds of 100 and 90 words per minute for the Grade C level with 95 percent accuracy with higher speeds required at the A and B level. Transcription teachers required speeds of 80, 90, and 100 words per minute at the Grade C level for mailability performance. States and teachers disagreed on the accuracy requirement for the transcript of the dictation. The majority of the states required a special formula or the 351 use of a maximum number of errors type of measurement; advanced shorthand teachers required 95 percent accuracy, and transcription teachers required a mailable transcript. In summary, the teachers required a higher speed than that required by the states. It is recommended that the teachers continue to work toward even higher speed levels for two reasons, even though it is unnecessary to have higher speeds in qualifying for State Civil Service stenographic examina- tions at the entry-level: (l) the student's terminal speed in classes is usually the highest speed she ever attains; and (2) the student may be nervous during the test and can, therefore, fall back on her reserve power in writing. Sections Included in the State Stenographic Examinations and Related Subjects Studied in Shorthand and TranscriptiOn Classes There was agreement between the states and the advanced shorthand and transcription teachers concerning the sections of the state tests and the related subject matter stressed in the classroom. Apparently, states were testing for skills and knowledges that were being stressed in the classroom. States listed the following tests in order of their use after the stenographic skill performance test: 352 typing speed and accuracy, general clerical, English usage, and spelling. Advanced shorthand teachers indicated the following in order of their importance: English usage, typing accuracy and speed, and clerical skills. Tran- scription teachers listed English usage and spelling, proofreading, typing accuracy, letter placement, and typing speed. There were 41 states, or 83.67 percent, which indicated typing speed and accuracy; 42, or 85.71 percent, general clerical; and 32, or 65.30 percent, English usage and spelling. Advanced shorthand teachers reported as follows: 243, or 93.46 percent, English usage and spelling; 209, or 80.38 percent, typing accuracy; 135, or 51.92 percent, typing speed; and 97, or 37.31 percent, clerical skills. Transcription teachers reported as follows: 197, or 75.77 percent, English usage and spelling; 187, or 71.92 percent, proofreading; 168, or 64.62 percent, typing accuracy; 149, or 57.31 percent, letter placement; and 107, or 41.14 percent, typing speed. Other tests given were the general information test as reported by 16 states, or 32.65 percent, and office procedures and supervision by 10 states, or 20.40 percent. Advanced shorthand teachers listed secretarial information and office etiquette, office machines, basic arithmetic, plus other related knowledges. 353 It is recommended that the teachers continue emphasizing related knowledges even to a greater degree as the employer (the state) is only interested in the finished product—-the transcript. Proficiency in related areas contributes to the quality of the transcript. Conclusion This chapter has been an analysis of the similar— ities and differences between State Civil Service tests and testing techniques and those used by selected public high school teachers of advanced shorthand and transcrip- tion. As a result of this analysis, it was determined that the two groups were in agreement concerning their tests and testing techniques according to the following: the type of shorthand tests used, the type of transcript required, the scoring methods used, and the sections included in the state stenographic test as related to the t0pics studied in the shorthand and transcription classes. In addition, there was some agreement between the two groups with regard to the following: the length of time allowed for dictation of materials, the sources of testing materials, and the measurement of difficulty of dictation materials. 354 However, there were differences noted between the two groups regarding the following: the length of time allowed for transcription, the difficulty of the dictation materials used, the reasons given for current test usage, and the minimum standards required for the entry—level position with the state as related to the minimum class- room requirements at the various grade levels. CHAPTER VII A STATISTICAL ANALYSIS AND COMPARISON OF THE PERFORMANCE OF 93 STUDENTS ON AN ORALLY DICTATED TEACHER- TYPE TEST AND A CIVIL SERVICE NONDICTATION TYPE TEST This chapter portrays the results of a statistical comparison made to test one of the hypotheses of this study. Hypothesis: There will be no statistically significant dif- ference between the performance of a group of students from specified high schools on a nondictation State Civil Service shorthand test and on a selected teacher-type classroom shorthand dictation test. The Spearman Rank Correlation was the statistical technique used to test this hypothesis. This statistic is "a measure of association which requires that both variables be measured in at least an ordinal scale so 355 356 that the objects or individuals under study may be ranked in two ordered series."140 The Teacher-Type Test A teacher-type test was administered to a group of 93 senior high school students enrolled in the fourth semester of stenographic training in 8 Michigan high schools. This teacher-type shorthand dictation test was a 4-minute, orally dictated test given at the rate of 80 words per minute with a period of 30 minutes allowed for a typewritten transcript. The test had a syllabic intensity of 1.4, which was considered to be average in this study. The scores obtained were calculated as correct words transcribed. (See Chapter III, Procedures, for a detailed discussion of the test.) The students involved in this study were not specifically selected but were those available for the study who had one week previously taken the State of Michigan Civil Service stenographic examination. The researcher had no knowledge of students' grades, short- hand or typing skills, or other factors. 140Sidney Siegel, Nonparametric Statistics for the Behaviorial Sciences (New York: McGraw-Hill Book Company, Inc., 1956), p. 202. 357 The Civil Service Test The Michigan Civil Service Commission, upon invi- tation, administers tests yearly in high schools for the purpose of examining graduating students who seek state employment in the stenographic field. The stenographic test is unique among state stenographic examinations in that it is a nondictation test with a fill-in answer sheet. The applicant copies in shorthand, as quickly as possible, from printed dictation material. After the printed material is collected by the test monitor, the applicant is asked to complete a fill-in transcript by selecting the correct responses from a list of words. Answers are indicated by blackening sections on an IBM machine-scored answer sheet. Scores on tests are calcu- lated as determined by a special Civil Service formula. The researcher arranged with the State of Michigan to obtain the scores of entry-level Civil Service steno— graphic examinations of the same students who took the teacher—type test. State regulations prohibited the researcher's participation in any way in the preparation of the Civil Service test, its administration, or its grading. (See Chapter III, Procedures, for further dis— cussion.) 358 The Statistical Analysis A comparison of the scores of students on the teacher-type shorthand dictation test and the scores of these same students on the shorthand portion of the State of Michigan's Civil Service stenographic examination was made. The scores of students on the teacher-type test were listed as correct words transcribed, whereas the scores of the same students on the nondictation Civil Service test were listed as a number score calculated by the Civil Service testing personnel through the use of a special formula. The Spearman Rank Correlation Coefficient with tied observations was used for comparison purposes.141 2x2 + Xyz - 262 2 /2x22x2 p: p = 6687.0 + 66909.5 - 53368.5 = 0.6005 2/ 66687.0 x 66909.5 A Spearman rho of .6005 was obtained and to test the significance of this figure the following was submitted: 41Siegel, op. cit., p. 212. 359 N - 2 t = r s l _ r 2 s t= 60f91 ‘ J l - .60 t = 9.05 It was found to be significant at less than the .001 level.142 Conclusion It was concluded, therefore, from the preceding statistical analysis that high school stenographic students who do well on the orally dictated, teacher-type shorthand dictation test will tend to do equally as well on the State of Michigan Civil Service nondictation type of short- hand test. The null hypothesis stated was: There will be no statistically significant dif- ference between the performance of a group of students from specified high schools on a nondictation State Civil Service shorthand test and on a selected teacher—type classroom shorthand dictation test. The null hypothesis was accepted. 142Siegel, op. cit., p. 210. CHAPTER VIII SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS I. Nature of the Study Many business education instructors on the second— ary level have been concerned with whether State Civil Service stenographic examinations and the examination procedures used in Civil Service testing were different from the type of tests and testing procedures customarily used in the classrooms. The purpose of this study has been to determine what specific differences existed be- tween the types of tests and testing practices of the two groups. Accordingly, this study consisted of an analysis of the information reported on questionnaires, of the entry— level stenographic testing techniques of State Civil Service Commissions, and of a randomly selected group of public high school advanced shorthand and transcription teachers. In addition, a statistical comparison was made of the syllabic intensity of the shorthand dictation tests of the Civil Service Commissions of 38 of the 49 states and of the shorthand dictation tests of advanced shorthand 360 361 and transcription teachers in the same 38 states.143 Thirdly, a classroom experiment was conducted to determine whether second-year public high school stenographic stu- dents would perform as well on a selected State Civil Service stenographic examination of a nondictation nature as on a teacher-type, orally dictated test. A statistical comparison was made of the scores received by the students on the two types of tests. Need for the Study A review of the literature concerning the steno- graphic tests and testing techniques of State Civil Service Commissions revealed little information. It was felt that an actual survey of State Civil Service Commis- sions would yield valuable information concerning steno- graphic testing for all states and for public high school business education teachers also.- A review of the writings of authorities in the field of shorthand testing indicated that there were many views held; but to determine whether these testing methods were actually in use, it_was necessary to question the teachers themselves concerning the types of tests and l4-3()r11y 38 states supplied the Shorthand portion of their State Civil Service stenographic examinations; there- fore, only 38 states were involved in the statistical' analysis. There were 49 states, however, that replied to the questionnaire with regard to testing practices. 362 testing techniques that were currently being used in the classroom. Finally, there had been little written about a new method of shorthand testing that was being used by two states in their Civil Service stenographic examinations-- a method consisting of the use of nondictation materials. A need was indicated for determining whether students would perform as well on this new type of testing as on a conventional, teacher-type test. Delimitations of the Study This study was delimited to the analysis of the entry-level tests and requirements of the stenographic examination of the Civil Service Commissions of 49 states. This study was further delimited to the analysis of the testing practices and terminal grade requirements of 260 randomly selected public high school teachers of advanced shorthand and transcription located in 38 states. Test comparisons were made only between the Civil Service tests of 38 states and teacher-type tests of these same states. The sample used in the experiment was composed of 93 senior high school students from 8 high schools located within a geographical area in and surrounding Lansing, Michigan. 363 Hypotheses Tested The first hypothesis tested in this study was a nonstatistical one which was subject to a percentage analysis. Hypothesis: The majority of State Civil Service stenographic examinations will differ markedly from the public high school classroom advanced shorthand and transcription teachers' tests with regard to the type and form of test, the type of transcript required, the time allowed for transcription, the scoring methods used, and the related areas tested. The second and third hypotheses in this study were tested statistically. Hypothesis: There will be no statistically significant dif— ference between the difficulty level as measured by syllabic intensity of the shorthand portion of the State Civil Service stenographic examinations and of selected high school classroom shorthand dictation tests. Hypothesis: There will be no statistically significant dif- ference between the performance of a group of students from specified high schools on a nondictation State Civil 364 Service shorthand test and on a selected teacher-type classroom shorthand dictation test. II. Summary of the Procedures In order to gather the needed information con- cerning the tests and testing procedures of Civil Service Commissions, a questionnaire was developed and mailed to 50 State Civil Service Commissions. This questionnaire comprised inquiries concerning testing procedures, test material selections, scoring methods, and standards. A request was also made for a recent copy of the shorthand portion of the entry-level state stenographic examination. To obtain information from business teachers, a second questionnaire was designed and mailed to 500 ran- domly selected advanced shorthand and transcription teachers. Questions which were asked related to the tests and testing practices of these teachers. A percentage analysis was then made of the replies from the Civil Service Commissions and the replies from the teachers. Comparisons were made of these percentage analyses to determine the similarities and differences between the tests and testing techniques of both groups. The syllabic intensity of the shorthand tests used by the Civil Service Commissions and the syllabic intensity of shorthand tests used by teachers were com- pared statistically to determine whether there was a 365 significant difference in the difficulty level between the tests of the two groups. Another statistical comparison was made of the scores of a group of students who took both the nondicta- tion Civil Service shorthand test and a teacher-type, orally dictated shorthand test. III. Findings Findings Relative to the Hypotheses Tested A percentage analysis was used to test the first hypothesis: 1. The majority of State Civil Service stenographic examinations will differ markedly from the public high school classroom advanced shorthand and tran- scription teachers' tests with regard to the type and form of test, the type of transcript, the time allowed for transcription, the scoring methods used, and the related areas tested. Since the majority of tests did not meet the criteria established for markedly different, the hypothesis was rejected. A "t" test was used to test the second hypothesis statistically. 2. There will be no statistically significant dif— ference between the difficulty level as measured used to 3. 366 by syllabic intensity of the shorthand portion of the State Civil Service stenographic examinations and selected high school classroom shorthand dictation tests. Since the mean difficulty level of 1.56 syllabic intensity for all State Civil Service entry-level stenographic tests was statistically significantly higher than the mean difficulty level of 1.46 syllabic intensity for a representative sample of teacher tests, the null hypothesis was rejected. The Spearman rank correlation coefficient was test the third hypothesis statistically: There will be no statistically significant dif— ference between the performance of a group of students from specified high schools on a non- dictation State Civil Service shorthand test and a selected teacher-type classroom shorthand dic- tation test. Since a Spearman rank correlation coef- ficient of .60 at the .001 level of significance was calculated between the scores of a group of students on.a teacher—type, orally dictated short- hand test and a Civil Service nondictation shorthand test, the null hypothesis was accepted. 367 Findings Resulting From an Analysis of State Civil Service Tests and Testing Techniques State Civil Service Commissions administered entry- level stenographic examinations regularly within their states in a number of geographic locations. A majority of the states gave tests to graduating stenographic students in the high schools. In the majority of instances, a three-minute, orally dictated test was given at a speed of 80 words per minute allowing transcription periods of either three minutes or twenty minutes. Two large states used a nondictation type of test with a fill-in type of transcript which was machine-scored. A few states had adopted the fill—in type of tran- script used in connection with an orally dictated test. Most of the states included the following as parts of their stenographic examinations: typing speed and accuracy, English usage and spelling, general: clerical and general information tests. A majority of the states reported the use of the standard word or syllabic intensity as a measure- ment of dictation materials. However, some states used actual word counts, measurement by judgment, or no measurement at all. 4. 368 A majority of the states requested some assistance from the Federal Government in preparing their tests. A majority of the states also used busi- ness education books and magazines as a source of testing materials. Many states reported a percent of correct answers according to a predetermined scale as their criterion for determining passing scores, while fewer states used accuracy levels. Special for— mulas or maximum number of errors were used for scoring by most of the states. States using accuracy levels reported a range of levels from 70 percent to 97.5 percent. Most of the states recognized the need to change passing scores when there was a change in the demand for stenographic help. There were no great changes in the levels of passing scores within the past two years, but the long term trend had been to lower standards. Most of the states kept their shorthand dictation materials reasonably current by changing their tests within a period of five years or less; how- ever, a large percentage (30 percent) had not updated their materials for a period of from six to thirty years. A majority of the states rotated their tests at regular intervals. 369 States were interested in easily administered and easily scored tests, provided the tests met good testing standards. Hand-scoring methods were used most frequently; however, there was some evidence of fill—in transcripts and of machine-scoring methods. There were thirty percent or more of the appli- cants who did not pass the stenographic tests as reported by 63.27 percent of the states. Findings Resulting from an Analysis of Public High School Advanced Shorthand and Transcription Teachers' Tests and Testing Techniques- The most frequently used type of test reported by advanced shorthand and transcription teachers was the three—minute or the five-minute, orally dictated test with thirty to thirty-five minutes allowed for a complete typewritten transcript. Advanced shorthand teachers reported speed require- ments that ranged from 120 words per minute for an A grade to 80 words per minute for a D grade at the 95 percent accuracy level. Transcription teachers reported shorthand writing speeds when stressing the mailability of letters were varied and ranged from a high of 120 words per minute for an A grade to 80 words per minute or less for a D grade at the 95 percent accuracy level. These writing speeds had to be 370 demonstrated three times in order to receive the grade. Over 65 percent of the transcription teachers who graded on the basis of shorthand speed at the 95 percent accuracy level for the transcription required speeds, performance times, and dictation periods for the various grade levels that were similar to those of advanced shorthand teachers. IV. Conclusions Conclusions Based Upon Findings Concerning State Civil Service Tests and Testing Techniques Standards set by Civil Service Commissions were in line with the general needs of their various state offices. There was uniformity in testing throughout each of the states with no costly duplication of testing procedures and requirements by other agencies. The speed requirements for shorthand dic- tation as reported by the states were not excessive and the properly trained high school graduate should be able to pass this portion of the test. Provisions made for testing in familiar areas, such as the local high school, should place young applicants at ease. 371 There seemed to be adequate testing coverage for the Stenographic positions. There seemed to be doubt concerning the adequacy of the measurement devices used in determining the difficulty of material used for dictation purposes; namely, syllabic intensity and the standard word. Most authorities question the use of actual word counts, measurement by judgment, or no measurement at all. The majority of the states were using adequate sources for the selection of their dictation materials. The Federal Government also provided excellent assistance to all states requesting testing materials. Presumably, the states were setting standards according to their own needs by determining passing scores applicable to their own tests. Since the majority of the states have kept their Civil Service stenographic tests current, it is presumed that the states which have not changed their tests within a five-year period found that the tests were adequate for their needs. Presumably states were interested in easily scored and easily administered tests in order to obtain test results quickly. 372 Presumably states were satisfied with their pres— ent method of scoring Civil Service stenographic tests or were unaware of some of the newer auto— mated devices that could be used. High failure rates in the State Civil Service stenographic tests may have been due to a number of reasons: poorly qualified test proctors, poor testing conditions and equipment, or the lack of qualifications on the part of the applicant. Conclusions Based Upon the Findings Concerning Advanced Shorthand and Transcription Teachers' Tests and Testing Techniques Timed, oral dictation with a timed, complete, typewritten transcript--as used in the classroom by advanced shorthand and transcription teachers-- was the best skill measurement and the most ef— fective way of preparing the student for the office environment. Standards set by advanced shorthand and transcrip- tion teachers seemed to be within the range recommended by authorities. An adequate selection of testing materials was being made by most of the teachers through the use of specially prepared, published articles. Teachers were using difficulty measurements (standard word and syllabic intensity) that have 373 been widely accepted at the present time by publishers and teachers alike. The few teachers reporting no measurement were overlooking the importance of knowing the usefulness of the level of difficulty of the material in order to adjust the dictation from easy to difficult at the various progress levels of learning. The emphasis on English usage in advanced short- hand and transcription classes was an indication that there was an integration of the shorthand skill with other tools needed for effective com— munication. It seems likely that hand-scoring methods were being used by teachers because there was no other method available or no tests had been developed in which other methods could be used. Presumably advanced shorthand and transcription teachers were setting production standards accord- ing to their own needs. Teachers appeared to be giving adequate training in preparing students to pass Civil Service exami- nations with one exception. They had chosen dictation materials and other aids that were in line with the requirements of the Civil Service Commissions, except that the syllabic intensity of their materials was of lesser difficulty. 374 V. Recommendations Recommendations to State Civil Service Commissions with Regard to Tests and Testing Techniques It is recommended that: Civil Service testing personnel of the individual states should meet regularly with local, high school business teachers to review types of tests, testing procedures, methods of scoring, and stand- ards used in the state stenographic tests in order that both groups may be benefited. More Civil Service stenographic testing should be conducted in the high schools in order to get a good selection of job applicants. This also has the advantage of coordinating testing procedures with those of the school. Eventually, through close cooperation on the part of the state and business teachers, it might be possible to dispense with the Civil Service shorthand testing procedure with regard to the students; and the business teacher could report the skill proficiency of the student. (The Federal Govern- ment is already accepting high school teachers' recommendations regarding skill competencies of job applicants.) 375 States should continue examining stenographic applicants in related areas, but they should re- view these areas periodically in accordance with what recognized authorities recommend as the most recent practices. All states should scrutinize their concept of difficulty measurement of the dictation materials used to see if it is the most accurate measure- ment available. States should continue using their present sources for the selection of dictation materials. Passing scores of Civil Service stenographic applicants should be reviewed regularly in line with the needs of the states. States that are slow to adopt new stenographic testing materials should review their tests periodically as to both validity and reliability and to determine whether the tests are in harmony with the findings of recent research. All out- moded materials should be discarded and new sections developed. States should acquaint themselves with the newer methods of scoring tests through the use of automated equipment. States should examine their testing conditions to make sure that job applicants are not handicapped 376 in any way by poor equipment or imprOper super- vision during the testing process. Recommendations to Public High School Advanced Shorthand and Transcription Teachers It is recommended that: The timed dictation and timed transcription test should be used for evaluation purposes, and office style dictation should be used sparingly and only after the students and the teacher are sufficiently competent to use it. The use of word lists for testing purposes should be elimi— nated or curtailed for the reason that the value of this type of testing is questionable. Teachers should be aware of the standards being set for the A, B, C, and D grade levels by authorities and by the majority of business teachers. Teachers should establish their own flexible and realistic standards with considera- tion given to the following: abilities of the student, policies set by the business department, and the needs of the community. Teachers should continue the use of specially prepared materials for dictation purposes when testing. The Business Teacher magazine used by most of the teachers is highly recommended. 377 Teachers should utilize more dictation materials which indicate the various levels of difficulty. By presenting progressively difficult materials, the student is stimulated toward better perfor- mance. An emphasis on English usage should be continued within the advanced shorthand and transcription courses for the reason that production of mailable transcripts is the ultimate goal of such classes. One way of eliminating hand-scoring methods is to develop objective-type tests. Teachers should recognize the use of the objective, fill-in type test as an adjunct to the traditional testing method and through such usage not only reduce the time used in correcting students' work, but also give the students an opportunity to experience a different testing situation. The standard for amount of production in tran- scription set by the teacher should be attainable by most of the students. A grade scale should be established that requires a minimum of arithmetic computation. WOrk produced by the student at the end of the semester should be weighted more heavily than that completed at the beginning. 378 Public high school teachers of advanced shorthand and transcription should continue training stu- dents to pass State Civil Service stenographic examinations. Recommendations to Both State Civil Service Commissions and Public High School Advanced Shorthand and Transcription Teachers It is recommended that: Innovative practices in testing methods should become an integral part of the states' procedure with allowance made for adequate safeguards. Teachers should accept the philosophy that inno- vation and experimentation will be the task of the teacher in the future in line with the ever- changing nature of the education process. Public high school teachers should work closely with Civil Service Commissions concerning testing of the stenographic skills in order to become more familiar with Civil Service requirements, testing techniques, testing situations, and placement classifications. Teachers should offer their assistance, if nec- essary, to Civil Service Commissions in evaluating tests used to measure stenographic abilities. 379 General Recommendations Further study should be completed regarding the use of the nondictation type of stenographic test, the fill-in type of transcript, and other types of tests used in testing stenographic skills. Further study should be completed regarding the use of a better measure of difficulty of dictation materials rather than the use of syllabic intensity. Public high school business education teachers should use progressively more difficult dictation materials for classroom exercises and for testing purposes. BIBLIOGRAPHY Books Dixon, Wilfrid J. and Massey, Frank J., Jr. Introduction to Statistical Analysis. New York: McGraw-Hill BoOk Co., Inc., 1957. Douglas, Lloyd V., Blanford, James T., and Anderson, Ruth I. Teaching Business Subjects. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1965. Fisher, Robert. Intensive and Civil Service Training. Cincinnati: South-Western Publishing Company, 1959. Guenther, William C. Analysis of Variance. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1964. Hardaway, Mathilde. Testinggand Evaluation in Business Education. Cincinnati: South-Western Publishing Company, 1966. Harms, Harm and Stehr, B. W. Methods in Vocational Business Education.‘ Cincinnati: South-Western Publishing Company, 1963. Lamb, Marion. Your First Year of Teaching Shorthand and Transcription. Cincinnati: South-Western Publishing Company, 1961. Leslie, Louis A. Methods of Teaching Gregg Shorthand. New York: Gregg Publishing Division, McGraw-Hill Book Company, Inc., 1953. Leslie, Louis A. Methods of Teaching Transcription. New York: McGraw-Hill Book Company, Inc., 1949. Leslie, Louis A, and Zoubek, Charles E. Teacher's Handbook, Gregg Transcription Simplified.. New York: Gregg Publishing Division, McGraw-Hill Book Company, Inc., 1966. 380 381 Leslie, Louis A., Zoubek, Charles E., and Hosler, Russell J. Instructor's Handbook for Gregg Shorthand. Vol. I, Diamond Jubilee Series, New York: Gregg Division, McGraw-Hill Book Company, 1965. Nolan, C. A., Hayden, Carlos K., and Malsbary, Dean R. Principles and Problems of Business Education. Cincinnati: South-Western Publishing Company, 1967. Patterson's American Education. Mt. Prospect, Illinois: EducationaIIDirectories, Inc., 1967. Siegel, Sidney. Nonparametric Statistics for the Behavioral Sciences. New York: McGraw-Hill Book Co., Inc., 1956. Silverthorn, J. H. Word Division Manual for the Basic Vocabulary of Business Writing. Cincinnati: South— Western Publishing Company, 1958. Articles and Periodicals Allen, Roscoe J. "Advanced Shorthand and Transcription: A Second-Year Program," Secretarial Education With a Future. American Business Education Yearbook (1962), Vol. 19. ChOpson, E. W. and Cawley, Pauline B. "New Method of Examining and Certifying Typists and Stenographers," Public Personnel Review (October, 1949). Crandall, Lars G. Christensen, Edward L. "Dissimilarity in Shorthand Standards," Business Education Forum, XVII (October, 1962). Frink, Inez. "Implications of Research in Shorthand and Transcription," National Business Education Quarterly (Spring, 1961). Fulton, Richard A. "Civil Service to Accept Teacher Certificates of Proficiency," The Balance Sheet, XLV (December, 1963). Harms, Harm. "A Workable Standard for Transcription," American Business Education (May, 1945). Hillestad, Mildred. "Research, Experimentation and Innovation Needed for Change," Business Education Meets the Challenges of Change, National Business Education Yearbook, No. 4 (I966). 382 Hylton, Maye C. "Results of the Civil Service Examinations for Stenographers and Typists," Journal of Business Education, XXII (September, 1946T. Kalb, Merrill B., Bowman, Wallace B., and Stevens, L. Blanche. "Area Conference Report on Shorthand Transcription," American Business Education vo1. 13 (October, 1956). Mellinger, Morris. "Has the Syllabic Intensity Yardstick Lost Its Magic?" Business Education World, XLV (November, 1964). Mellinger, Morris. "Let's Adopt the Yardstick of a Word Frequency Index," Business Education World, XLV (December,vl964). POpham, Estelle. "Measuring Competence of Students for Stenographic Positions," Evaluating Competence for Business Occupation. Chapter IV, American Business Education Yearbook (1950). Sadoff, Frances and Perkins, Edward, Jr. "There Must be A Better Way to Test for Employment," The Balance Sheet, XLVIII (October, 1966). Selden, William and Edwards, Robert D. "Business Education Standards," The Balance Sheet, XLVIII (November, 1966). Unpublished Materials Baggett, Harry William. "The Validity of a Measure of the Difficulty of Gregg Shorthand Dictation Materials." Unpublished Doctoral dissertation, University of Minnesota, 1964. Barras, Sister Mary Joanna, OSF. "Transcription Achievement of Fourth—Semester Shorthand Students in Selected Catholic High Schools in the Midwest." Unpublished Master's thesis, University of Wisconsin, 1961. Ckalder, Edith Anne. "A Study of the Extent to Which Objective Tests May be Used to Measure Shorthand Skills." Unpublished Master's thesis, The University of Washington, 1958. 383 Curtin, Rita. "The Relationship Between Selected Factors and Difficulty of Dictated Material." Unpublished Doctoral dissertation, Indiana University, 1958. Elsen, Sister Mary Elfrida. "Factors of Difficulty in Shorthand Dictation Material." Unpublished Master's thesis, De Paul University, 1946. Farmer, Geraldine Mary. "An Experiment to Test the Validity of a Measure of the Difficulty of Shorthand Dictation Materials." Unpublished Doctoral dissertation, University of Minnesota, 1961. Green, H. H. "The Nature of Business Dictation." Unpublished Doctoral dissertation, The University of Pittsburgh, 1951. Hammond, Karen Joyce. "A Comparison of the Shorthand Achievement on Tests Administered by Oral and Printed Dictation." Unpublished Master's thesis, Brigham Young University, 1963. Hillestad, Mildred C. "Factors Which Contribute to the Difficulty of Shorthand Dictation Materials." Unpublished Doctoral dissertation, University of Minnesota, 1960. Jester, Donald D. "A Time Study of the Shorthand Dictation Process." Unpublished Doctoral dissertation, Northwestern University, 1959. Martocchio, Bernadette. "An Experimental Study to Determine the Comparative Validity and Reliability of Two Methods for Measuring Shorthand Achievement." Unpublished Master's thesis, Boston University, 1949. Peterson, Richard B. "An Investigation of the Validity and Reliability of a Formula for Determining Difficulty of Shorthand Dictation Materials." Unpublished Master's thesis, Mankato State College, 1958. Phillips, Priscilla Moulton. "Development and Validation of an Objective Shorthand-Transcription Achieve- ment Test." Unpublished Doctoral dissertation, Boston University, 1965. 384 ‘5'“ Richardson, Laura. "A Study of the Effects of Syllabic Intensity on the Ability of Students to Take Dictation and to Transcribe When Speed of Dictation and Transcription is Calculated by Stroke." Unpublished Master's thesis, Temple University, 1941. Schoetke, Flossie Katherine. ,"An Evaluation of the Phonetic Approach to the Learning of Gregg Shorthand in a One-Year High School Course at Dewitt." Unpublished Master's thesis, State University of Iowa, 1951. Thomas, Archie C. "The Development of a Criterion for the Measurement of Shorthand Transcription Production." Unpublished Doctoral dissertation, Oklahoma Agricultural and Mechanical College, 1951. Uthe, Elaine. "An Evaluation of the Difficulty Level of Shorthand Dictation Materials." Unpublished Doctoral dissertation, University of Minnesota, 1966. Wellman, Rowena. "An Examination of Certain Factors Involved in the Reporting and Transcribing of Stenographic Materials." Unpublished Doctoral dissertation, Columbia University, 1937. Reports Technical Report on Determination of Optimum Length and Format of Dictation Tests. A Report Prepared by the United States Employment Service in cooperation with California, Illinois, New York, and Utah State Employment Services, June, 1965. APPENDIX A LETTERS OF INQUIRY TO STATES 385 “A . 386 First Letter of Inquiry to States MICHIGAN STATE UNIVERSITY am LANSING - MICHIGAN 43823 COLLIGI 0! BUSINESS DEPAIMNT OF BUSINESS LAW AND OFHCI ADMINISTINHON ' EPPLBY CENTER April 19, 1966 XXXXXXXXXXXXXX XXXXXXXXXXXXXX XXXXXXXXXXXXXX Attention: Director of Stenographic Examinations Gentlemen: Would you be willing to send us a COpy of the shorthand portion (other than current) of your stenographic Civil Service test for purposes of research? In the interest of upgrading the performance of applicants for Civil Service stenographic examinations in the area of short- hand and of improving shorthand testing in the high schools throughout the country, we are making an examination and an analysis of the various testing procedures used in selected high schools and in Through an analysis used by the various used by high school their students more the State Civil Service examinations. and comparison of the testing procedures Civil Service Agencies with those commonly teachers, we hope to help teachers prepare adequately for Civil Service positions. If you are willing to have us examine such portions of your other than current tests, please check "yes" on the enclosed card. Very sincerely yours, Helen H. Green, Professor of Business Education 218 Eppley, Michigan State University Mildred L. Williams, Assistant Professor Business Division, Lansing Community College Lansing, Michigan mlw Enc. l 387 Letter with Enclosed Questionnaire and Request for Test MICHIGAN STATE UNIVERSITY EAST LANSING - MICHIGAN ISSZI COLLEGE OF BUSINESS DEPARTKENT OF BUSINESS LAW AND OFFICE ADMINISTRATION ' EPPLEY CENTER May 30, 1966 XXXXXXXXXXXXXX XXXXXXXXXXXXXX XXXXXXXXXXXXXX Dear Mr. xxxxxxxxxxxxxxx Re: Civil Service Stenographic Examinations Thank you for your recent affirmative reply to our letter requesting a copy (other than current) of the shorthand portion of your stenographic Civil Service test to be used for purposes of research. One of the purposes of this research study is to discover the kinds of shorthand tests being given in the various states by Civil Service Commissions in order that testing by high school teachers might be better coordinated with Civil Service tests, and thus improved. Please complete the enclosed questionnaire, enclose it together with a COpy of your test, and return in the enclosed, stamped, self-addressed envelope as soon as possible. Your help is appreciated. A copy of the results of this study will be available to you upon request. Very sincerely yours, Helen H. Green, Professor of Business Education Michigan State University, 218 Eppley Mildred L. Williams, Assistant Professor Business Division, Lansing Community College Lansing, Michigan mlw Enc. 2 388 Follow-up Letter to States MIC H IG AN STATII U N IV Ii R SI TY IaAsr LANSING - MICHIGAN mzs COLLEGE OF BUSINESS DEPARTMENT OF BUSINESS LAW AND (WFICE ADMINISTRATION ' L'PPLEY CENTER March 23, 1967 XXXXXXXXXXXXXX XXXXXXXXXXXXXX XXXXXXXXXXXXXX Dear XXXXXXXXXXXXXX: We hope that you will be able to help us complete our research study entitled, "An Analysis and Comparison of the Shorthand Section of the Civil Service Stenographic Examinations and High School Business Teacher Shorthand Tests." Can you complete the enclosed questionnaire and send us a copy (current or old) of the shorthand portion of your entrance stenographic Civil Service test. We have had almost 100% COOperation from the various Civil Service Agencies of all of the states, and have guaranteed that all materials will be held in strict confidence. They will be returned to you or destroyed upon the completion of the study, and no state will be identified by name. The Federal Government has cooperated by supplying us with testing materials used by states that request their materials. It is hoped that this study will result in improved testing methods for business educators in addition to an understanding of Civil Service testing. Your cooperation in this study will be greatly appreciated. Sincerely yours, Dr. Helen H. Green, Professor of Business Education 218 Eppley, Department of Business Law and Office Administration Mrs. Mildred L. Williams, Assistant Professor Business Division, Lansing Community College Lansing, Michigan mlw 389 Letter of Acknowledgment to States MICHIGAN STATE UNIVI’RSI’IY wr LANSING - MICHIGAN 43823 \ COUJGB OF BUSINESS DEPARTKENT OF BUSINESS LAW AND OFFICE ADMINISTRATION ° BPFLEY CENTll October 31, 1967 XXXXXXXXXXXX XXXXXXXXXXXX XXXXXXXXXXXX XXXXXXXXXXXX : Thank you for sending us your COpy of the shorthand portion of the State Civil Service stenographic test, which was re- quested in connection with a research study in stenographic testing throughout the country. Enclosed is a short question- naire that we would like to have you complete and return in the self-addressed, stamped envelope. Your assistance in this study is appreciated, and all infor- mation that you supply us will be held in confidence. Upon completion of the study all materials supplied by you will be destroyed or returned to you by registered mail, according to your directions. A copy of the study will be available to you upon request. Sincerely yours, Dr. Helen H. Green, Professor of Business Education 218 Eppley Center, Michigan State University Mrs. Mildred Williams, Assistant Professor Business Division, Lansing Community College Lansing, Michigan mlw Enc. 2 APPENDIX B QUESTIONNAIRE TO STATE CIVIL SERVICE COMMISSIONS 390 391. QUESTIONNAIRE TO STATE CIVIL SERVICE AGENCIES Does your state agency give a State Civil Service examination for stenographers? (1) Yes (2)___No If yes, what are the various step—levels for which individuals may be tested? (Check all appropriate items. If your classi- fications differ, please insert proper titles.) (1) Entry Level (2) Intermediate Level (3) Advanced Level (4) Secretarial Level (5) Court Reporter (6) Other, Explain How many times a year are these tests given? (Check appropriate items.) (1)___Semi-monthly (2) Monthly (3) Quarterly (4) Yearly (5) Other, Explain Where are these tests given? (Check appropriate items.) (1) Capital City (2) Various Main Cities (3) High Schools (4) Other, Explain Is the same test given to all applicants during a six-month period or is there a random choice of approved tests during this period? (Check one item.) (1) Same Test (2) Choice of Tests What are the various parts of the stenographic Civil Service test? (Check appropriate items.) (1) General Information Test (For example, Wonderlick etc.) (2) General Clerical Test (For example, Name & Number comp.) (3) Typing speed test (4) Typing accuracy test (5) Shorthand speed test (6) Shorthand accuracy test (7) English Usage and Spelling Test (8) Other, Explain 392 What are your speed standards for each step-level of the shorthand portion of the stenographic Civil Service test? (Check appropriate items. If your classifications differ, insert proper titles.) (1) Entry Level (a) 80 words per minute (b)__—100 words per minute (c)-_—Other, explain (2) Intermediate Level (a) 100 words per minute (b) 110 words per minute (c) 120 words per minute (d) Other, explain (3) Advanced Level (a) 100 words per minute (b) 110 words per minute (c) 120 words per minute (d) Other, explain (4) Secretarial Level (a) 120 words per minute (b) Other, explain (5) Court Reporter (a) 150 words per minute (b) 175 words per minute (c) 200 words per minute (d) Other, explain What types of shorthand tests do you use in the shorthand portion of the state civil Service stenographic test? (Check one item.) (1) Orally dictated test at certain speeds and transcribed at the typewriter. (2) Printed test used for COpying shorthand and transcribed at the typewriter. (3) Orally dictated test at certain speeds and a fill-in type transcript. (4)___Printed test used for copying shorthand and a fill-in type transcript. (5)___Other, explain How many minutes are allowed for writing shorthand from dictation or printed copy? (Check one item.) (l)___3 minutes (2)___4 minutes (3)___5 minutes (4) 6 minutes (5) Other, explain 10. 11. 12. l3. 14. 15. 16. .393 How many minutes are allowed for transcribing shorthand notes at the typewriter or fill—in type form? (Check one item.) (1) 20 minutes (2) 25 minutes (3) 30 minutes (4) 35 minutes (5) Other, explain What are your accuracy standards for the shorthand transcript of the stenographic Civil Service test? (Check appropriate item.) (1) 95% accuracy (2)_—_98% accuracy (3)———Mai1able copy (4)-_—Other, explain What methods do you use for scoring the shorthand portion of the Civil Service stenographic test? (Check appropriate items.) (1) Machine-scored (2)__—Hand—scored (3)—""Combination of both 1 and 2 (4):::Other, explain How do you determine a passing score for the shorthand portion of the stenographic Civil Service test? (Check appropriate items.) (l)___% of correct answers according to scale (2)___Arbitrary cut-off point for needs of stenographers (3)___Other, explain (You may include any previously prepared explanatory materials regarding scoring process.) How many times within the last two years have you changed your level of passing score? (Check one.) (l)___None (2)___Once (3) Twice (4):::Three to Five times (5)___Other, explain Have your standards gone up or down? (Check one item.) (l)____Up (2) Down (3) Other, explain What factors are involved in a change of passing score? (Check appropriate item.) (l)___Needs of the market (2) Change of standards (3):::Change of test (4)___Other, explain 17. 18. 19. 20. 21. 22. 23. .394 How do you determine the difficulty of the material that is used for the shorthand section of your test? (Check one item.) (1) Standard Word (2) Actual Word Count (3) Shorthand Stroke Count (4) Syllabic Intensity (5) No Measurement (6) Other measurement, explain From what sources do you select the material used for the shorthand dictation in the test? (Check appropriate items.) (1) Business Education Books (2)-——Business Education Magazines (3)-_—Composed from Word Lists, etc. (4)-__Assistance from other State Civil Service Agencies (5)___Assistance from State Unemployment Services (6)_—_Assistance from Federal Government (7) Other, explain What percentage of applicants pass the test? (Check appropriate item.) (1) 20 to 30% (2) 31 to 40% (3) 41 to 50% (4) 51 to 60% (5) 61 to 70% (6) 71 to 80% (7):::Other, explain Illll Why did you decide to use the type of shorthand test that you are now using? (Check appropriate items.) (1) Easy to administer (2) Easy to score (3) No other measurement available (4) Other, explain How often are tests changed for the shorthand portion of the test? (1) Yearly (2) Every two years (3) Whenever need arises (4) Other, explain Approximately how many years have you been using your current test? (Check one item.) (l)___Less than two years (2)*__Two to five years (3)___Six to eight years (4) Nine to eleven years (5) Other, explain You may make any additional comments about the shorthand portion of your stenographic Civil Service test below. APPENDIX C LETTERS TO TEACHERS 395 396 MICHIGAN STATE UNIVERSITY um- LANsING - more»: «an com 0! mm DEPARTMENT 0! BUSINESS LAW AND omen ”MENTION ' m m May 3, 1967 Dear Business Educator: May we ask your cooperation in completing the two accompanying questionnaires regarding shorthand and transcription testing practices. This is a part of a research project which involves a comparative study of business educator's classroom testing practices and State Civil Service stenographic testing methods. From the results of this study we hope to help teachers and students by finding better methods of evaluating stenographic skills. Please check the items in the questionnaires and return in the enclosed, stamped, self-addressed envelope. If you are not involved in teaching either Advanced Shorthand or Transcription, please give these questionnaires to another business educator. Your help is greatly appreciated. Sincerely yours, Dr. Helen H. Green, Professor of Business Education 218 Eppley, Department of Business Law and Office Administration Mrs. Mildred L. Williams, Assistant Professor Business Division, Lansing Community College Lansing, Michigan mw 397 MICHIGAN STATE UNIVERSITY um LANSING - MICHIGAN «an COLLEGE OF warms: DEPAITNENT OF BUSINESS LAW AND OFFICE ADMINISTRATION ' EPPLBY CENTER May 23, 1967 Dear Business Educator: May we ask your cooperation in completing the two accompanying questionnaires regarding shorthand and transcription testing practices. This is a part of a research project which involves a comparative study of business educator's classroom testing practices and State Civil Service stenographic testing methods. From the results of this study we hope to help teachers and students by finding better methods of evaluating stenographic skills. Please check the items in the questionnaires and return in the enclosed, stamped, self-addressed envelope. If you are not involved in teaching either Advanced Shorthand or Transcription, please give these questionnaires to another business educator. Your help is greatly appreciated. Sincerely yours, Dr. Helen H. Green, Professor of Business Education 218 Eppley, Department of Business Law and Office Administration Mrs. Mildred L. Williams, Assistant Professor Business Division, Lansing Community College Lansing, Michigan mw 398 MICHIGAN STATE UNIVERSITY EAST LANSING - MICHIGAN 48323 COLLEGE OF BUSINESS DEPARTMENT OF BUSINESS LAW AND OFFICE ADMINISTRATION ' W CENTRE. May 22, 1967 Dear Business Educator: Earlier this month you received questionnaires regarding your testing practices in Advanced Shorthand and/or Transcription. Your answers are important, so we urge you to complete these questionnaires and return them as soon as possible. If you are unable to complete them, please give them to another high school business educator. Your replies to these questionnaires will enable us to make an accurate evaluation of the testing practices in high school classrooms throughout the country: which, in turn, will make possible a comparison of your testing practices with those of the various State Civil Service testing agencies. As a result of this research, we hope that improvements can be made toward better techniques of evaluating skill in stenography. You need not sign your name if you do not wish to be identified, but we are interested in your replies. Your help is greatly appreciated. Sincerely yours, Dr. Helen H. Green, Professor of Busifiess Education Department of Business Law and Office Administration 218 Eppley, Michigan State University, East Lansing, Michigan Mrs. MiIdred L. WiIIiams, Assistant Professor Business Division, Lansing Community College Lansing, Michigan mw APPENDIX D QUESTIONNAIRES TO TEACHERS 399 4(30 NAMF OF SCHOOL YOUR NAMF i ADDRESS q" POSITION QUESTIONNAIRE REGARDING HIGH SCHOOL TESTING PRACTICES IN ADVANCED SHORTHAND AND TRANSCRIPTION NOTE: Part I of this questionnaire is for teachers of Advanced Shorthand. Part II is for teachers of Transcription. Please complete only the part which applies to you. If you teach both courses, please complete both Parts I and II. PART I ADVANCED SHORTHAND CLASSES What kinds of shorthand tests do you give to your students in ADVANCED SHORTHAND CLASSES? (Check the most frequently used types.) (1) Shorthand written from oral dictation of business letters by the teachers. (2)__"Shorthand written from oral dictation of business letters recorded on -— tape or other recording device. (3) Shorthand written by copying from printed dictation material. (4) Shorthand written from orally dictated or recorded word lists. Shorthand written from printed word lists. (6) Other, explain what tOpics of study do you stress, in addition to shorthand skills, in your ADVANCED SHORTHAND CLASSES? (Check appropriate items.) (1) Typing speed (2)—_—Typing accuracy (3)_——English usage (Including spelling, punctuation, capitalization, syntax, ——— and syllabication.) (4) Clerical skills (5f:::Other, explain How do you determine the difficulty of the material that you use for your short- hand tests in your ADVANCED SHORTHAND CLASSES? (Check the one method used most frequently.) (1) Standard Word (28 syllables = 20 shorthand words) (2)——_Actual Word Count (3)___Shorthand Stroke Count (4)__.Syllabic Intensity (5)_——No Measurement (6):::Other measurement, explain If the difficulty of the material used in your ADVANCED SHORTHAND CLASSES is determined by syllabic intensity measurement, what is the figure most frequently used? (Check ONE item.) (1) EASY (Less than 1.4 Syllabic Intensity) (2) AVERAGE (1.4 Syllabic Intensity) (3) DIFFICULT (1.5 to 1.6 Syllabic Intensity) (4) EXTREMELY DIFFICULT (Greater than 1.6 Syllabic Intensity) (5) Don't Know From what sources do you select the materials used for the shorthand dictation tests that you give in your ADVANCED SHORTHAND CLASSES? (Check most frequently used sources.) (1) Business Education Books (2) Business Education Magazines (3) Composed from Word Lists, etc. (4) Composed by Self (5) Other, explain 10. ll. 12. If you select tests from books or magazines, 4()l in your ADVANCED SHORTHAND CLASSES, please give reference of representative publications, where tests may be located, including page numbers. (For example, Business_lsasher. etc.) Why did you decide to use the type of shorthand test that you are now using in your ADVANCED SHORTHAND CLASSES? Easy to administer Easy to score Best kind of skill measurement available specify (Check appropriate items.) What methods do you use for scoring the shorthand tests that you give in your ADVANCED SHORTHAND CLASSES? Hand scored by self Hand scored by student Combination of Items 1 and 2 Machine scored explain (Check the most frequently used methods.) What type of shorthand transcripts do you require most frequently in your ADVANCED SHORTHAND CLASSES? explain (Check appropriate item.) Complete typewritten transcript Complete handwritten transcript Fill-in blank transcript, Fill-in blank transcript, Fill-in blank transcript, typewritten handwritten machine-scored What are your accuracy standards for the transcript of your shorthand dictation tests in your ADVANCED SHORTHAND CLASSES? 95% accuracy 98% accuracy Mailability Other, explain (Check appropriate item.) What are the minimum standards in your ADVANCED SHORTHAND CLASSES at the grade (Please check one item in each column, LENGTH OF DICTATION TIME (5)___1 min. (6)___3 min. (7)___S min. (8)___Other, specify LENGTH OF TRANSCRIPTION TIME (9)___25 min. (lO)___}0 min. (11) 35 min. (12)—__‘ot specified (13)__—Other, specify or fill in, % OF ACCURACY (14) 95% (15):::97% (16) 98% (l7):::0ther, specify if necessary.) TIMES PERFORMED (18)___Once (l9)___Twice (20) Three (21):::Other, specify What are the minimum standards in your ADVANCED SHORTHAND CLASSES at the grade‘ (1) (2) (3) (4) Other, (1) (2) (3) (4) (5) Other, (1) (2) (3) (4) (5) (6)___Other, (l) (2) (3) (4) A level? SPEED REQUIRED (l) 120 me. (2) 130 me. (3) 140 wpm. (4) Other, specify B level? SPEED REQUIRED (l) 100 me. (2) 110 wpm. (3) 120 me. (4) Other, Specify (Please check one item in each column, LENGTH OF DICTATION TIME LENGTH OF TRANSCRIPTION TIME 1 min. 3 min. 5 min. Other, specify (5) (6) (7) (8) (9)___20 min. (10)___25 min. (ll)___30 min. (12)___35 min. (13) Not specified (14) Other, specify or fill in, % or 5992359! (15)___95% (16) 97% (l7)_——98% (18):::Other, specify if necessary.) TIMES PERFORMED (l9)___0nce (20)___Twice (21)___Three (22)___Other, specify l3. 14. 15. 16. 17. 402 3 What are the minimum standards in your ADVANCED SHORTHAND CLASSES at the grade 9 level? (Please check one item in each column, or fill in, if necessary.) SPEED LENGTH OF LENGTH OE % OF TIMES REQUIRED DICTATION TIME TRANSCRIPTION TIME ACCURACY PERFORMED 80 wpm. (S) l min. (9) 20 min. (15) 95% (19) Once 90 wpm. (6) 3 min. (10) 25 min. (16) 97% (20) Twice lOO wpm. (7) 5 min. (11) 30 min. (17) 98% (21) Three Other, (8) Other, (12) 35 min. (18) Other, (22) Other, specify specify (13) Not specified specify specify (14) Other, specify What are the minimum standards in your ADVANCED SHORTHAND CLASSES at the grade 9 level? (Please check one item in each column, or fill in, if necessary.) SPEED LENGTH OF LENGTH OF % OF TIMES REQUIRED DICTATION TIME TRANSCRIPTION TIME ACCURACX PERFORMED 60 wpm. (5) l min. (9) 20 min. (15) 95% (19) Once 70 wpm. (6) 3 min. (10) 25 min. (16) 97% (20) Twice 80 wpm. (7) 5 min. (11) 30 min. (17) 98% (21) Three Other, (8) Other, (12) 35 min. (18) Other, (22) Other, Specify specify (13) Not specified specify specify (14) Other, specify If other methods of testing are used, please describe by filling in the information below or on the other side of this page. KIND OF TEST TIME ALLOWED FOR TIME ALLOWED FOR METHOD OF SPEED USED WRITING SHORTHAND TRANSCRIBING SHORTHAND MEASUREMENT Do you prepare your students in any way for taking State Civil Service tests? (Check one item.) (l)___Yes (2)___No If you answered "yes" to the previous question, what specifically do you do? (Check one or more items.) (1) Use Civil Service Sample Test Booklets. (2) Give dictation similar to the State tests given in area. (3) Secure old State Civil Service tests for student practice. (4) Use old Federal Government tests for student practice. (5) Other, explain 403 NAME OF SCHOOL YOUR NAME ADDRESS POSITION QUESTIONNAIRE REGARDING HIGH SCHOOL TESTING PRACTICES IN ADVANCED SHORTHAND AND TRANSCRIPTION NOTE: Part I of this questionnaire is for teachers of ADVANCED SHORTHAND. Part II is for teachers of TRANSCRIPTION. Please complete only the part which applies to you. If you teach both courses, please complete both Parts I and II. PART II TRANSCRIPTION CLASSES What types of dictation tests do you give to your students in Transcription classes? (Check most frequently used type of test.) (1) Timed dictation, transcribed at typewriter under timing. (2)___Timed dictation, transcribed at typewriter, no timing. (3)___Timed dictation, transcribed in longhand under timing. (4):::Timed dictation, transcribed in longhand, no timing. (5) Timed dictation, transcribed with fill-in answer sheet, timed. (6)___Timed dictation, transcribed with fill-in answer sheet, no timing. (7)—__Office Style Dictation, transcribed at typewriter, under timing. (8)——_Office Style Dictation, transcribed at typewriter, no timing. (9):::Other, explain From what sources do you select the dictation materials used for transcription tests in your Transcription classes? (Check most frequently used sources.) (1) Business education books (2):::Business education magazines (3) Composed from word lists, etc. (4):::Composed by self (5) Teacher's manual (6):::Other, explain How do you determine the difficulty of the dictation material that you use for your transcription tests in your Transcription classes? (Check the gag method used most frequently.) (1) Standard Word (28 syllables = 20 shorthand words) (2):::Actual Word Count (3)___Shorthand Stroke Count (4)___Syllabic Intensity (5) No Measurement (6):::Other measurement, explain If the difficulty of the material used is determined by syllabic intensity measurement, what is the figure most frequently used in terms of the following scale? (Check 922 item.) (1) EASY (Less than 1.4 Syllabic Intensity) (2) AVERAGE (1.4 Syllabic Intensity) (3) DIFFICULT (1.5 to 1.6 Syllabic Intensity) (4) EXTREMELY DIFFICULT (Greater than 1.6 Syllabic Intensity) (5) Don't Know From what materials do your students transcribe in your Transcription class? (Check appropriate items.) (l)___Student's own shorthand notes taken from dictation. (2)___Shorthand plates found in textbooks. (3)___Other, explain 404 6. Which of the following do you teach or stress in your Transcription classes? (Check one or more items in the first column. If possible, indicate in the second column the approximate percentage of time spent on each of the items checked in column 1. ITEMS STRESSED APPROXIMATE % OF TIME SPENT (l) Transcription accuracy (1) % (2)_—‘Transcription Speed (2) % (3):::Typing accuracy (3) % (4) Typing speed (4) % (5)___Letter placement (5) % (6)_—~Shorthand theory (6) % (7)_—.Shorthand speed (7) % (8)“_ITaking dictation (8) % (9)_—~English usage (spelling, punctuation, (9) % _——capitalization and syllabication) (10) Clerical skills (10) % (ll)_IITypewriter manipulations (11) % (12)—*_Erasing and correcting (12) % (13)—Proofreading (13) % (l4)———Preparation for Civil Service tests (14) % (15)~””Preparation for other employment tests (15) % (l6)_——Other, explain (16) % _—_ IU5% Total 7. Which of the following items are components included in your final grade in Transcription? (Check one or more items in the first column. I pOSSlble, indicate in the second column the approximate percentage of weight given on the final grade to each of the items checked in column 1. COMPONENTS INCLUDED IN GRADE % OF WEIGHT GIVEN (l)__hShorthand Speed (1) % (2)___Transcription Speed (2) % (3) Mailability (3) % (4)_—“Total Production (4) % (S):::Related Knowledges (S) % (6)___Other, explain (6) % 8. If a portion of the final grade for student in Transcription class is based on SHORTHAND SPEED (at the 95% shorthand speed accuracy level), at what shorthand speed must a student take dictation, for that portion of the grade, in order to qualify for the grade levels listed below: (Check one item in each column for the grade level listed.) A GRADE B GRADE C GRADE D GRADE (l)___140 wpm. (6)___120 me. (11) 100 me. (16)___80 wpm. (2)_130 wpm. (7>_110 wpm. (12): 901wpm. (17) 70 wpm. (3)__120 wpm. (8)—100 wpm. (13)_ 80 wpm. (18):60 wpm. (4)___cher, (9)___Other, (l4)___Other, (l9)___pther, specify specify specify specify (5)___No rate (10)___No rate (15)___No rate (20)___No rate 9. If you require a higher accuracy level for the Shorthand Speed Component (see above question), please explain. 10. ll. 12. 13. 14. 405 If a portion of the final grade for a student in Transcription class is based on SHORTHAND SPEED (at 95% shorthand speed accuracy level) what is the interval of time over which the student must be able to maintain the speed mentioned in Question #8, for the grade levels listed below: (Check one item in each column for the grade level listed.) A GRADE B GRADE c GRADE D GRADE (1) 1 min. (5) 1 min. (9)__1 min. (13)—l min. (2)-——3 min. (6)——-3 min. (10)___3 min. (l4)___3 min. (3)""5 min. (7)—5 min. (11)____5 min. (15)____5 min. (4)—Other, (8):Other, (12)—Other, (16)—Other, ~__specify specify specify specify If a portion of the final grade for a student in Transcription, as determined in Question #10, is based on SHORTHAND SPEED, how many times must a student meet the performance standards listed in Question #8 and 10 above to receive the grades indicated? (Check one item in each column.) A GRADE B GRADE C GRADE D GRADE (l)___Once (5)___Once (9)___Once (l3)___Once (2)___Twice (6)___Twice (lO)___Twice (14)___Twice (3) Three Times (7) Three Times (11) Three Times (lS)___Three Times (4 ) :Other , (8) :Other (12) :Other , (16 ) _Other , specify specify specify specify If a portion of the final grade for a student in Transcription class is based on MAILABILITY, what shorthand speed must a student attain in transcribing mailable copy in order to qualify for the grade levels listed below: (Check one item in each column for the grade level listed.) A GRADE 8 GRADE C GRADE D GRADE (1) 140 wpm. (6) 120 wpm. (11) 100 wpm. (16) 80 wpm. (2) 130 me. (7) 110 me. (12) 90 me. (17) 70 wpm. (3) 120 wpm. (8) 100 wpm. (13) 80 wpm. (18) 60 wpm. (4) Other, (9) Other, (14) Other, (19) Other, specify specify specify specify (5)n__NO speed (10) No speed (15) No speed (20) No speed If a portion of the final grade is based on MAILABILITY as determined in Question #12, how many times must a student meet the performance standards listed in Question #12? (Check one item in each column.) A GRADE B GRADE C GRADE D GRADE (l)___Once (5)__“Once (9)___Once (13) Once (2)___Twice (6)___Twice (10)___Twice (14):::Twice (3)___Three Times (7)___Three Times (ll)___Three Times (lS)___Three Times (4)___Other (8)___Other, (12)___Other, (16)___pther, specify specify specify specify If a portion of the final grade for a student in Transcription class is based on TRANSCRIPTION SPEED, what is the type of transcription material used most frequently? (Check appropriate items or fill-in if necessary.) (l)___Transcription of straight copy dictation. (2)___Transcription of letters with errors corrected, no carbon or envelopes. (3)___Transcription of letters with errors corrected, one carbon, no envelopes. (4)___Transcription of letters with errors corrected, one carbon, and envelopes. (5)___Other, explain 15. 16. 17. 406 IF YOU REQUIRE TRANSCRIPTION OE MAILABLE COPY AT SPECIFIED SPEEDS FOR EACH GRADE LEVEL, COMPLETE QUESTION #15. If a portion of the final grade for a student in Transcription class is based on TRANSCRIPTION SPEED, what is the transcription speed that student must attain in producing maiIEble copy on the various types of material for the various grade levels listed below: (Check one item under each classification for each grade level listed.) GRADE STRAIGHT LETTERS WITH LETTERS WITH LETTERS WITH OTHER LEVELS COPY ERRORS CORRECTED ERRORS CORRECTED ERRORS CORRECTED DICTATION NO CARBON OR ONE CARBON, ONE CARBON ENVELOPES ONE ENVELOPE NO ENVELOPE A (1) 25 wpm. (5) 25 wpm. (9)__*20 wpm. (13)___20 wpm. (2)—30 wpm. (6)“30 wpm. (10)___25 wpm. (14)__25 wpm. (3)—‘35 wpm. (7)—35 wpm. (11)_3o wpm. (15)__3o wpm. (4)—Other, (8)_Other, (12)—Other, (16)—Other, _——Specify —‘—specify specify specify B (17) 20 wpm. (21)___20 wpm. (25)___15 me. (29)___15 me. (18):2S wpm. (22)—25 wpm. (26)__20 wpm. (30)_2o wpm. (l9)___30 wpm. (23)___3O wpm. (27)___25 me. (3l)___25 wpm. (20)___Other, (24)___Other, (28)___Other, (32)___Other, specify specify specify specify C (33)___15 wpm. (37)___15 wpm. (4l)___10 wpm. (45)___10 wpm. (34)___20 wpm. (38)___20 wpm. (42)___15 wpm. (46)___15 wpm. (35)___25 me. (39)___25 wpm. (43)___20 wpm. (47)___20 wpm. (36)___Other, (40)___Other, (44)___Other, (48)___Other, specify specify specify specify D (49)___10 wpm. (S3)___1O wpm. (57)___10 wpm. (6l)___lO wpm. (50) 15 wpm. (54) 15 wpm. (58)___15 me. (62)___15 me. (51):2o wpm. (55):20 wpm. (59)__2o wpm. (63)__20 wpm. (52)___Other, (56)___Other, (60) Other, (64) Other, specify specify _——specify —*—Specify (65)___If no particular speed is required, check this item. If a portion of the final grade for a student in Transcription class is based on percent (%) of MAILABILITY, what dictation procedures do you use when measuring this component? (Check one item.) (l)___Dictate at Speeds easily attained by every student. (2)___Dictate at speeds that force students to write above their normal range. (3)___Dictate at varying speeds. (4)___Dictate at a combination of the above three items. (5)___Other, explain Which of the following are included in your definition of MAILABILITY? (Check items or fill-in, if necessary.) (1) Verbatim transcript. (2) Transcript with no changes in factual information (dates, amounts of money.) (3):::Transcript with no poor erasures, typographical errors or poor placement. (4) Transcript which closely follows the thought of dictation, errors corrected. (5):::Transcript that you would be willing to mail. (6)___Other, explain 19. 20. 21. 22. 23. 407 If a portion of the final grade for a student in Transcription class is based on MAILABILLTX, what percent (2) of the student's graded work must be mailable in order to qualify for the grade levels listed below: (Check pne_i£§m in each column of grade levels listed.) A GRADE B GRAPE LGRADE p GRADE Percentage Percentage Percentage Percentage Mailable Mailable Mailable Mailable (l)__u95% (5) 80% (9) 65% (13)W__50% (2) 90% (6)_"_75% (10) 60% (l4)_w_452 (3) 85% (7) 70% (ll)_“_55% (15) 40% (4) Other, (8)_”*Other, (12) Other, (16) Other, specify specify specify specify If a portion of the final grade for a student in Transcription class is based on the AMOUNT OF PRODUCTION of Mailable Copy, how do you determine this grade? (Check the appropriate item.) (1) Include all materials transcribed over entire grading period. (2) Include a portion of the materials transcribed over entire grading period. (3) Include selected materials transcribed during a class period. (4) Other, explain If a portion of the final grade for a student in Transcription class is based on AMOUNT OF PRODUCTION of Mailable Copy, as in Question #19, how are the standards for the Amount of Production determined? (Check appropriate item.) (1) Previously established standard (Total number of papers transcribed.) (2) Class average (Average number of papers transcribed in class.) (3) Other, explain Do you have daily production of letters? (Check one item.) (l)___Yes (2)___No If a portion of the final grade for a student in Transcription class is based on the AMOUNT OF PRODUCTION of Mailable COPY: as in Questions #19 and 20, what is the speed of dictation of the letters included in the amount of production? (Check one item in each column for the grade level listed.) A GRADE B GRADE C GRADE D GRADE (l)___Untimed (6)___Untimed (ll) Untimed (l6) Untimed (2)___120 wpm. (7)__110 wpm. (12):100 wpm. (in—90 me (3)__110 wpm. (8)____100 wpm. (i3)_ 90 wpm. (18):80 wpm (4)___100 wpm. (9)___ 90 me. (14) 80 wpm. (19) Other, (5) Other, (10) Other, (15)———Other, ‘_—specify ——'Specify ——_specify _——specify If a portion of the final grade for a student in Transcription class is based on formal tests of RELATED KNOWLEDGES, of what do these tests consist? (Check appropriate items.) (1) English Usage (Spelling, punctuation, capitalization, and syllabication.) (2)___Letter Placement (3)___Proofreading (4)—_—Typing Speed (5)——_Typing Accuracy (6):Shorthand Speed (7) Shorthand Theory (8):::Other, explain 24. 25. 408 Do you prepare your students in any way for taking State Civil Service tests, in addition to what is done in Advanced Shorthand? (Check one item.) (1) Yes (2) No If you answered "yes" to the previous question, what specifically do you do? (Check one or more items.) (1) Use Civil Service Sample Test Booklets. (2) Give dictation similar to the State tests given in the area. (3) Secure old State Civil Service tests for student practice. (4) Use old Federal Government tests for student practice. (5)___Other, explain APPENDIX E STATISTICAL TABLES 409 .me .a A.aoma ..ocH .Hammumoaacmaa "mmmnmb 3oz .mmmaau poozmamcmv .mUSMHHm> mo mflmwamc< .Hmsucmow .0 EMHHHHBM ANm .m “mm.mv vm.~ u m Umanme « hm mv. 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