Abstract
It is the purpose of this project (1) to investigate the extent to which seventh grade students overestimate or underestimate their performance, (2) to look at the effects of treatment on their estimates of performance, and (3) to examine the factors that appear to bear some relationship to the student's estimates of his performance. The project school was the Sylvan School, a seventh and eighth grade center school in the San Juan Unified School District. The study included those members of three seventh-grade unified studies classes who remained members for the duration of the ten-week project. Each of the classes included in the project met for two, forty-five minute periods daily. The three groups each contained students of medium, high, and low abilitYi although the ability ratio in the separate groups was not identical. The instruments used for gathering data were the Iowa Spelling Scale Test compiled for this study, the test scores from standardized tests administered in the previous year, and the weekly seventh grade spelling tests. The test scores taken from the cumulative record included the verbal score from the Lorge-Thorndike Intelligence Test, the Total score from the California Test of Mental Maturity, and the Total Reading score from the stanford Reading Test. Because of the aforementioned limitations, no conclusions can be drawn from this study which relate to other populations or instruments.