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A MUCH DISPUTED QUESTION which frequently confronts the elementary school teacher in marking answers to problems in arithmetic is: “If the answer has no label but is otherwise correct, should it be marked right or wrong?” In the hope that certain guiding principles in t he matter of labeling answers might be formulated, the writer made a questionnaire investigation which involved approximately 250 school people ranging from teachers to superintendents in Wisconsin and some 30 authors of books, tests, and articles in periodicals outside the state. The Wisconsin group also included instructors in normal schools, colleges, and universities.

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