Armed with a distinct definition of intelligence, an understanding of how it affects the human condition and the measurement used to determine the level of acquisition; this paper will examine two of the more common forms of intelligence testing and evaluate the effectiveness of each throughout the cultural differences. Theories of intelligence Examining the “intelligence” of an individual is a daunting task. There are several points of view and many variables to consider. Intelligence seems to be subjective in its definition and use as for the last 100 years professionals have attempted to define and refine the concept and how best to measure it. From the early days of Charles Spearman to the later more accommodating days of Howard Gardner the idea of intelligence has undergone extreme examination and definition shift.
Outline one psychometric theory and one information processing theory of intelligence The psychometric approach to intelligence assumes that intelligence can be measure and focuses on different methods of measuring intelligence and personality. Theories of intelligence can be divided into three models: uni-factorial models, hierarchical models and multi-factorial models. The informational processing theory of intelligence emphasises different cognitive components used to engage when solving problems. This was developed by Sternberg’s triarchic theory, and is known to be the more cognitive approach and in contrast with the biological psychometric theory. One theory to the psychometric theory is the multi-factorial model, this suggests that intelligence is composed of a range of abilities and highlight the role of environmental factors.
Unit 11 Intelligence test- a method for assessing an individual’s mental aptitudes and comparing them with those others, using numerical scores Intelligence- mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations Spearman’s General intelligence (g)- a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test ex. Good at one good at all Factor analysis- a statistical procedure that identifies clusters of related items called factors on a test; used to identify different dimensions of performance that underlie a person’s total score ex. same topics on a test Savant syndrome- a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing (math or art or music) ex. eric GARDENER’S EIGHT INTELLIGENCES Aptitude Exemplar 1. Linguistic T.S.
Since that time, intelligence testing has emerged as a widely used tool that has led to the development of many other tests of skill and aptitude. However, it continues to spur debate and controversy over the use of intelligence tests, cultural biases, influences on intelligence and even the very way we define intelligence. In order to gain a deeper understanding of intelligence and the tests that have been developed in an attempt to measure this concept, it is important to understand the history of intelligence testing, the scientific research that has been conducted and the findings that have emerged. Major questions about intelligence and IQ testing: • Is intelligence a single ability, or does it involve an assortment of multiple skills and abilities? • Is intelligence inherited, or does the environment play a larger role?
b. distinguish between academic and practical intelligence. c. identify children likely to have difficulty learning in school. d. assess general capacity for goal-directed adaptive behavior. 3. For the original version of the Stanford-Binet, IQ was defined as: a. mental age multiplied by 100. b. chronological age subtracted from mental age and multiplied by 100. d. chronological age divided by mental age and multiplied by 100. e. mental age divided by chronological age and multiplied by 100.
How do we measure intelligence? And, why is it so important? This paper aims to explore the history of both the creators and the test itself. Also, it’s original purpose and its practical applications today. In Alfred Binet’s work, “New Methods for the Diagnosis of the Intellectual Level of Subnormals”, he asks the question, “To what method should we have recourse in making our diagnosis of the intellectual level?
Standardized tests involve administration of instructions, questions and scoring to all individuals in a similar manner. The test aims at comparing students’ knowledge in a given class, region or country. Program tests involve the use of teacher-made trial to determine how well scholars understand a particular content. Criterion-referenced tests compare student performance against a set standard while essay tests require students to give answers to several questions demonstrating their ability to recall, organize and interpret information in a logically integrated manner. On the other hand, informal assessments evaluate a student’s progress and performance individually.
Cognitive psychologists believe that mental processes and stored representations of the world determine behaviour and are central to human experience. Psychologists see the mind as a complex machine – where they believe that it is useful to model mental processes using an information-processing approach whereby: Information is examined from the outside world is received and encoded, Storage and representation of this information to ourselves, Ways in which this information is manipulated and used by the individual, And how we output information back into the world to be received by others. Many
How does your educational philosophy correlate to the “high stakes” theory of student achievement? Discuss the different philosophical tenets that would favor “high stake testing” and those tenets that would oppose it. This chapter is a summary of the significant philosophical views in education. The purpose of this chapter is to help each cohort member in identifying, revisiting, comparing, contrasting, and analyzing each philosophical tenet. The chapter is divided into 6 sections.
It represents performance-based evaluation, using a multidisciplinary approach, and use of holistic scoring. Educational practices for a student with a disability are driven by the content of his or her IEP, taking into consideration cognitive and behavioral strengths and challenges of the student. Requiring a student to attain a prescribed score on a generic assessment measure can be viewed as being in direct contrast to the intent of the IEP process to develop and implement an individual educational program (Albrecht & Joles, 2003). Two critical issues regarding alternate assessment are what should be tested and how should it be tested. The question of the assessment being appropriate for students with disabilities is also raised.