5-1
jan29
2 years ago
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files (5)IntelligenceandAssessmentforEducation.zip
5-1Discussion_Intelligence.pdf
5-1ReadingandResources4.html.zip
5-1GraduateDiscussionRubric.html.zip
- TobinReneeJoelSchneider-PsychologicalTestingandAssessment_AnIntroductiontoTestsandMeasurement-McGraw-HillEducation2022.pdf
IntelligenceandAssessmentforEducation.zip
Module Overview14.html
Intelligence and Assessment for Education
In this module, we will focus on the topic of intelligence, examining its usefulness in understanding an individual and its application to the academic setting. In your own life, it is probable that you have come across intelligence testing in one facet or another. Often people associate intelligence with an intelligence quotient (IQ). While an IQ does provide us some information, it is only a piece of the very complex construct of intelligence. When we think of intelligence, we must consider areas like verbal comprehension, logic, processing speed, working memory, visual abilities, verbal skills, and intuition. Not all professionals agree upon everything within the topic of intelligence, and it is measured from a variety of perspectives, given its complex nature. This week, you will learn about many of the ways intelligence is measured.
The biggest areas of controversy surrounding intelligence testing have to do with the cultural considerations of the test. Think back to earlier modules, when we learned about test development. As you may remember, tests are normed on a specific group of individuals. Therefore, someone taking an intelligence test may be outside of the normed group. The controversy comes into play when intelligence tests are utilized in the academic setting for placement purposes or admission to certain schools. As you complete the assignments in this module, keep in mind the cultural and ethical considerations you would want to consider when reading the results of an intelligence test.
Despite the controversy, intelligence testing can provide valuable information to psychologists and educators that can prove vital to understanding an individual. This week, you will examine a mock assessment and use the information to draw conclusions based on the data provided. Throughout your readings, you will consider and discuss the usefulness, ethical and cultural considerations, and applications of intelligence testing.
5-1Discussion_Intelligence.pdf
5-1 Discussion: Intelligence
In this discussion, you will discuss the importance of group differences in IQ for understanding intelligence. Review the following articles:
● Context-Sensitive Cognitive and Educational Testing ● Cross-Cultural Differences in Visuo-Spatial Processing and the
Culture-Fairness of Visuo-Spatial Intelligence Tests: An Integrative Review and a Model for Matrices Tasks
Consider these articles and the textbook chapters on intelligence, and then compare and discuss at least two group differences in IQ. Why are these differences important for understanding intelligence? Why is it important to differentiate intelligence from measures of intelligence? Finally, what roles can culture play in conceptualizing and measuring intelligence?
To complete this assignment, review the Discussion Rubric.
Rubrics Discussion Rubric: Graduate
5-1ReadingandResources4.html.zip
Reading and Resources4.html
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Required Resources |
The following is a list of resources that will help you complete the activities in this module. Below each resource are a few guiding questions to consider as you read and review. You do not need to record or submit your answers to these questions.
Textbook: Psychological Testing and Assessment, Chapters 9 and 10 As you read, think about the following:
Chapter 9
- What is intelligence?
- Can you identify a few measures of intelligence? What are some major differences in these measures?
- Can you differentiate between fluid and crystallized intelligence?
- What are the differences between core and supplemental subtests?
- What is the purpose of a supplemental subtest?
- What are a few pros and cons of group testing?
- What are a few cultural issues or considerations of intelligence testing?
- What are achievement tests?
Chapter 10
- What are two uses of assessment/testing in the educational field?
- What is the Common Core controversy?
- Describe the Response to Intervention (RTI) model.
- What are aptitude tests?
- What is the purpose of diagnostic tests?
Context-Sensitive Cognitive and Educational Testing Researchers should understand the context that drives testing results. This Shapiro Library article examines this priority.
Cross-Cultural Differences in Visuo-Spatial Processing and the Culture-Fairness of Visuo-Spatial Intelligence Tests: An Integrative Review and a Model for Matrices Tasks This article examines developing testing models void of cultural bias.
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Additional Support (Optional) |
Video: Use Data to Build Better Schools (19:47) This resource provides a discussion on how standardized tests are utilized to provide feedback about school achievement, and how this data can inform the current educational system.
Video: Why Our IQ Levels are Higher Than Our Grandparents’ (18:40) Add a sentence describing the website here.
Role of Test Motivation in Intelligence Testing This article provides an overview of the correlation between test motivation and intelligence testing and discusses some of the caveats of interpretation based upon this correlation.
5-1GraduateDiscussionRubric.html.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
- Write a post of 1 to 2 paragraphs.
- In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
- Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
- Reply to at least two classmates outside of your own initial post thread.
- In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
- In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
- Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Comprehension | Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) | Develops an initial post with a point of view or idea using appropriate detail (90%) | Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) | Does not develop an initial post with an organized point of view or idea (0%) | 20 |
| Timeliness | N/A | Submits initial post on time (100%) | Submits initial post one day late (70%) | Submits initial post two or more days late (0%) | 10 |
| Engagement | Provides relevant and meaningful response posts with clarifying explanation and detail (100%) | Provides relevant response posts with some explanation and detail (90%) | Provides somewhat relevant response posts with some explanation and detail (70%) | Provides response posts that are generic with little explanation or detail (0%) | 20 |
| Critical Thinking | Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) | Draws informed conclusions that are justified with evidence (90%) | Draws logical conclusions (70%) | Does not draw logical conclusions (0%) | 30 |
| Writing (Mechanics) | Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) | Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) | Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) | Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) | 20 |
| Total: | 100% |
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