macqueen hISTORICAL PSYCHOLOGY ASSESSMENT 4

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APPLICATION OF THEORY – IQ TESTING SCORING GUIDE

APPLICATION OF THEORY – IQ TESTING SCORING GUIDE GRADING RUBRIC

Criteria Non-performance Basic Proficient Distinguished

Criteria 

Describe what intelligence tests measure.

Non performance 

Does not describe what intelligence tests measure.

Basic 

Describes what an intelligence test is but does not describe what it measures.

Proficient 

Describes what intelligence tests measure.

Distinguished 

Analyzes what intelligence tests Measure.

Criteria 

Describe how IQ tests measure intelligence. 

Non performance 

Does not describe how IQ tests measure intelligence.

Basic 

Incompletely describes how IQ tests measure intelligence.

Proficient 

Describes how IQ tests measure intelligence.

Distinguished 

Analyzes how IQ tests measure intelligence.

Criteria 

Examine the history of IQ tests. 

Non performance 

Does not examine the history of IQ tests.

Basic 

Incompletely examines the history of IQ tests.

Proficient 

Examines the history of IQ tests.

Distinguished 

Analyzes the history of IQ tests; analysis includes social and cultural factors that influenced their development and implementation.

Criteria 

Apply knowledge of IQ testing issue to make decision about school policy. 

Non performance 

Does not apply knowledge of IQ testing issue to make decision about school policy.

Basic 

Develops a decision about school policy but does not adequately connect decision to knowledge of the IQ testing issue.

Proficient 

Applies knowledge of IQ testing issue to make decision about school policy.

Distinguished 

Applies knowledge of IQ testing issue to make decision about school policy; justifies decision with specific research references.

Criteria 

Evaluate the controversy over the validity of using the same intelligence test to compare different cultural groups. 

Non performance 

Does not evaluate the controversy over the validity of using the same intelligence test to compare different cultural groups.

Basic 

Explains the controversy over the validity of using the same intelligence test to compare different cultural groups but does not evaluate the related issues.

Proficient 

Evaluates the controversy over the validity of using the same intelligence test to compare different cultural groups.

Distinguished 

Evaluates the controversy over the validity of using the same intelligence test to compare different cultural groups; 

evaluation is grounded in research and real-life examples.

Criteria 

Evaluate both sides of the IQ testing issue. 

Non performance 

Does not evaluate both sides of the IQ testing issue.

Basic 

Explains but does not evaluate both sides of the IQ testing issue.

Proficient 

Evaluates both sides of the IQ testing issue.

Distinguished 

Evaluates both sides of the IQ testing issue; evaluation is grounded in research and real-life examples.

Criteria 

Communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

Non performance 

Does not communicate in a manner that is scholarly and professional.

Basic 

Communicates in a manner that is scholarly and professional but is not consistent with expectations for members of professional communities.

Proficient 

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities

Distinguished 

Communicates in a manner that is scholarly, professional, and consistent with expectations for members of professional communities, with written communication that is free of errors that detract from the overall message.

Criteria 

Apply proper APA formatting and style.

Non performance 

Does not apply proper APA formatting and style.

Basic 

Uses adequate written communication but includes some APA errors and inconsistencies.

Proficient 

Applies proper APA formatting and style.

Distinguished 

Also scholarly writing skills and uses proper APA formatting and style throughout the assessment.