Chapter 9: Intelligence and Measurement INTERACTIONISM (Heredity + Environment = Intelligence)

Alfred Binet - Components of Intelligence

o Reasoning
o Judgment
Intelligence o Memory
- a multifaceted capacity that manifests itself in different o Abstraction
ways across the life span - MORE COMPLEX measure of Intelligence
Intelligence defined: Views of the Lay Public David -
Research by STERNBERG (1981) Wechsler capacity
- In general, the researchers found a surprising degree of - Considered other factors (TRAITS AND
PERSONALITY) in assessing intelligence
of intelligence - At first, he proposed TWO qualitatively
- HOWEVER, in terms of ACADEMIC INTELLIGENCE abilities : Verbal and Performance
- Experts put emphasis on MOTIVATION, while Laypeople - Then, he added other factors
stressed the importance of SOCIAL ASPECTS o Verbal Comprehension
o Working Memory
Research by SIEGLER and RICHARDS (1980) o Perceptual Organization
- o Processing Speed
of developmental stage Jean Piaget - Intelligence is evolving biological
adaptations to the outside world
Research by YUSSEN and KANE (1980) - Focused on the development of cognition in
- Suggested that children also have notions about children
intelligence as early as FIRST GRADE - Schema (plural: Schemata)
o an organized action or mental structure
Intelligence defined: Views of Scholars and Test Professionals that when applied to the world, leads to
Francis - First person to published on the knowing and understanding
Galton HERETABILITY OF INTELLIGENCE, thus - THE BASIC MENTAL OPERATIONS
framing the contemporary nature-nurture o Assimilation
debate Actively organizing new information so
- He believed that the MOST INTELLIGENT that it fits in what already perceived
PERSONS were those equipped with the best and thought
sensory abilities o Accommodation
- Attempted to measure this sort of Intelligence Changing what is already perceived or
in many of the SENSORIMOTOR AND OTHER thought so that it fits with the new
PERCEPTION-RELATED TESTS HE DEVISED information
- DISEQUILIBRIUM causes the individual to
discover new information, perceptions, and
communication skills
 FACTOR ANALYTIC THEORIES Louis Leon - Intelligence is considered as mental trait. It
Charles - Theory of General Intelligence/ Two- Thurstone is the capacity for abstraction, which is
Spearman Factor Theory of Intelligence inhibitory process
- (g) general intellectual ability - SEVEN PRIMARY ABILITIES
(s) specific components o Word Fluency
(e) error components o Verbal Comprehension
- The greater the magnitude of g in a test of o Spatial Visualization
intelligence, the better the test was thought to o Number Facility
predict overall intelligence o Associative Memory
- g factor is based on some type of general o Reasoning
electrochemical mental energy available to the o Perceptual Speed
brain for problem solving
- Abstract Reasoning were thought to be the Howard - Intelligence is the ability to solve problems,
best measures of g in formal test Gardner or to create products, that are valued
- Group Factors an intermediate class of within one or more cultural settings
factors common to a group of activities but not - THEORY OF MULTIPLE INTELLIGENCE
at all o Logical-Mathematical
Ex. Linguistic, Mechanical, Arithmetical o Bodily-Kinesthetic
o Linguistic
o Musical
o Spatial
o Intrapersonal
o Interpersonal

Raymond - TWO MAJOR TYPES OF COGNITIVE

Cattell ABILITIES
o Crystallized Intelligence (Gc)
Acquired skills and knowledge that are
Joy Paul - Intelligence is a systematic collection of dependent on exposure to a particular
Guilford abilities or functions for the processing of culture as well as on formal and
information of different kinds in various ways informal evaluation
- De-emphasized (g) Example: VOCABULARY
- Research on US Army Air Corps during the o Fluid Intelligence (Gf)
War, and he was able to identify 25 Nonverbal, relatively culture-free, and
important mental ability factors independent of specific instruction
- Structure of Intellect Model (SI Model) Example: Encoding of Short Term
Memory
John Horn - Robert - Triarchic Theory of Intelligence
Raymond Cattel, work Sternberg o Metacomponents
o Gv Visual Processing Planning, monitoring, evaluating
o Ga Auditory Processing o Performance Components
o Gq Quantitative Processing Performing the instructions of
o Gs Speed Processing metacomponents
o Grw Reading and Writing o Knowledge Acquisition
o Gsm Short Term Memory Learning something new
o Glr Long Term Storage and Retrieval
Others - PASS Model
John Carroll - Three-Stratum Model of Human Cognitive o Planning strategy development for
Abilities problem solving
- Stratum III the general level/general o Attention/Arousal receptivity to
intellectual ability information
- Stratum II the broad level; 8 factors o Simultaneous and Successive the
- Stratum I the specific level; more specific type of information processing
factors employed

McGrew & - Cattel-Horn-Carroll Models (CHC)

Flanagan - 10 Broad Stratum Some tasks used to measure intelligence
- Over 70 narrow stratum - Infancy (Birth to 18 months)
o Measuring SENSORIMOTOR DEVELOPMENT
INFORMATION PROCESSING VIEW Techniques
Aleksandr - Information-Processing Approach Testing Alerting Response
Luria Focuses on the mechanisms by which Assessing RESPONSIVENESS
information is processed Focusing a light on the eyes of the
infant
- TWO BASIC TYPES Testing Orienting Response
o Simultaneous (parallel) Assessing the ability in turning in
Information is integrated at all time direction of stimulus
o Successive (sequential)
Ringing of bell
Each bit of information is individually
- Child
processed in sequence
o Measuring of VERBAL and PERFORMANCE
- Kaufman Assessment Battery for Children 2nd
ABILITIES
Edition rely heavily on this concept
- Adult
o According to Wechsler, abilities such as retention of
general information, quantitative reasoning,
 expressive language and memory, and social o Norms may also have overrepresented the West, as
judgment well as large urban communities
o Obtain during clinical evaluation or corporate 4th Edition - Stanford-Binet: Fourth Edition (SB:FE) - 1986
assessment - Previous versions used AGE SCALE, but the 4th edition uses
Point scale
Some tests used to measure intelligence - Point Scale - a test organized into subtests by category of
item, not by age at which most testtakers are presumed
Stanford-Binet Intelligence Scales: Fifth Edition capable of responding in the way that is keyed as correct
(SB5) - Test Composite - a test score or index derived from the
1st Edition combination of, and/or a mathematical transformation of,
- The first published intelligence test to provide organized one or more subtest scores
and detailed administration and scoring instructions
- The first American test to employ the concept of IQ. And it 5th Edition SB5 2003
was the first test to introduce the concept of an alternate - Designed for administration to assessees as young as 2
item, an item to be substituted for a regular item under and as old as 85 (or older)
specified conditions - Yields a number of composite scores, including a Full Scale
- CRITICISMS: lack of representativeness of the IQ derived from the administration of ten subtests
standardization sample - Subtest Scores (mean = 10; sd = 3)
Revisions - Composite Scores (mean = 100; sd = 15)
- 1937 - In addition, the test yields five Factor Index scores
o Included the development of two equivalent forms, corresponding to each of the five factors that the test is
labeled L (for Lewis) and M (for Maud) presumed to measure
o New types of tasks for use with preschool-level and - It was based on CATTELL-HORN-CARROLL THEORY of
adult-level testtakers intellectual abilities
o Adequate standardization sample
o CRITICISM: lack of representation of minority

- 1960
o Consisted of only a single form (labeled L-M) and
included the items considered to be the best from
the two forms of the 1937 test, with no new items
added to the test
o The use of the deviation IQ tables in place of the
ratio IQ tables
- 1972
o The quality of the standardization sample was
criticized
- Routing Test
o A task used to direct or route the examinee to a
particular level of questions
o Direct an examinee to test items that have a high
probability of being at an optimal level of difficulty
- Teaching Items
o Designed to illustrate the task required and assure
the examiner that the examinee understands

- Floor - lowest level of the items on a subtest

- Ceiling highest level of the items on a subtest

- Basal Level - A stage in a test achieved by a testtaker by

meeting some preset criterion to continue to be tested-for The Wechsler Tests
example, responding correctly to two consecutive items on Wechsler-Bellevue 1 (W-B 1) or Wechsler-Bellevue (W-B)
an ability test that contains increasingly difficult items may 1939
continue testing - Point Scale
- Items were classified by subtest
- Ceiling Level - A stage in a test achieved by a testtaker as a - Organized into six verbal subtests and five performance
result of meeting some preset criterion to discontinue subtests, and all the items in each test were arranged in
testing-for example, responding incorrectly to two order of increasing difficulty
consecutive items on an ability test that contains - Wechsler-Bellevue 2 (W-B 2) 1942; an alternate form
increasingly difficult items may establish a presumed - Criticisms:
o The standardization sample was rather restricted
o Some subtests lacked sufficient inter-item reliability
- Testing the Limit - a procedure that involves o Some of the subtests were made up of items that
administering test items beyond the level at which the test were too easy
manual dictates discontinuance o The scoring criteria for certain items were too
ambiguous
- SB5 has a test administration protocol that could be
characterized as adaptive in nature Wechsler Adult Intelligence Scale (WAIS) 1955
- Organized into Verbal and Performance scales
- Extra-test Behavior - Observations made by an examiner - Scoring yielded a Verbal IQ, a Performance IQ, and a Full
regarding what the examinee does and how the examinee Scale IQ
reacts during the course of testing - WAIS-R (1981)
o New norms and materials
o Alternate administration of verbal and performance
tests
- WAIS-III (1997) o More explicit administration instructions as well as
o Contained updated and more user-friendly materials the expanded use of demonstration and sample
o Test materials were made physically larger to items this in an effort to provide assessees with
facilitate viewing by older adults practice in doing what is required, in addition to
o Some items were added to each of the subtests that feedback on their performance
order to make the test o All of the test items were thoroughly reviewed to
more useful for evaluating people with extreme root out any possible cultural bias
intellectual deficits o Floor = 40; Ceiling = 160
o Extensive research was designed to detect and
eliminate items that may have contained cultural Wechsler Intelligence Scale for Children (WISC)
bias - 1st edition 1949
o Norms were expanded to include testtakers in the - Currently in its 5th Edition
age range of 74 to 89 - WISC-V (2014)
o Yielded a Full Scale (composite) IQ as well as four o Ages 6 years old up to 16 years and 11 months
Index Scores Verbal Comprehension, Perceptual o FSIQ, Primary Index Scores and Ancillary Index
Organization, Working Memory, and Processing Scores
Speed used for more in-depth interpretation of o 21 subtests; 15 composite scores
findings o Completion time: 60 minutes
- WAIS-IV (2008)
o It is made up of subtests that are designated either Wechsler Pre-School and Primary Scale of Intelligence
as core or supplemental (WPPSI)
Core subtest is one that is administered to - 1st edition 1967
obtain a composite score - Currently in its 4th edition
Supplemental Subtest is used for purposes - WPPSI-IV (2012)
such as providing additional clinical o Ages 2 years and 6 months up to 7 years and 7
information or extending the number of months
abilities or processes sampled o Completion time:
o Intended for use with individuals ages 16 to 90 Ages 2:6 to 3:11: 30 45 Minutes
years and 11 months Ages 4:0 to 7:7: 45 60 Minutes
o Completion time: 60 to 90 minutes
o Contains ten core subtests (Block Design, Short Forms of Intelligence Test
Similarities, Digit Span, Matrix Reasoning, - Short form refers to a test that has been abbreviated in
Vocabulary, Arithmetic, Symbol Search, Visual length, typically to reduce the time needed for test
Puzzles, Information, and Coding) administration, scoring, and interpretation
o and five supplemental subtests (Letter-Number
Sequencing, Figure Weights, Comprehension,
Cancellation, and Picture Completion)
 - In 1958, David Wechsler endorsed the use of short forms administer, and interpret than a Stanford-Binet test,
but only for screening purposes. Years later, perhaps in and it was also much cheaper
response to the potential for abuse of short forms, he took a - World War 2
much dimmer view of reducing the number of subtests just o Army General Classification Test (AGCT)
to save time administered to more than 12 million
- From a psychometric standpoint, the validity of a test is recruits
- TODAY, group tests are still administered to prospective
reliability. Changes in a test that lessen its reliability may recruits, primarily for screening purposes
also lessen its validity o Screening Tool - an instrument or procedure used
- Wechsler Abbreviated Scale of Intelligence (WASI) to identify a particular trait or constellation of traits
1999 at a gross or imprecise level
o Designed to answer the need for a short instrument - GROUP TEST in SCHOOL SETTING
to screen intellectual ability in testtakers from 6 o Group intelligence test results provide school
to 89 years of age personnel with valuable information for instruction-
o The test comes in a two-subtest form (consisting of related activities and increased understanding of the
Vocabulary and Block Design) that takes about 15 individual pupil
minutes to administer and a four-subtest form o Group intelligence tests in the schools are used in
that takes about 30 minutes to administer special forms as early as the kindergarten level.
- WASI-2 2011 The tests are administered to groups of 10 to 15
o Making the test materials more user friendly, and children, each of whom receives a test booklet that
increasing the psychometric soundness of the test includes printed pictures and diagrams. For the
most part, simple motor responses are required to
Group Tests of Intelligence answer items. Oversized alternatives in the form of
- 1917 World War 1 pictures in a multiple-choice test might appear on
o Army Alpha Test - administered to Army recruits the pages
who could read. It contained tasks such as general an X on the picture that represents the correct
information questions, analogies, and scrambled answer to the item presented orally by the
sentences to reassemble examiner. During such testing in small groups, the
o Army Beta Test - designed for administration to testtakers will be carefully monitored to make
foreign-born recruits with poor knowledge of certain they are following the directions
English or to illiterate recruits. It contained tasks o Some group intelligence test for school settings:
such as mazes, coding, and picture completion California Test of Mental Maturity
o An original objective of the Alpha and Beta tests was Kuhlmann-Anderson Intelligence Test
to measure the ability to be a good soldier. However, Henmon-Nelson Tests of Mental Ability
after the war, that objective seemed to get lost in the Cognitive Abilities Test
shuffle as the tests were used in various aspects of
civilian life to measure general intelligence. An Army
Alpha or Beta test was much easier to obtain,
 o Otis-Lennon School Ability Tests (OLSAT) o A criticism frequently leveled at group standardized
formerly Otis-Lennon Mental Ability Tests (OLMAT) intelligence tests (as well as at other ability and
The first group intelligence test to be used in achievement tests) is that evaluation of test
U.S. schools performance is too heavily focused on whether the
Designed to measure abstract thinking and answer is correct
reasoning ability and to assist in school o The heavy emphasis on correct response leaves little
evaluation and placement decision-making room for the evaluation of processes such as
A multiple choice test commonly used in the originality, fluency, flexibility, and elaboration
U.S. to identify gifted children o Convergent Thinking
Completion Time: Max 75 minutes A deductive reasoning process that entails
Age Range: K to 12 recall and consideration of facts as well as a
series of logical judgments to narrow down
o In general, group tests are useful screening tools solutions and eventually arrive at one
when large numbers of examinees must be solution
evaluated either simultaneously or within a limited o Divergent Thinking
time frame A reasoning process in which thought is free
to move in many different directions, making
Other Measures of Intellectual Abilities several solutions possible
- Cognitive Styles Requires flexibility of thought, originality,
o a psychological dimension that characterizes the and imagination
consistency with which one acquires and processes
information o Remote Associates Test (RAT)
Examples Developed by Sarnoff Mednick in the 1960s
Field Dependence vs Field Independence Presents the testtaker with three words; the
Reflection vs Impulsivity task is to find a fourth word associated with
Visualizer vs Verbalizer the other three
- Measures of Creativity A test used to measure creative convergent
o Originality - the ability to produce something that is thinking
innovative or nonobvious A possible weakness of this test is its focus on
o Fluency - the ease with which responses are verbal associative habits meaning it might
reproduced and is usually measured by the total be more difficult for non-native speakers of
number of responses produced English. Also, it may not favor those who are
o Flexibility - the variety of ideas presented and the more comfortable with visual thinking
ability to shift from one approach to another
o Elaboration - the richness of detail in a verbal o Torrance Test of Creative Thinking (TTCT)
explanation or pictorial display Developed by E. Paul Torrance in 1960s
Consist of word-based, picture-based, and
sound-based test materials
 Each subtest is designed to measure various o Lewis Terman
characteristics deemed important in the The father of the A
process of creative thought Test
Based on his testing he concluded that
o It is interesting that many tests of creativity do not Mexican and Native American are inferior
fare well when evaluated by traditional o Karl Pearson
psychometric procedures

o Wendy Johnson
VPR Model strong genetic influence on
Nature VS Nurture mental ability
- Preformationism
o All living organisms are preformed at birth - In general, the proponents of the nurture side of nature-
o tructures, including nurture controversy emphasize the crucial importance and
intelligence, are preformed at birth and therefore post-natal environment, socioeconomic status, educational
cannot be improved opportunities, and parental modelling with respect to
o It is like a cocoon turned into butterfly intellectual development

- Predeterminism - Interactionist View

o -determined by genetic o We are free to become all that we can be
inheritance and that no amount of learning or other The Stability of Intelligence
intervention can enhance what has been genetically -
encoded to unfold time adult life
o Arnold Gesell - Full scale IQ may seem to remain the same over time,
although the individual abilities assessed may change
Mental development as a progressive significantly
morphogenesis of pattern of behavior - Verbal Intellectual skills to be highly stable over time
IVNIK et. Al
- YOUNG ADULTHOOD INTELLIGENCE is the most suitable
o Francis Galton determinant of cognitive performance
Believed that genius was hereditary - TERMAN, suggested that gifted children tended to maintain
o Richard Dugdale their superior intellectual ability
Argued that degeneracy (being immoral) was - In CONTRAST. WINNER (2000), writes that child prodigies
also inherited
o Henry Goddard
Role of heredity in feeblemindedness
Feeblemindedness is the product of
Recessive gene
The Construct Validity of Tests of Intelligence
-
Chapter 10.1: Education
assumption that one knows in advance exactly what
the test is supposed to measure Infant Scales
- It is essential to understand how the test developer defined Brazelton Neonatal Assessment Scale (BNAS)
intelligence - 3 days to 4 weeks of age
- Provide
Other Issues - 47 scores :
- Flynn effect 27 behavioral, 20 elicited
o Intelligence inflation/10 years - Widely used research tool
- Personality - DRAWBACKS:
o Street Efficacy perceived ability to avoid violent o No Norms
confrontations o Poor test-retest reliability
- Gender o Does not predict future intelligence
o Males have the edge when it comes to g factor in Gessell Developmental Schedules (GDS)
intelligence especially when only the highest-scoring - 2.3 to 6.3 years of age
group on the ability test is considered - Provide an appraisal of the developmental status of
o Males also tend to outperform females on tasks children
requiring visual spatialization (Chen.2007) - Five Areas
o Girls may general outperform on language-skill o Gross motor
related task, although differences may be minimized o Fine motor
when assessment is conducted by computer (Horne, o Adaptive
2007) o Language
- Family Environment o Personal-Social
o Divorce may have significant consequences in the - Produces developmental quotient (DQ)
life of child ranging from impaired school - DRAWBACKS:
achievement to impaired social problem solving o Standardization sample inadequate
ability (Guidubaldi and Duckworth 2001) o No evidence of reliability or validity in test manual
- Culture o Problem with directing and scoring
o Culture Loading o Does not predict future intelligence
A test incorporates the vocabulary, concepts, Bayley Scales of Infant and Toddler Development - Third
traditions, knowledge, and feelings Edition (BSID-III)
associated with a particular culture - Age range 2 to 30 months
o Culture-Fair Intelligence Test - Purports to measure cognitive and motor functions
Designed to minimize the influence of culture - Two Scales: Motor and Mental
with regard to various aspects of the - Psychometrically rigorous
evaluation procedures - Predicts well for retarded infants
- Does not predict future intelligence
Cattell Infant Intelligence Scale (CIIS) General Individual Ability Tests for Handicapped and Special
- Age range 2 to 30 months Populations
- Purports to measure infant intelligence
- Age scale Columbia Mental Maturity Scale Third Edition (CMMS)
- Uses mental age and IQ concepts - Purports to evaluate ability in normal and variously
- Downward extension of Binet scale handicapped children from 3 through 12 years of age
- DRAWBACKS - Multiple-Choice format
o Outdated - No Time Limit
o Psychometrically unsound - Contains 92 different cards grouped into eight overlapping
o Does not predict future intelligence levels, or scales, according to chronological age
- Coefficients range between .85 and .90 for both split-half
Major tests for Young Children
and test retest reliabilities
- The Columbia scale is highly vulnerable to random error
- Age range 2 years old to 8 years old - A reliable instrument that is useful in assessing ability in
- Present a carefully constructed individual test of human many people with sensory, physical, or language handicaps
ability
Peabody Picture Vocabulary Test Fourth Edition (PPVT-IV)
- Its battery of 18 tests samples a wide variety of functions
- Age range of 2 through 90 years
long held to be related to human intelligence. Of the 18
scales, 15 are combined into a composite score known as the - PPVT-IV is not usually used with the deaf, because the
general cognitive index (GCI), a standard score with a mean instructions are administered aloud
of 100 and a standard deviation of 16 - The test purports to measure hearing or receptive
- GCI: Verbal Scale, Perceptual-performance, Quantitative (hearing) vocabulary, presumably providing a nonverbal
- Additional Scales: Memory and Motor estimate of verbal intelligence
Leiter International Performance Scale Revised (LIPS-R)
Kaufman Assessment Battery for Children
2nd Edition (KABC-II) - A performance scale
- Age range 3 to 18 years old - Age range of 2 to 18 years
- Individual ability test - Purports to provide a nonverbal measure of general
- 18 subtest; 5 global scales intelligence by sampling a wide variety of functions from
o Sequential processing memory to nonverbal reasoning
o Simultaneous processing - Can administer it without using language, and it requires no
o Learning verbal response from subjects
o Planning - Often used when assessing children with autism
o Knowledge - One can apply it to a large range of disabled individuals,
- - particularly the deaf and language-disabled
Porteus Maze Test (PMT) Visiographic Test
- A popular but poorly standardized nonverbal performance
measure of intelligence Benton Visual Retention Test Fifth Edition (BVRT-V)
- Consists of maze problems. Specifically, it includes 12 - Assumes that brain damage easily impairs visual memory
mazes that increase in complexity across age levels ability
- The participant is required to trace the maze from the - Designed for individuals ages 8 and older
- Consists of geometric designs briefly presented and then
starting point to the goal while following certain rules
removed
- Can be administered without verbal instruction and thus
- The subject must then reproduce the designs from memory
can be used for a variety of special populations
Bender Visual Motor Gestalt Test (BVMGT)
Testing Learning Disabilities - Also used in the assessment of brain damage, the BVMGT
has a variety of uses and is one of the most popular
Illinois Test of Psycholinguistic Abilities (ITPA-3) individual tests
- Assumes that failure to respond correctly to a stimulus can - It consists of nine geometric figures (such as a circle and a
diamond) that the subject is simply asked to copy
result not only from a defective output (response) system
but also from a defective input or information-processing
Memory-for-Designs (MFD) Test
system - Simple drawing test that involves perceptual motor
- Designed for use with children ages 2 through 10 coordination
- Widespread use and interest among educators, - Requiring only a 10-minute administration
psychologists, learning disability specialists, and - Individuals 8 to 60 years of age
researchers - 15 drawings
- Drawings are scored from 0 to 3, depending on how they
Woodcock-Johnson III
compare with representative drawings from normal
- Designed as a broad-range individually administered test to controls and people with varying degrees of brain injury
be used in educational settings
- It assesses general intellectual ability (g), specific cognitive
abilities, scholastic aptitude, oral language, and
achievement
- The Woodcock-
battery includes 10 tests such as verbal comprehension,
visual-auditory learning, spatial relations, and visual
matching
- The Woodcock-Johnson III has relatively good
psychometric properties
- Based on CHC Model
 - Rating Scale - a form completed by an evaluator (a rater,
Chapter 10.2: Achievement, Aptitude and others judge, or examiner) to make a judgment of relative standing
with regard to a specified variable or list of variables
- Apgar number
- Response to intervention model as a multilevel o A score on a rating scale developed by physician
prevention framework applied in educational settings that Virginia Apgar (1909 1974), an obstetrical
is designed to maximize student achievement through the anesthesiologist who saw a need for a simple, rapid
use of data that identifies students at risk for poor learning method of evaluating newborn infants and
outcomes combined with evidence-based intervention and determining what immediate action, if any, is
teaching that is adjusted on the basis of student necessary
responsiveness - Informal evaluation - a typically nonsystematic, relatively
-the-
formation of an opinion or attitude conducted by any
person, in any way, for any reason, in an unofficial context
- Designed to measure accomplishment that is not subject to the ethics or other standards of an
- A test of achievement may be standardized nationally, evaluation by a professional
regionally, or locally, or it may not be standardized at all - At risk - children who have documented difficulties in one
- A sound achievement test is one that adequately samples or more psychological, social, or academic areas and for
the targeted subject matter and reliably gauges the extent whom intervention is or may be required
to which the examinees have learned it
- Curriculum-based assessment (CBA)
o a term used to refer to assessment of information - a tool used to identify areas of deficit to be targeted for
acquired from teachings at school intervention
- Curriculum-based measurement (CBM) - Evaluative Information
o a type of CBA, is characterized by the use of o typically applied to tests or test data that are used to
standardized measurement procedures to derive make judgments (such as pass fail)
local norms to be used in the evaluation of student - Diagnostic Information
performance on curriculum-based tasks o Typically applied to tests or test data used to

purposes
- Tend to focus more on informal learning or life experiences
- Also referred to as prognostic tests, are typically used to
make predictions
- Performance assessment will be defined as an evaluation
Pre-School Level of performance tasks according to criteria developed by
- Checklist - a questionnaire on which marks are made to experts from the domain of study tapped by those tasks
indicate the presence or absence of a specified behavior,
thought, event, or circumstance
 o Performance Task
A work sample designed to elicit - Kuhlmann-Anderson Test (KAT) Eighth Edition
representative knowledge, skills, and values - Henmon-Nelson Test (H-NT)
from a particular domain of study - Cognitive Abilities Test (COGAT)
- Portfolio Assessment - refers to the evaluation
work samples/portfolio
- Authentic Assessment - evaluation of relevant, meaningful - SAT Reasoning Test (SAT-I)
tasks that may be conducted to evaluate learning of - American College Test (ACT)

transfer of that study to real-world activities

- Graduate Record Examination (GRE)
- Miller Analogies Test
- Peer Appraisal - One method of obtaining information - Law School Admission Test

group to make the evaluation

o nominating technique is a method of peer appraisal Raven Progressive Matrices (RPM)
in which individuals are asked to select or nominate - One of the best known and most popular nonverbal group
other individuals for various types of activities tests
- Sociogram - One graphic method of organizing data results - Although used primarily in educational settings, the Raven
of peer appraisal is a suitable test anytime one needs an estimate of an
intelligence
Continuation. . . . (Information coming from KAPLAN) - Group or Individual
- 5 years and Older
- 60 matrices, graded in difficulty
Stanford Achievement Test (SAT) - Minimize the effect of language
- It evaluates achievement in kindergarten through 12th - Better measure of intelligence than Wechsler
grades in the following areas: spelling, reading - Worldwide Norms
comprehension, word study and skills, language arts, social Goodenough-Harris Drawing Test (G-HDT)
studies, science, mathematics, and listening comprehension - One of the quickest, easiest, and least expensive to
Metropolitan Achievement Test (MAT) administer of all ability tests
- Measures achievement in reading by evaluating vocabulary, - Group or Individual
word recognition, and reading comprehension - The subject is instructed to draw a picture of a whole man
- Also measures mathematics by evaluating number and to do the best job possible
concepts, problem solving, and computation - Scored by items included in drawing (ex.clothing)
- Now in its eighth edition, the MAT-8 was renormed in - 70 points possible
2000, and alternate versions of the test including Braille, - Works best with children and younger children
large print, and audio formats were made available for use - Good psychometrics but outdated norms (not
with children having visual limitations standardized)
Culture Fair Intelligence Test
- Designed to provide an estimate of intelligence relatively
Chapter 11.1: Introduction to Personality
free of cultural and language influences
- A paper-and-pencil procedure that covers three levels
o ages 4 8 and mentally disabled adults Personality - of psychological traits
o ages 8 12 and randomly selected adults that is relatively stable over time
o high-school age and above-average adults
Personality Assessment - the measurement and evaluation of
- Two Parallel forms are available psychological traits, states, values, interests, attitudes, worldview,
- Standardization varies to age levels acculturation, sense of humor, cognitive and behavioral styles, and/or
- Normative data from US, Western European Countries, and related individual characteristics
Australia
- Culture Fair Test is viewed as an acceptable measure of Personality Traits - Any distinguishable, relatively enduring way in
which one individual varies from another
fluid intelligence
- RPM is still better because CFIT requires more work and Personality Type - a constellation of traits that is similar in pattern to
norms are outdated one identified category of personality within a taxonomy of personalities
Personality States - relatively temporary predisposition
The self as the primary referent
- Self-Report - a process wherein information about assessees is
supplied by the assessees themselves
- Self-Concept measure - an instrument designed to yield
information relevant to how an individual sees him- or herself
with regard to selected psychological variables
- Self-Concept Differentiation - the degree to which a person has
different self-concepts in different roles
Testtaker Response Style
- Response style refers to a tendency to respond to a test item or
interview question in some characteristic manner regardless of
the content of the item or question
o Socially desirable responding - present oneself in a
favorable light
o Acquiescence - agree with whatever is presented
o Nonacquiescence - disagree with whatever is presented
o Deviance - make unusual or uncommon responses
o Extreme - make extreme, as opposed to middle, ratings
on a rating scale
o Gambling/cautiousness - guess or not guess when
in doubt