61.1 – Discuss the history of intelligence testing .

2. 61.1 – Discuss the history of intelligence testing. • Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes & comparing them with others (using numerical scores) • Marked by controversy & misuse • Began in France during the 20th century (Sir Francis Galton) • Some students needed more help than others… • How do we identify those students?

3. 61.1 – Discuss the history of intelligence testing. Alfred Binet • Alfred Binet developed questions that would predict children’s future progress in the Paris school system. • He hoped the test would be used to improve children’s education, but also worried that the test would be used to label children and limit their opportunities. • Expressed a child’s score in terms of mental age • Mental Age • The chronological age that most typically corresponds to a given level of performance • Example • A child who does as well as the average 8 year old, is said to have a mental age of 8

4. 61.1 – Discuss the history of intelligence testing. The Intelligence Quotient • William Stern (German psychologist) • Developed the notion of IQ • IQ = (MA/CA) x 100 • Example • A child whose mental & chronological ages are the same has an IQ of 100 • An 8 year old who answers questions as a typical 10 year old has an IQ of 125

5. 61.1 – Discuss the history of intelligence testing. Lewis Terman(Stanford University) and IQ • In the US, Lewis Terman adopted Binet’s test for American school children and named the test the Stanford-BinetTest. • Then William Stern introduced the following formula to derive a person’s Intelligence Quotient (IQ). (SBIS = Stanford-Binet Intelligence Scale) • Expanded & revised the Binet-Simon Scale • Remained fairly loyal to Binet’s original conceptions; however, Terman incorporated a new scoring scheme based on Stern’s “intelligence quotient”

6. 61.2 – Distinguish between aptitude and achievement tests. Achievement vs. Aptitude Tests • Achievement Tests: designed to measure a person’s knowledge of a particular area. • Examples: Unit Tests, AP Exams • Aptitude Tests: designed to measure a person’s performance potential. • Examples: SAT, ACT, MCAT, LSAT • Is there a correlation between achievement and aptitude tests? • Is there a correlation between intelligence scores and aptitude tests?

7. 61.2 – Distinguish between aptitude and achievement tests. Wechsler Adult Intelligence Scale • David Wechsler (American psychologist at Bellevue Hospital) • Developed the WAIS in 1939 • TWO MAJOR INNOVATIONS • Less dependent on verbal ability • Discarded IQ in favor of a new scoring system based on the normal distribution • Eventually developed an extension for children • Wechsler Intelligence Scale for Children (WISC) • WAIS measures overall intelligence and 11 other aspects related to intelligence

8. 61.2 – Distinguish between aptitude and achievement tests. Wechsler Adult Intelligence Scale • Measures overall intelligence and 11 aspects related to intelligence • Designed to assess clinical & educational problems • Separate scores for: • Verbal comprehension • Perceptual organization • Working memory • Processing speed

9. 61.2 – Distinguish between aptitude and achievement tests.

10. 61.3 – Explain the meaning of standardization, and describe the normal curve. Principles of Test Construction: 1) Standardization: defining uniform testing procedures and meaningful scores by comparison with the performance of a pre-tested group. The group member’s scores typically are distributed in a bell-shaped pattern that forms the normal curve. 2) Normal Curve (Bell Curve): a symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average and fewer and fewer scores lie near the extremes.

11. 61.3 – Explain the meaning of standardization, and describe the normal curve. Principles of Test Construction: 1) Standardization: defining uniform testing procedures and meaningful scores by comparison with the performance of a pre-tested group. The group member’s scores typically are distributed in a bell-shaped pattern that forms the normal curve. • Standardization allows for the development of test scores & percentile scores • Test Norms • The standards against which all others who take the test will be compared; where one individual ranks in relation to others • Typically follow a normal curve (in intelligence testing) • Percentile Scores • Indicate the percentage of people who score at or below the score one has obtained

12. 61.3 – Explain the meaning of standardization, and describe the normal curve. Principles of Test Construction: 2) Normal Curve (Bell Curve): a symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average and fewer and fewer scores lie near the extremes.

13. 61.3 – Explain the meaning of standardization, and describe the normal curve. Flynn Effect:

14. 61.4 – Explain the meaning of reliability and validity Principles of Test Construction: 3) Reliability: the extent to which a test yields consistent results (scores correlate), as assessed by the consistency of scores on two halves of the test (split-half reliability), an alternate form of the test or on retesting (test-retest reliability). 4) Validity: the extent to which a test measures or predicts what it is supposed to. a) Content Validity: the information included on the test measures what it was designed to measure. b) Predictive Validity: the ability of a test to predict how well a person will do in the future; it is assessed by computing the correlation between test scores and the criterion behavior (also called criterion-related validity) c) Construct Validity: how well the test is designed (constructed) to measure the specified theory. • For a psychological test to be acceptable it must be standardized, reliable, and valid.

15. 61.4 – Explain the meaning of reliability and validity Principles of Test Construction: