1 / 29

Assessing Intelligence

Assessing Intelligence. AP Psychology. Alfred Binet. Alfred Binet and his colleague Théodore Simon practiced a more modern form of intelligence testing Developed questions that would predict children’s future progress in the Paris school system. Alfred Binet —Mental Age.

gerald
Download Presentation

Assessing Intelligence

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessing Intelligence AP Psychology

  2. Alfred Binet • Alfred Binet and his colleague Théodore Simon practiced a more modern form of intelligence testing • Developed questions that would predict children’s future progress in the Paris school system.

  3. Alfred Binet—Mental Age • Alfred Binet was the first to develop a test to classify children’s mental abilities- • Did not test mastery of schoolwork or what they should know after a specific class, • Rather a child’s mental abilities that included memory, attention, which he referred to as mental age (definition to follow).

  4. Alfred Binet—Mental Age • There are certain mental abilities that a person should be able to perform at a specific age- this is referred to as mental age. • This mental age described where a person should be intelligently. • For example: a 9 year old should have a mental age of 9. • If a child who is 11, but has a mental age of 5 would be considered or may have a disability

  5. The Stanford-Binet Test and Intelligent Quotient • Lewis Terman adapted Binet’s test for use in the United States, which he called the Stanford-Binettest • William Stern wrote the scoring criteria for the Stanford-Binet test through the development of the Intelligence quotient

  6. Lewis Terman & William SternStanford-Binet IQ Test Stanford-Binet Intelligence Test IQ=(MA/CA)*100 IQ=Intelligence Quotient MA=Mental Age CA=Chronological Age • A score of 100 would be considered average

  7. Calculating Intelligence For an average 7 yr old… • MA=7 • CA=7 • IQ=(MA/CA)*100 • IQ=(7/7)*100 • IQ=1*100 • IQ=100 (average)

  8. Calculating Intelligence For an average 11 yr old… • MA=11 • CA=11 • IQ=(MA/CA)*100 • IQ=(11/11)*100 • IQ=1*100 • IQ=100

  9. Calculating Intelligence For an above average 10 yr old… • MA=12 • CA=10 • IQ=(MA/CA)*100 • IQ=(12/10)*100 • IQ=1.2*100 • IQ=120

  10. Calculating Intelligence For a below average 8 yr old… • MA=6 • CA=8 • IQ=(MA/CA)*100 • IQ=(6/8)*100 • IQ=.75*100 • IQ=75

  11. Calculating Intelligence • Formula has been replaced with modern versions • A glitch… • MA levels off at about 18x Average 18 yr old MA=18 CA=18 IQ=(18/18)*100 IQ=(1/1)*100=100 Average 36 yr old MA=18 CA=36 IQ=(18/36)*100 IQ=(1/2)*100=50

  12. Intelligence Tests How is intelligence measured?

  13. Intelligence Tests • Binet-Simon scale • First test of intelligence, developed to identify children who might have difficulty in school • Binet developed the concept of mental age in children • Stanford-Binet scale • L. M. Terman’sadaptation of the Binet-Simon scale • Terman introduced the I.Q. score • A score of 100 is considered average

  14. Aptitude vs. Achievement Aptitude Tests Achievement Tests • Designed to make predictionsabout future performances • An ACT test is considered an aptitude test because the score is used as a predictor for success in college • Designed to reflectwhat a person has learned, or mastered • A test you take in history would be an achievement test because it is assessing what you have learned in history

  15. David Wechsler • Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) • And later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for preschoolers.

  16. The WAIS • The Wechsler Adult Intelligence Scale (WAIS), the most widely used intelligence testin the United States • The WAIS has 2 sets of tests, verbal scale and performance scale • WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.

  17. WAIS

  18. Intelligence Tests • Group Tests • Intelligence tests that can be given to large groups • Advantages • Quick scoring • No examiner bias • Easier to establish norms • Disadvantages • Less likely to detect someone who is ill or confused • Might make people nervous • Learning disabled children often perform worse

  19. Intelligence Tests • Performance tests • Tests that minimize the use of language • Used to test very young children or people with retardation • Also can be used to test those unfamiliar with English • Culture-fair tests • Tests designed to reduce cultural bias • Minimize skills and values that vary from one culture to another

  20. Test Construction How is test data analyzed?

  21. Principles of test Construction • Normal Curve is a bell shaped curve that includes a normal distribution of scores- • half above the average and half below the average • with most scores falling right around the average- the mean

  22. Flynn Effect • In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect. • What might be contributing to this?

  23. Principles of test Construction • Mean is the average score • medianis score in the middle- the high point of the curve • modeis the score or number that appears the most • standard deviation is how the scores deviate or spread from the mean • if the mean is 71 and a person scores a 4 then that score would have high, or great standard deviation

  24. Principles of test Construction • Standardization is defining present scores through comparison to a group who previously took the test that is called the representative sample • A teacher often compares present class scores to past scores to ensure students learning the material. • For example if a class averaged 51 and the group who took the same test last year averaged 75, then the teacher may have not properly taught the material to the present group

  25. Principles of test Construction • Reliability is the measure of giving a test multiple times and receiving similar scores each time the test is given • A test is considered reliable if each time that test is given similar results are posted.

  26. Principles of test Construction—Testing Reliability • Alternative form- giving alternatives of the same test • If you took test form B, you should get the same score if you took form A test • Test-retest- giving the same test twice and then comparing the scores • Split-half- calculating a score by dividing the test into different parts then comparing • Comparing the odd and even questions would be an example of split-half reliability.

  27. Principles of test Construction • Validity is the extent to which a test measures or predicts what it is supposed to measure

  28. Principles of test Construction—Testing Validity • Content validity- test measures the content it is supposed to measure • If you are studying psychology, then you should take a psychology test- not a history test • Predictive validity- test makes predictions about future performances • Certain questions may be written to test whether students will do well on the following chapter • Construct validity- test measures a specific theory, or question • Certain questions may be written to test if students are paying attention in class- based on lectures

More Related