Testing and Individual Differences

1. Testing and Individual Differences Good Tests You Have Taken Bad Tests You Have Taken

2. Activities/Assignments for this Unit! • Chapter 11 Vocabulary due March 2nd—Wed. • JIGSAW Teaching Activity—Tues— Mar. 1st • Create “IDEAL” School on March 2nd—Wed. • Who’s “Gifted” Meeting—March 3rd—Thurs. • EC—View and Critique “Waiting For Superman”

3. JIGSAW • Tomorrow in Library, get into a home group of 5 people • Divide up task with each person taking a topic: • What makes a good test? Standardization and Norms/Reliability and Validity • Types of Tests and Different Types of Intelligent Tests • Various Theories of Intelligence • Bias in Testing • Nature vs. Nurture—Intelligence/Human Diversity

4. JIGSAW—due Tuesday! • Find others in the class who share your topic. • In your topic group, work on preparing a 5-10 minute lesson on your topic. • You can use the internet, your textbook, other books, and the Barrons/5 Steps as resources. • You will be teaching your home group on and will not be in front of the class. • Your 5-10 minute presentation must demonstrate— • Knowledge, Accuracy, Professionalism, Creativity, and Effort

5. “IDEAL” School—Wednesday! • Students will work together to create the “IDEAL” School. • First, students must decide what an ideal school is. • Next, students must answer a series of questions intended to help them create the ideal school. • Lastly, your group will decide what type of student you are looking for to attend your school.

6. Who’s “Gifted” Meeting • On Thursday, we will have a meeting to decide who gets into our newly created Ideal Schools. Of course, we want only the best!!! • Some students will play the role of teachers, administrators, and counselors representing our new school. • Some students will play the role of kids trying to get into the new school.

7. Who’s Gifted?!?--THURSDAY • Teachers, Counselors, and Administrators are responsible for defining giftedness for themselves and then asking pertinent questions of the “students” to determine if they are gifted and if they should be allowed in the school. Each school will only be allowed to pick one student to let in! • Students are responsible for creating their student “persona” to present at the meeting on Wednesday! See Mrs. C for further instructions!

8. Waiting For Superman EC EXTRA CREDIT! Watch film and critique it. Use it to help you critically think about education in the USA and what needs to be done to address our problems.

9. Standardized Tests!?! • Are you taking the AP Psychology Exam on May 2nd? • Have you taken the ACT and/or SAT? • These are all STANDARDIZED assessments of what you have learned or what you are capable of learning in the future. • Tests can affect your life in major ways, so that better be created well.

10. Scavenger Hunt—IQ TEST?!? • Let’s see how smart you are and how much you know or are capable of knowing!  • Today we will have a scavenger hunt to learn more about this chapter—Ch. 11 • The first group who finishes the scavenger hunt will be deemed to be the smartest in the land!  Is that a reliable and valid test of intelligence???? Hmm………..

11. The Rules! • You will find questions placed around the room. • Send one representative from your group to record the question, report back to the group, and the group will answer the question onto their own/individual sheet of paper. • A representative from the group will bring the complete sentence answer to Mrs. Campbell for her approval one question at a time. • You cannot have more than one team member out of the group at a time.

12. Checklist for Teaching Day! • Make sure that you are adhering to the rubric • Knowledge • Accuracy • Professional • Creativity • Effort • Use the following slides as a checklist for what you must teach and must learn by the end of the period tomorrow!

13. What makes a good test? • Reliable • Valid • Standardized? • Normed

14. What are the different types of tests? • Aptitude Tests—Example— • Achievement Tests—Example— • Speed Tests • Power Tests • Group Tests • Individual Tests

15. Theories of Intelligence • Spearman • Thurstone and Guillford • Gardner • Goleman • Sternberg

16. Theories of Intelligence • Decide which Gardner Intelligence best defines you. • Understand that this is the best way that you learn and also the gift that you bring to the group. • What would a school look like if it was based on Gardner?

17. Gardner • Linguisticwords and language • written and spoken, retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning writers • lawyers, journalists, speakers, trainers, copy-writers, English teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes write a set of instructions • speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story words and language

18. Gardner • Logical-Mathematicallogical thinking • detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result • scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors • perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition numbers and logic

19. Gardner • Musical musical ability • awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling • musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches • perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions music, sounds, rhythm

20. Gardner • Bodily-Kinesthetic body movement control • manual dexterity, physical agility and balance; eye and body coordination • dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers juggle • demonstrate a sports technique, create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics physical experience and movement, touch and feel

21. Gardner • Spatial-Visualvisual and spatial perception • interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect • artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants • design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car pictures, shapes, images, 3D space

22. Gardner • Interpersonal perception of other people's feelings • ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people • therapists, HR professionals, mediators, leaders, counsellors, politicians, eductors, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors • There is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ, interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person human contact, communications, cooperation, teamwork

23. Gardner • Intrapersonal self-awareness • personal cognizance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change arguably anyone who is self-aware and involved in the process of changing personal thoughts, beliefs and behavior in relation to their situation, other people, their purpose and aims • there is a similarity to Maslow's Self-Actualisation level, and again there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others) • decide options for development; consider and decide one's own position in relation to the Emotional Intelligence model self-reflection, self-discovery

24. Intelligence Tests • Motivation of Binet • Idea of Mental Age vs. Chronological • Stanford Binet—Terman • Formula for IQ • Weschler—WAIS/WISC • Mean IQ and SD • Empirical Rule

25. Bias • Why do white males tend to do the best on the SAT? • Why do females tend to have higher GPAs suggesting that they do better on tests in school? And why are more females gaining entrance into college? • Why do black males tend to struggle more than others on tests like the GHSGT?

26. Nature vs. Nurture--Intelligence Nature Nurture Breastfeeding Reading Books Head Start and GA Pre-K Flynn Effect • Genes • Twin Studies • Heritability • Racial Differences in IQ?

27. Cautionary Note • When using tests, we must be careful to understand that the test does not define the person. • Tests are often times good predictors of success, but many times they may not be reliable or valid. • When determining the future of an individual, we should be very cautious what label we put on them. • Rosenhan’s Study on the Self Fulfilling Prophecy