Chart is attached. Instuctions are below.
2. Select two assessments of intelligence (i selected WAIS- IV and WISC IV) and two achievement tests (none selected).
3. Fill in the cells in the table provided in the next message.
Write an analysis of your selected instruments. In your analysis, address the following:
a) · Critique at least two of the following major definitions of intelligence:
vi. Cattell-Horn-Carroll (CHC)
vii. Information-processing view
b) · State which definition of intelligence best fits your selected instruments.
c) · Explain how the definition and the measures are related.
d) · Examine the ethical considerations associated with achievement and intelligence tests in education.
This paper analyses two assessments for intelligence and two for achievement, and using two definitions of intelligence put forward by great scholars, an analysis on the four instruments of intelligence measurement will be done in order to determine which definition best fits the selected instruments. The two selected assessments of intelligence are WAIS- IV and WISC IV and the two achievement tests are Wide Range Achievement Test - Expanded Edition (WRAT-E) and Stanford Achievement Test, tenth Edition (SAT).
The definitions of intelligence have many and varied with the true trait of intelligence still proving elusive. David Wechsler (Human Intelligence, 2012; Mason & Wilcox, 2009) defines intelligence as the aggregated overall capacity of an individual to behave reasonably, think rationally and effectively be able to adapt and deal with their surroundings. In essence therefore Wechsler viewed intelligence as the ability of an individual to adapt effectively to their environment and be able to constructively solve problems that may arise in the environment. Piaget's definition of intelligence on the other hand focused on the intelligence as a biological adaptation which occurs in four stages as people move from childhood to adulthood. He points out that intelligence in newborn for instance is expressed in reflexive actions such as swallowing, turning or grasping.
Piaget points that at each stage the highest level of functioning defines intellectual competence, with both the psychological and physical forms developing together in a coherent manner where experiences and sensations are organized interactively (Human Intelligence, 2012a). It is this that Piaget called intelligence.
By analyzing the above four intelligent instruments based on these two definitions, critical factors in the manner intelligence is approached can be noted. Analyzing WAIS-IV based on Wechsler's definition, it ...
This solution provides a sample paper regarding intelligence testing.