Please help me get started with the following:
Select two assessments of intelligence and two achievement tests. *DO NOT USE AN APTITUDE TEST* Analyze the four instruments:
1. Compare and contrast several major definitions of intelligence.
DO NOT use definitions from dictionaries. Definitions of intelligence should be obtained by reading how psychologists describe intelligence.
2. Describe the 4 instruments. Which intelligence theories are closest to the 4 instruments chosen? Explain how they are related. How are they similar to different theories of intelligence?
3. For the two intelligence tests, explain:
a. how they are reliable (or not); examine more than one type of reliability
b. how they are valid (or not); examine more than one type of validity
c. explain how your tests were normed
d. explain how your tests are biased (note: there is always some bias)
4. How are the goals of the intelligence tests different from the goals of the achievement tests? How are the intelligence tests used differently than the achievement tests?
What are the different purposes of these tests? Assume that they are used for different things.
5. Discuss the ethical considerations in using intelligence tests in education. Discuss the ethical considerations in using achievement tests in education.© BrainMass Inc. brainmass.com October 17, 2018, 2:05 am ad1c9bdddf
An achievement test identifies the level of skill or competency in content area knowledge. SAT or High School Proficiency Test are examples of academic achievement tests. These tests are norm referenced and scored according to a predetermined scale for each section on the test. Reading, vocabulary use and mathematical concepts are evaluated on these academic achievement tests. Their reliability is ascertained after an intensive and rigorous pilot phase of testing and retest to select test items for the final and official version of the tests to be offered, on a large scale, to high school students all over US.
Two of the countless Intelligence tests are WISC-IV (children) and WAIS-III (adults).
These tests have been revised over the past decades several times. Their reliability and validity is enhanced in the most recent versions of the tests. Each test has different subtests and they are normed for general children and adult populations. Criteria included age, gender, ethnicity and education levels.
There are three different ...
Intelligence measurement, Achievement tests - WISC & WAIS
Intelligence Definition and Measurement
I need help selecting two assessments of intelligence and two achievement tests.
I need to addressing the following:
- Critique the major definitions of intelligence.
- Determine which theory of intelligence best fits your selected instruments. Explain how the definition and the measures are related.
- Evaluate the measures of intelligence you selected for reliability, validity, normative procedures, and bias.
- Compare and contrast your selected intelligence and achievement assessments. How are the goals of the tests similar and different? How are the tests used? What are the purposes of giving these differing tests?
- Examine the ethical considerations associated with achievement and intelligence tests in education.