PSYC502 Tests and Measurements on Intelligence Testing

PSYC502 Tests and Measurements on Intelligence Testing

Instructions:

PSYC502 Tests and Measurements on Intelligence Testing

Unit 2 Exam: Intelligence Testing

Instructions:  Save a copy of this test on your hard drive. Answer two of the three short answer questions below for each Unit 1 chapter with one or two substantially detailed paragraphs with each answer between a half and a whole page.

Only answer two questions per chapter set inserting answers below the questions.  If more than two are answered the first two answers will be graded for each chapter.

All published material on which answers are based must be paraphrased (restated in your own words with no quoting permitted), properly APA format source credited, including within-answer citations and a list of references attached to the end of each.

Answers should succinct, thorough, articulated in well organized, complete thought paragraphs (lists, sentence fragments and bulleted items are not permitted) and more substantive than definitions of terms, procedures or issues.

Chapter 6

Answer two questions. Points possible = 12.5 pts ea.

Define intelligence and state why the components of the definition are, in and of themselves, not sufficient.

Compare the Wechsler tests with the older and newer editions of the Stanford-Binet in terms of age range, types of abilities measured, fairness of the tests to physically or culturally disadvantaged people, and other relevant features.

Describe three special-purpose tests and explain why they would be most appropriate to use.

Chapter 7

Answer two questions. Points possible = 12.5 pts ea.

Pretend you are a psychologist evaluating a person suspected of having learning disabilities.  Identify four important things you would consider and name three tests you might use.  Why would these tests be appropriate?

List and explain seven major finding related to intelligence and demographics (e.g., birth order, occupational status, etc.).

List and explain the physiological reasons that help to explain sex differences in mental abilities.

Chapter 8

Answer two questions. Points possible = 12.5 pts ea.

Define neuropsychological assessment and discuss three typical questions that neuropsychological assessment might be used to answer.

Why do infant and preschool tests have a difficult time predicting later child abilities?

Describe Luria’s PASS model.

Chapter 9

Answer two questions. Points possible = 12.5 pts ea.

What is accountability in education?  How is accountability related to performance contracting?  List arguments supporting and opposing performance contracting at schools.

How does formative evaluation differ from summative evaluation?  How do the two approaches to evaluation conflict with or complement each other?  In what way is formative evaluation related to criterion-referenced measurement?

At what grade levels and for what purposes are standardized achievement tests most valid and useful?

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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