intelligence testing

achievement tests

reflect what you have learned

aptitude tests

predict what you will be able to learn

thinly disguised intelligence test

supports achievement

mental age

Alfred Binet 

level of performance typically associated and normal with a certain chronological age

specific to elementary french kids

used in reason + problem solving questions 

used to identify children who need special attention — needed since schooling became mandatory

Stanford Binet

widely used US revision of Binet’s test 

intelligence quotient

used in Stanford Binet first time

formula developed by William Stern

(persons mental age / chronological age) (100)

David Wechsler

the normative IQ test today

most widely used intelligence test for school-aged kids

uses similarities, vocabulary, block design, letter-# sequences

normal distribution of IQ scores

68% of population falls between 85 and 115

95% of all people fall between 70 and 130

< 70 is disabled

>130 is gifted

only goes up to 150 because its hard to come up with really hard questions

flynn effect

overtime, population scores have increased holistically 

Standardization

tests must be standardized

re-standardized + re-pooled every 10-12 years

defining uniform testing procedures and meaningful scores by comparison with the performance of a pre-tested group

allows for a basis of comparison and declaration for a norm

Reliability

tests that give consistent scores once re-taken

IQ tests must be reliable 

to check, make people take same test many time

Validity

extent to which the test actually measures/predicts what it promises

predictive validity

tests should predict the criterion of future performance

to some extent they do

grouping / tracking

predetermines kids for a lower track

implicitly label kids at ungifted and deny enrichment opportunities which actually widens the gap of difference

increased segregation and prejudice since low-income and minority youth typically score lower

hereditarian

argue intelligence is substantially effected by genetics

amount of trait variation within a group that can be statistically accounted for by genetic differences between people

specific to group of people being studies and vary from sample to sample

environmental

argue intelligence can be shaped dramatically by life experiences + circumstances (ie, health, economics, education)

restricted range

the term applied to the case in which observed sample data are not available across the entire range of interest

compared to general population, a variable’s core may no longer be as predictive if you restrict range

fixed mindset

intelligence is fixed

looking smart + proving yourself is most important thing

growth mindset

intelligence as a grown, malleable potential that can be developed

learning is most important

effort is positive

encounter learning + failure is ok