Zusammenfassung der Ressource
Chapter 6 - Group tests and
Controversies in Ability Testing
- 1. Group tests differ from individual tests in five
ways: I. multiple choice versus open-ended format,
II. objective machine scoring versus examiner
scoring, III. Group versus individualized
administration, IV. Applications in screening versus
remedial planning, V. Huge versus merely large
standardization samples
- 2. In the group testing, the
examiner plays a minimal role
that is restricted largely to
reading instructions and
enforcing time limits
- For the few, the shy,
the confused - the
absence of examiner
rapport can have
disastrous results
- Group intelligence tests are more
commonly used for mass screening in the
furtherance of institutional decision making -
such as when children are in need of
academic remediation
- Group tests are generally
standardized on ultra-large
samples
- 3. THE MULTIDIMENSIONAL
APTITUDE BATTERY-II is a recent
group intelligence test designed to be a
paper-and-pencil equivalent of the
WAIS-B: appropriate for examinees from ages 16-74
- 4. The venerable SILS is a reasonably
good measure of general intelligence
that has found wide-spread use in
research - it continues to be quite
popular as a screening test for general
intelligence and possible intellectual
inefficiency
- 5. In a multilevel battery, each group
test is designed for a specific age or
grade level, but adjacent tests possess
some common content
- 6. The CogAT was co-normed with two achievement
tests: the IOWA TESTS OF BASIC SKILLS, and the
IOWA TESTS OF EDUCATION DEVELOPMENT; the
reliability of the CogAT is exceptionally good; the
manual provides a wealth of info on content, criteron
related and construct validity
- 7. The Culture Fair Intelligence Test
is a nonverbal measure of fluid
intelligence first conceived in the
1920s by Cattell; the goal is to
measure fluid intelligence in a manner
that is as free from cultural bias as
possible
- 8. The CFIT has undergone several
revisions - scale 1 is for mentally
defective adults, and children from 4-8;
scale 2 is for adults in the average age
range, and children from 8 to 13; scale
3 is for high ability adults and college
students
- Raw scores are
converted to normalized
standard score IQs with
mean of 100 and SD of
16
- 9. Available evidence says the CFIT
is no more successful than other
methods as fair as being a culturally
fair measure of intelligence goes
- CFIT is in desperate need for re-norming
- 10. The RPM is particularly valuable in
the testing of children and adults with
hearing, language, or physical
impairments
- 11. Coaching for the GRE can
significantly increase scores (116-145
pts) (coaching lasting 100-140 hours)
- 12. Disagreements about test
biases are perpetuated
because they fail to define what
terms such as TEST BIAS and
TEST FAIRNESS really mean
- TEST BIAS refers to objective
statistical indices that examine the
patterning of test scores for relevant
subpops = IT IS BIASED IF IT IS
DIFFERENTIALLY VALID FOR
DIFFERENT SUBGROUPS
- TEST FAIRNESS is a broad concept
that recognizes the importance of
social values in test usage = EVEN A
TEST THAT ISN'T BIASED CAN STILL
BE UNFAIR BECAUSE OF THE
SOCIAL CONSEQUENCES OF USING
IT FOR SELECTION DECISIONS
- 13. A test is unbiased if
the results for all the
relevant subpopulations
cluster equally well around
a single regression line
- 14. UNQUALIFIED INDIVIDUALISM
dictates, without exception, the best
qualified candidates should be
selected for employment, admission,
or other privilege
- 15. QUOTAS acknowledge that
many bureaucracies and
educational institutions owe their
existence to the city or state in
which they function
- 16. QUALIFIED INDIVIDUALISM is a
radical variant of individualism that relies
solely on tested abilities, without
reference to age, sex, race, or other
demographic characteristics for selection
purposes
- 17. A substantial genetic component to intelligence has
been proved by decades of adoption studies, familial
research, and twin projects, even though individual
studies may be faulted
- 18. Orphan study showed that love and nurturing can make a
difference on mental state and mental abilities = 13 were transferred
to a home where they were shown love and were doted upon by
"older sisters" who also had mental retardation = THOSE WHO WERE
CARED FOR WERE NORMAL ADULTS 26 YEARS LATER where the
others were still mentally retarded
- Studies show that intervention
and enrichment can boost IQ in
children at risk for school failure
and mental retardation
- Initial positive benefits can diminish over
time if the child's environment does not
encourage positive attitudes and
continues learning
- Critics also wonder if the programs
merely teach children how to take
tests without affecting their
underlying intelligence much
- 19. Prenatal exposure to alcohol is one of the
leading known causes of mental retardation in
the Western world
- FAS is defined by: 1. Prenatal and/or postnatal
growth retardation (weight below the tenth percentile
after correcting for gestational age), 2. Central
nervous system dysfunction - skull or brain
malformations, mild to moderate mental retardation,
neurological abnormalities, and behavior problems,
3. Facial dysmorphology - widely spaced eyes, short
eyelid openings, small up-turned nose, thin upper lip,
and ear deformities
- 20. The most efficient research
method for studying age changes in
ability is a cross-sequential design