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Testing and Individual Diffs Ap Psych

Standardized tests aim to reliably and validly measure constructs like intelligence and achievement across populations. They are normed and standardized on large samples to allow for comparisons. Reliability ensures consistent results over time or forms, while validity confirms a test measures what it intends to. Intelligence theories propose fluid/crystallized and multiple intelligences. Early IQ tests like Binet's aimed to identify students needing extra support. Modern tests like WAIS and WISC provide IQ and sub-scores to understand strengths and weaknesses.

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Lyla Van Es
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10 views

Testing and Individual Diffs Ap Psych

Standardized tests aim to reliably and validly measure constructs like intelligence and achievement across populations. They are normed and standardized on large samples to allow for comparisons. Reliability ensures consistent results over time or forms, while validity confirms a test measures what it intends to. Intelligence theories propose fluid/crystallized and multiple intelligences. Early IQ tests like Binet's aimed to identify students needing extra support. Modern tests like WAIS and WISC provide IQ and sub-scores to understand strengths and weaknesses.

Uploaded by

Lyla Van Es
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Standardization and Norms

Terms

• the test items have been _______ on a similar ________ of

Standardized test people as those who are meant to take the test

• achievement ________ have been established

• those _______ taking a standardized test on a certain day

• they are fairly _____________ of the entire population who

Standardization sample will take that test

Psychometricians people who ____ tests

Principles

• the purpose of tests is to __________ between people

• the goal of standardization is to yield ____________ exams


Reliability and Validity

Reliability

• randomly divide a test into ______ sections

Split-half reliability • _________ people’s performance on the two halves

• _______________: the closer to +1, the more _______

• test is available in several _________ forms

Equivalent-form reliability • the __________ between performance on the different forms of the

test

• the correlation between a person’s score on one administration of

Test-retest reliability the test with the _______ person’s score on another administration
Validity

Content validity • how well a measure reflects the entire range of ___________

it’s supposed to be testing

Criterion-related validity

Construct validity • if a measure of _______ validity exists, we can correlate

performance on it with a _________ measure

• the ________ the correlation, the more construct validity the

new measure has


Types of Tests

Aptitude vs. Achievement

Aptitude tests

Achievement tests

Speed vs. Power

SPEED TESTS consist of a ________ number of questions

asked in a ______ amount of time

• consist of items of increasing

_________

Power tests • ________ time given


Group vs. Individual

• administered to a __________ of

Group tests people at once

• interaction between examiner and

test takers _________

• less _________, more _________

involve greater ___________ between

Individual tests examiner and examinee


Theories of Intelligence

Fluid vs. Crystallized

• our ability to solve _____________ and pick up

Fluid intelligence ____________ and _________

• ________ with age

• involves using knowledge ____________ over

time

Crystallized intelligence • may __________ with age

Charles Spearman

• Intelligence can be expressed as a _____________

• Used ________________

• s-

• g-

Howard Gardner

• ____________ intelligences
Robert Sternberg

• Sternberg’s triarchic theory

• three types of intelligence

componential/analytic intelligence

experimental/creative intelligence

contextual/practical intelligence
Intelligence Tests

• Measured ____________ and compared them to intelligence

Francis Galton “________ correlate”

• Attempt to _________ measure intelligence

• created a _______________ to identify which children needed

Alfred Binet ___________

• ___________

• an idea that supposes that intelligence ___________ with age

• average 10 year old has mental age of 10

Stanford – Binet test

• a __________ professor

Louis Terman • used ___________ system to create the concept of _______ and

the test

• how to measure IQ
2 different versions

David Weshler • Weschler ________ Intelligence Scale (WAIS)

• Weschler Intelligence Scale for __________ (WISC)

2 main categories: _________ and __________ → 11 subsets

• Overall __________ score

• Gives separate scores:

• Sub scores can help identify _________ and _______________

STANDARDIZATION

• Norm referenced test

• Groups results end up in a bell shaped curve called a ____________________

• Median IQ = _____________
EXTREMES OF INTELLGENCE

• Low extreme intelligence = IQ _____

o _________________

▪ Have a low IQ

▪ Have trouble meeting the demands of __________ care of oneself

• High extreme intelligence = above IQ ________

o Usually these people do ________ in almost everything

o __________

Bias in testing

• Gender => similar IQ scored

o Gender based intelligence ______________

• Ethnicity and Race

▪ Black:

▪ Hispanics

▪ Whites

▪ Asians

• Expectations

o _______________________
Nature Vs Nurture

• Heritability = tried to measure the variation of difference a trait that’s inherited

________________

o _______________________

• Environmental influences

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