Purposes of Assessment - csus.edu 28.pdf · Four Pillars of Assessment ... Intelligence one factor of personality. 5 ... and Information Processing Models Snow’s Theory of Aptitudes

1

Christo/CSUS/242/hist of intelligence

Purposes of Assessment

ScreeningTo identify and provide servicesDetermine need for further evaluation

DiagnosisNeeded for most eligibility decisionsTwo categories

DSM-IVIDEA


Purposes continued

EligibilityGenerally for services through special education

Follow taxonomy Eligibility for what?Three tiered model

Intervention planning and program monitoring

How is intellectual information usefulFunctional approach


Test vs. Assessment vs. Evaluation

Tests are instruments used in the assessment processMedical model vs. ecological approach vs. problem solving Psycho-educational evaluation is planning, collection and evaluation of information pertinent to concern

2


Four Pillars of Assessment

Norm referenced testsInterviewsObservationsOther assessment procedures (informal)


TRADITIONAL AND PROBLEM SOLVING APPROACHES TO ASSESSMENT

I. Assumptions Traditional Problem-Solving

Cause of problemexperienced byindividual

Problems viewed asreflection ofunderlying traits orstate within theindividual

Problems viewed asdiscrepancy betweenindividual’sperformance and theexpectations of theenvironment.

Conditions maintainingthe problem aresought inenvironment.


TRADITIONAL AND PROBLEM SOLVING APPROACHES TO ASSESSMENT

II.Asse ssme nt Traditio nal Pro ble m-So lving

1. Me tho ds Emphasis on no rm-re fe renced psycho -educatio nal andpro jective measure s

Emphasis on directmethods such asobse rvation o fbehavio rs andacademic skills incomparison to pee rs.

2. Purpo se To diagnose problem To understand howthe problem can bere so lved and then tomeasure pro gre ss ino rde r to adjust.

3. Sco pe Global measure s usedto diagno se , showimprovement

Specific measure s o ftarge t behavio rs inappro priate contexts.

3


SATTLER

Referral Review referral information

Decide whether to accept

Investigate Problem Obtain relevant background info.

Consider the influence of others

Observe child in several settings

Select and administer an appropriate test battery

Setting Expectations/Goals

Monitor Progress

Interpret the assessment results

Write a report

Develop intervention strategies and recommendationsMeet with parents, exam.other,

Decision Point Follow up on recommendations and reevaluation

PROBLEM SOLVING MODEL


Theoretical Perspectives for Understanding Data

DevelopmentalNormative DevelopmentalCognitive-Behavioral


NAMES TO KNOW

BinetGoddardTermanSpearmanThorndike ThurstoneGuilfordCattell

HornJensenKaufmanWechslerGardnerSternbergDas and NaglieriCampione-Brown-Borkowski

4


Early Influences

The mind can be measuredUniversal educationGalton

Intelligence is inheritedCattel

Experimental paradigm


Influence of Binet

Moved from measuring sensory tasks to measuring cognitive tasksAll childrenWhat was poor achievement due to?Provide objective data Goddard brought Binet’s work to U.S.Terman published Stanford-Binet: ratio IQ


Early Historical Events

Yerkes developed point scale formatWorld War 1

Army Alpha was first group IQ testWechsler Scale developed in 1939 at Bellevue Hospital

Intelligence one factor of personality

5


Intelligence Tests Differ in Approach

Single or multiple factorSingle can be essence, unity or mixedMultiple differ in number of factors

Empirical or theoretical basis Most tests have empirical basis


Single Factor Theories/Tests

SpearmanHigher order g and specific factors

WechslerMeasuring different ways to express intelligence

Stanford-Binet LM (early)Jensen

g is closely tied to speed of processing


Early Multiple Factor Theories/Tests

ThorndikeSeveral aspects of intelligenceIQ measures abstract only

ThurstonPrimary Mental Abilities

GuilfordStructure of Intellect

6


Later Multiple Factor Theories/Tests

KaufmanDichotomous theorySuccessive-SimultaneousKaufman Assessment Battery for Children

ElliotDifferential Ability Scales

Horn gf-gc


Later “Mixed” Factor Theories

Wechsler III Two ways in which g is expressed

Stanford Binet IVMultiple ways in which intelligence is expressed


Current Multi-Factor Theories of Intelligence

Gardner’s Theory of Multiple IntelligencesNeuropsychological Model (Luria, Das, Naglieri

PASS Sternberg

Triarchic TheoryPractical Intelligence

CHC: Cattel, Horn and Carrol

7


Other Theories of Intelligence

Information processing theories Brown, Campione

Cognitive modifiability theoriesFeursteinLearning Potential Assessment Device

Piagetian developmental approachGreenspan’s Model of Personal Competence


Greenspan’s Model of Competence


8




9




WJIII

CHC TheoryGIAClustersBroad Abilities

10


GeneralAbility

DichotomousAbilities

Multiple Intelligences(Incomplete)

MultipleIntelligences(“Complete”)

Interacting Cognitive andNon-cognitive

FactorsSpearman Original Gf-Gc

Simultaneous-Successive

Thurstone PMAs

PASS

Carroll Three- Stratum

Cattell-Horn Gf-Gc

CHC Theory

Exam

ples

Stanford-Binet LM

Wechsler (Rs)K-ABCKAIT

CASDASSB:IV

WAIS-IIIWISC-III

WJ

WJ-III

CHCCross-Battery

Approach

WoodcockGf-Gc

InformationProcessing Diagnostic Worksheet

Progress in Psychometric Theories of Intelligence

Most intellectual assessment practice is here

WoodcockGf-Gc Cognitive

Performance and Information

Processing Models

Snow’s Theory ofAptitudes and

Aptitude ComplexesProgress in Applied Measurement of Intelligence

Theory-Practice Gap

WJ-R

Theory-Practice Gap


http://science.howstuffworks.com/brain7.htm


Sousa (2001). How the brain learns. CA: Corwin Press

11


Major Brain Sections


http://science.howstuffworks.com/brain7.htm


Synapse

12


Neurology of Intelligence

Structural differences Speed of connectionsNumber of connectionsNeurotransmitters


The Questions?

So, what is intelligence?

Why do we measure it?


Qualities of Intelligence Tests

Considerable common variance among testsPsychometrically soundPredictors of job and school successDiffer in

TasksConstructs measuredApproaches to scoring and administration

Scores are generally quite stable

13


Influences of Nature on Intelligence

Inherit a genotype which sets parametersPolygenic modelSpecific abilities as well as global scores are genetically linkedGenetic influences increase with age


“Nurture” Influences Are Varied

PhysicalSocial InstructionalCultural


Nature-Nurture Issues

What conclusions can we draw about intelligence?

14


Other Issues

GenderSpatial visualization

Constancy of scoresAfter age 5More change for children with early high IQ

Why?


Questions to Consider

IQ and Social OrderSchools that screen all children with IQ test

Why would they do this?What can we say to persuade them to stop the practice?

GATE testingWhat is the rationale for it?


Sattler Test Score

15



School Success Affected By:

What student brings to situation:CognitiveAffective

Environmental variables in larger context:FamilySchoolCommunity

Instructional variables:Teacher behaviorsClassroom processes


School Learning Equation

Learning is a function ofTime available for learning and perseverance of studentAttributes of student such as ability and aptitudeQuality of instruction

16


Topics to Remember

History?Theories?Assessment process?

Documents

Purposes of Assessment - csus.edu 28.pdf · Four Pillars of Assessment ... Intelligence one factor of personality. 5 ... and Information Processing Models Snow’s Theory of Aptitudes