What is intelligence?
PART1-Due Thursday
Respond to the following in a minimum of 175 words:
What is intelligence?
In your response, in addition to what you learn in our class, include your own personal beliefs about what intelligence is.
PART2-Access the Mental Measurements Yearbook, located in the University Library.
Select two assessments of intelligence and two achievement tests.
Prepare a 12- to 15-slide presentation about your selected instruments. In your analysis, address the following:
Critique the major definitions of intelligence. Determine which theory of intelligence best fits your selected instruments. Explain how the definition and the measures are related.
Evaluate the measures of intelligence you selected for reliability, validity, normative procedures, and bias.
Your selected intelligence and achievement assessments. How are the goals of the tests similar and different? How are the tests used? What are the purposes of giving these differing tests?
Format your presentation according to APA guidelines.
PART3- I will post part three when I get clarification
In society today, the education system, including teachers and students, can benefit from the use of technology, such as a podcast. Many students in current times are excelling and well versed with technology and their education can become a part of these inventions and assist them with learning and assessment. Material and background information for the academics on the podcast can be supported by current curriculum and lessons plans within each school. A podcast can allow for teachers to provide their students with material and lessons, especially to those students who require extended or remedial academic support for further learning. A podcast can also be utilized by teachers to provide their students with revised and relevant material that can be studied and learned by the students at a time that best fits their schedule and applied to the classroom in the future. Students can create their own style of a podcast to help with learning and academics, while also sharing the podcasts with other students in their school and other schools who are able to download the material and share each other’s experiences. A podcast can help students create a list of questions that can be provided to the teacher if there is material that the student does not understand or requires further explaining.
In some instances, a teacher can utilize a podcast to make an individual lesson plan for those students who may find it necessary for extra help or assistance on a certain academic topic. The teacher can develop different instructional designs for those students who may require extra assistance and apply this to a podcast so the student can develop the skills necessary for learning.
Students learn through different manners, such as visual and auditory learners, and a podcast created by other students or teachers can assist auditory learners to have a better understanding and comprehension of material and information as they are able to listen to academic lessons and learn the material. Another unique advantage of podcast is the time-shifting ability that it affords to the listeners (Muppala and Kong 2007). Listeners are no longer constrained by time and space with regard to their learning activity (Clark and Walsh 2004). Auditory learning is the most portable form of learning and can be used anytime and anywhere (Muppala and Kong 2007). The student can also listen to the podcast several times if they do not understand the academic lesson at first and can go back later if they have questions or are unsure of information. A podcast can help students sharpen their skills in such areas as writing, research, problem solving, time management and improving speaking and vocabulary.
Assessment is a factor for teaching and knowledge process because, more than any other component in the formative process, it has a solid influence on how and what students learn both individually and as a group (Boud). It constructs a series of interdependence with the rest of the curricular areas requiring a coherence among them which is not always attained either in theory or in classroom practice. Sanmartí states that teaching, learning and assessment are really three inextricable processes. I believe the author was saying without these three components a real assessment would not be valid.
Over the years, several of managerial reporting requirements have increased significantly for a great deal of universities. Faculty find themselves devoting more and more a large time to these needs (Gardiner, 2002) at the cost of time devoted to teaching, scholarship, and service. One main driver for administrative reporting is rooted in the assessment of learning process.
The objective of assessment is to collect significant data about student abilities or advancement. Then the student and instructor can make an education decision for their next step regarding their assessment. Once obtaining their data, instructors can show each student’s the level of accomplishment, as well as certain inclinations of the team, to customize their teaching plans.
Some other importance on assessment education regarding students with disabilities. The Department of Education wrote an evaluation that an assessment should have several tools and strategies and must not rely on one thing to determine if some is declared for special education.
Assessment is a key to determine many strategies to find students strongest skills. Educator collect this information by giving test, observing action, and talking with students. All assessment should be viewed to ensure its reliability and validity p (325). Diagnosing disabilities, treating and learning various from one to another. Assessment is essential for all students and educators.
Assessment involves an approach to exploring learning potential that is based on a test-intervention-retest model which can be traced to Budoff (1967, 1987), Feuerstein (1977,1981), and Vygotsky (1978). Budoff studied variations among deficits detected by standardized tests that seemed to have discrepancies in education against mental weakness. Budoff believe training could improves tests performances. While Feuerstein’s placed his attention on teaching principles and strategies that improved cognition. At end of this research the scholars developed a dynamic assessment call the Learning Potential Assessment Device (LPAD; Feuerstein et al., 1979) p (326).
In the United States of Labor Statistics is on the rise for education for instance
69.2% of 2015 U. S. high school graduates enrolled in colleges or universities (BLS, 2016), and during the following fall of 2016, 20.5 million students attended American colleges and universities. Without assessment education may not be as prevalent attending college.
Assessment education is vital in today spectrum. Assessment serves a great magnitude for evaluation performance across population.
“Along with vast applications of these two assessments, a common challenge is the cultural differentiation of intelligence assessment. One of the fundamental challenges in psychology today is the question of whether a universal psychological process exists across cultures. Based on Terman’s belief, one cannot simply translate an intelligence scale into a different language. Consideration of cultural norms is critical to intelligence assessment.” (Georgas, Weiss, van de Vijer, Saklofske, 2003). Culture may refer to all types of activity by humans that include: symbols, traditions, economic activities institutions and the way the individuals even think. Because of this the different cultures have different results in the same assessment. For instance African Americans, Hispanics, and Indians or Native Americans have lower score than Caucasians and Asians do on the same assessment test. The SB5 or Standard Binet Intelligence Scale is the scale that is considered to be the most fair measurement of intelligence throughout the different cultures. These cultural topics tend to be a topic of interest because they are so controversial.
References
Burch, J.J.., Batchelor, .H., Bostwick, E., Gibson, S., Burch, G. F., Abston, K., & Ellenberg, G.(2018). Assessing Higher Education Assessment Policies and Processes: A Critical Policy Analysis Approach. Journal of Academic Administration in Higher Education, 14(2), 47-63
Clark, D., & Walsh, S. (2004). iPod-learning. [White paper]. Brighton, UK: Epic Group.
Cohen, R. J. & Swerdlik, M. E, (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill
Georgas, J., Weiss, L. G., van de Vijer, F. J. R., Saklofske, D. H. (2003). Culture and children’s intelligence : cross-cultural analysis of the WISC-III / edited by James Publish info Amsterdam ; Boston : Academic Press.
lópez-Lozano, L. 1. lidialopez@us. e., Solís, E. 1. esolis@us. e., & Azcárate, P. 2. pilar. azcarate@uca. e. (2018). Evolution of Ideas About Assessment in Science: Incidence of a Formative Process. Research in Science Education, 48(5), 915–937. https://doi.org/10.1007/s11165-016-9591-1
Muppala, J. K., & Kong, C. K. (2007). Podcasting and its use in enhancing course content. In V. Uskov
(Ed.), Proceedings of Computers and Advanced Technology in Education. Beijing, China.
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