Testing and Individual Differences Learning Goals and Scales

Testing and Individual Differences Learning Goals and Scales

Testing and Individual Differences Learning Goals and Scales / 1
Define intelligence & compare and contrast historic and contemporary theories of intelligence.
SCORE / Description of Understanding / Evidence of Understanding / Options for increasing understanding
4 / I can teach any of the concepts listed below to my classmates. /
  • You help a peer move up a level in their understanding of the content
  • Summary or discussion with Ms. Brunink about chosen article

3 / I can define intelligence & compare and contrast historic and contemporary theories of intelligence.
  • A. Define intelligence and identify different types of intelligence
  • Outline arguments in favor and against the general intelligence model
  • Describe the four components of emotional intelligence
  • B. Identify similarities and differences between historic and contemporary theories of intelligence
  • C. Compare and contrast the theories of each of the following: Gardner, Thurston, Spearman and Sternberg
/
  • Complete Schoology quiz for Module 60 with a score of 90% or above
  • Can discuss 3 of the items with a partner without looking at notes (partner checks off completion)
/ Use the following guidelines to increase your understanding of the objective
  • Find and read articles in Scientific American Mind pertaining to the learning goal and apply the terms used in the correlating module.
  • Help classmates deepen their understanding of the material

2 / I feel confident that I know or can do 2 of the items listed above /
  • Complete Schoology quiz for Module 60 with a score of 75-90%
  • Can discuss of the items with a partner without looking at notes (partner checks off completion)
/
  1. Identify what intelligence is and what it is not
  2. Complete PsychSim 5
  3. T-chart or Venn diagram

1 / I can do1 of the items listed above but need assistance for the rest /
  • Complete Schoology reading quiz for Module 60 with a score below 75%
  • Can discuss of the items with a partner without looking at notes (partner checks for completion)
/
  • Module flashcards
  • Re-read Modules & adjust note taking strategies

0 / I am unable to do any of the items listed in this learning goal /
  • Score below 50% on Schoology reading quiz
/
  • Read Modules
  • Incorporate text structures into note taking
  • Schedule meeting with Ms. Brunink

Describe various characteristics and methods that psychologists use to determine intelligence.
SCORE / Description of Understanding / Evidence of Understanding / Options for increasing understanding
4 / I can teach any of the concepts listed below to my classmates. /
  • You help a peer move up a level in their understanding of the content
  • Summary or discussion with Ms. Brunink about chosen article

3 / I can describe various characteristics and methods that psychologists use to determine intelligence
  • A. Describe the history of intelligence testing including the contributions and limitation of each of the following: Galton, Binet, Terman, and Wechsler
  • B. Compare and contrast the different types of abilities tested to determine intelligence. Primarily, verbal, performance, spatial, aptitude, and achievement tests
  • C. Describe the process of constructing a standardized test including how the normal curve applies
  • D. Determine the difference between reliability and validity as well as identify the subtypes of each
/
  • Complete Schoology quiz for Module 61 with a score of 90% or above
  • I can discuss 4 of the items with a partner without looking at notes (partner checks off completion)
/ Use the following guidelines to increase your understanding of the objective
  • Find and read articles in Scientific American Mind pertaining to the learning goal and apply the terms used in the correlating module.
  • Help classmates deepen their understanding of the material

2 / I feel confident that I know or can do 2-3 of the items listed above /
  • Complete Schoology quiz for Module 61 with a score of 75-90%
  • Can discuss 3 of the items with a partner without looking at notes (partner checks off completion)
/
  1. Create a timeline of intelligence testing with a pro/con t-chart next to each researcher
  2. Identify an example of each skill tested
  3. Teach the process of standardization and how to use the normal curve to a friend or sibling
  4. Create a Venn diagram

1 / I can do 1-2 of the items listed above but need assistance for the rest /
  • Complete Schoology reading quiz for Module 61 with a score below 75%
  • Can discuss 1-2of the items with a partner without looking at notes (partner checks for completion)
/
  • Module flashcards
  • Re-read Modules & adjust note taking strategies

0 / I am unable to do any of the items listed in this learning goal /
  • Score below 50% on Schoology reading quiz
/
  • Read Modules
  • Incorporate text structures into note taking
  • Schedule meeting with Ms. Brunink

Describe research findings related to intelligence from a developmental perspective and describe relevant labels related to intelligence testing
SCORE / Description of Understanding / Evidence of Understanding / Options for increasing understanding
4 / I can teach any of the concepts listed below to my classmates. /
  • You help a peer move up a level in their understanding of the content
  • Summary or discussion with Ms. Brunink about chosen article

3 / I can describe research findings related to intelligence from a developmental perspective and describe relevant labels related to intelligence testing
  • A. Describe conflicting results from cross-sectional and longitudinal research on aging and intelligence
  • B. Compare and contrast crystallized and fluid intelligence
  • C. Identify the extremes of intelligence namely, intellectual disability, down syndrome, and giftedness
/
  • Complete Schoology quiz for Module 62 with a score of 90% or above
I can discuss 3 of the items with a partner without looking at notes (partner checks off completion) / Use the following guidelines to increase your understanding of the objective
  • Find and read articles in Scientific American Mind pertaining to the learning goal and apply the terms used in the correlating module.
  • Help classmates deepen their understanding of the material

2 / I feel confident that I know or can do 2 of the items listed above /
  • Complete Schoology quiz for Module 62 with a score of 75-90%
  • Can discuss 2 of the items with a partner without looking at notes (partner checks off completion)
/
  1. Create a t-chart highlighting conflicting findings and explain contradictions using the terms crystallized and fluid intelligence
  2. See above
  3. Identify extreme scores on the normal curve and create a text structure highlighting the pros and cons of labeling

1 / I can do1 of the items listed above but need assistance for the rest /
  • Complete Schoology reading quiz for Module 62 with a score below 75%
  • Can discuss 1 of the items with a partner without looking at notes (partner checks for completion)
/
  • Module flashcards
  • Re-read Modules & adjust note taking strategies

0 / I am unable to do any of the items listed in this learning goal /
  • Score below 50% on Schoology reading quiz
/
  • Read Modules
  • Incorporate text structures into note taking
  • Schedule meeting with Ms. Brunink

Discuss how culture influences the definition of intelligence and debate the appropriate testing practices, particularly in relation to culture-fair test uses
SCORE / Description of Understanding / Evidence of Understanding / Options for increasing understanding
4 / I can teach any of the concepts listed below to my classmates. /
  • You help a peer move up a level in their understanding of the content
  • Summary or discussion with Ms. Brunink about chosen article

3 / I can discuss how culture influences the definition of intelligence and debate the appropriate testing practices, particularly in relation to culture-fair test uses
  • A. Identify the similaritiesdifferencesbetween various groups in regards to intelligence test scores (i.e., gender, race, and ethnicity)
  • B. Apply the nature/nurture debate in order to explain the differences mentioned above
  • C. Describe the various ways that intelligence tests can be biased
  • D. Apply Rosenthal & Jacobson’s research to the issues of bias inherent in intelligence testing including the concept of stereotype threat
/
  • Complete Schoology quiz for Module 64 with a score of 90% or above
  • I can discuss 4 of the items with a partner without looking at notes (partner checks off completion)
/ Use the following guidelines to increase your understanding of the objective
  • Find and read articles in Scientific American Mind pertaining to the learning goal and apply the terms used in the correlating module.
  • Help classmates deepen their understanding of the material

2 / I feel confident that I know or can do 3 of the items listed above /
  • Complete Schoology quiz for Module 64 with a score of 75-90%
  • Can discuss 2-3 of the items with a partner without looking at notes (partner checks off completion)
/
  1. Create a text structure in your notes demonstrating differences and explanations
  2. Create a Venn diagram or a t-chart emphasizing the nature/nurture explanations
  3. Create a text structure of the reading portion “Two Meanings of Bias”
  4. Review 40 study work and/or revise group teaching methods

1 / I can do1 of the items listed above but need assistance for the rest /
  • Complete Schoology reading quiz for Module 64 with a score below 75%
  • Can discuss 1 of the items with a partner without looking at notes (partner checks for completion)
/
  • Module flashcards
  • Re-read Modules & adjust note taking strategies

0 / I am unable to do any of the items listed in this learning goal /
  • Score below 50% on Schoology reading quiz
/
  • Read Modules
  • Incorporate text structures into note taking
  • Schedule meeting with Ms. Brunink

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