The questions seen on the test prove to be inventive and good quality (Brown YEAR). Although the goal of the test is not to reflect an entire curriculum, it aims at "focus[ing] deliberately on skills and conceptual strategies of knowing rather than upon the content of the knowledge," (Brown YEAR). Thus, the Bristol Tests aim to gauge a student's capabilities of knowledge and methodologies of storing and retaining that knowledge, rather than particular elements of a curriculum study. Tests depend on the grade of the student taking it, and were designed with psychological, pedagogical, and curriculum concepts at hand (Brown YEAR). Two forms of the test, Form a and B, are given at different durations of the school year to help track the changing abilities of the student from the beginning of the school year to the end. The two versions of these tests then prove to have significantly different scores within the same group of sample students (Brown YEAR). A large difference from most other achievement tests is the concept that the teacher is the main responsible role in raw scoring and subsequently transferring this raw data into measurable material. This provides a more intimate method of scoring, yet opens up questions of score reliability. These scores are then finalized into percentile rankings, much like the other achievement tests mentioned. However, issues with validity have jeopardized the true benefits of the Bristol Test (Brown YEAR). No detailed studies attesting to the validity of the test in terms of average scores of each student. The Multiple Intelligences Development Assessment Scales (MIDAS) is aimed at exploring a multitude of various intelligences within the minds of students. Unlike other achievement tests, it allows the exploration of different types of intelligences, as based of Howard Gardner's theory of Multiple Intelligences (Hiltonsmith YEAR). Linguistic, Logical-Mathematical, Spatial, Kinesthetic, Musical, Interpersonal, and Intrapersonal intelligences are all measured through the batteries within this testing scale. Four forms of the test are given to different age groups. Rather than a multiple choice format, which is more common in other tests, MIDAS is given in the form of a self report, questionnaires, and interviews for all levels, adults, teens, and children. Much unlike the other assessment tests, MIDAS allows for group or individual testing (Hiltonsmith YEAR). This stems from its initial development as an interview assessment for adolescents...
The internal reliability of the MIDAS test was analyzed within the scope of several studies, and has been proven to have internal validity and reliability which can help push the MIDAS tests as an integral tool to open up dialogue for major decision making within children and young adults.
Intelligence When most people think the concept of "intelligence," they think of how "smart" an individual might be. Typically associated with academic success, many imagine that intelligence has a lot to do with how well one did (or did not do) in school, and later, by how much money one can make in its exercise. However, as many people know, there are many different kinds of intelligence -- from the "book
intelligence testing. The first of the two articles read in this article analysis on intelligence testing is called "Role of test motivation in intelligence testing," and was authored by Angela Lee Duckworth et al. This article links motivation as one of three highly important variables that is treated in intelligence testing. Significantly, the article references David Wechsler and his theory of intelligence a number of times in the text. A
Intelligence/Personality Tests The concept of intelligence and the practice (and practicality) of testing for intelligence has been one of the more controversial areas of psychology and psychometrics since the first tests were developed and administered a century ago. Far from there being a consensus in the scientific community on exactly what makes up intelligence, the list of characteristics that comprise intelligence has instead been a matter of extreme and ongoing debate.
Measurement and Statistics Intelligence: Definition and assessment Two major interpretations of intelligence exist -- the concept of 'general intelligence,' which is often pitted against the concept of 'multiple intelligences.' For many years, it was though that only one kind of intelligence existed, known as the 'g-factor,' or general intelligence. "In recent decades, psychologists have devoted much effort to isolating that general factor, which is abbreviated g, from the other aspects of cognitive
Intelligence Testing It is often essential to measure the human intelligence so as to provide special attention to the deficient ones. Being an abstract concept it is absurd to think of expressing its magnitude in numbers. However, expressing in terms of imaginary units psychologists could visualize to accord ranks and quantify the intelligence. The intention of measuring intelligence originated ever since the era of Chinese emperors during 2200 BC when it
Strengths In criteria-related validity, the performance of the study is graded against a criterion that exists outside of the study construct. An example of this might be: "if we want to assess the concurrent validity of a new measure of empowerment, we might give the measure to both migrant farm workers and to the farm owners, theorizing that our measure should show that the farm owners are higher in empowerment" (Trochim,
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