Create a brochure for a local elementary school. Consider your audience, as this information would likely be distributed during meetings where a child might have received an intelligence test. Your brochure would be given to parents, guardians, and others to help them better understand the purpose of intelligence testing.

Include the following in your brochure:

• Provide a brief overview of at least two theories of intelligence related to the content of your selected articles to help your audience understand what intelligence testing accomplishes.
• Discuss methods of measuring intellectual functioning.
• Discuss how the concept of intelligence is different from academic achievement.

Include three credible, peer-reviewed references.

Format the citations in  brochure consistent with APA guidelines.

Intelligence and Achievement Testing: Is the Half-Full Glass Getting Fuller?

Findings

When psychologist Alfred Binet developed a test to measure the intellectual skills of French schoolchildren in 1904, he could not have possibly imagined how his research would change the world. In the last century, IQ and achievement tests have changed the face of education and employment all over the industrialized world. Given modern controversies regarding IQ testing, one might ask how Binet viewed intelligence. Binet equated intelligence with common sense. He called intelligence “judgment…good sense…the faculty of adapting one’s self to circumstances.” Binet also believed that intelligence is a combination of many skills – skills that are shaped heavily by the environment. His research goal was to help teachers adapt their teaching methods to the needs and abilities of individual students. Students with a weakness in math, for example, could receive special attention in this specific area.

Things changed when IQ and achievement tests were transplanted to America. Some researchers continued to believe that intelligence is a learned combination of many different skills and abilities. Others, however, assumed that intelligence is a single trait that is heavily determined by genetics. Some people further assumed that there are large ethnic or racial differences in general intelligence. A new wave of research now supports Binet’s original, more progressive, assumptions. For example, researchers have shown that IQs have been steadily rising, year by year, all over the industrialized world. This historical tendency for average IQ to increase is called the Flynn effect, named after James R. Flynn. The Flynn effect has profound implications for how one thinks about IQ. For example, the Flynn effect means that Blacks today have a higher average IQ performance than Whites of 60 or 70 years ago. This difference cannot be genetic because human gene pools do not change over such short periods (see Neisser, 1998).
Significance and Practical Application

What does all this mean? What useful purposes have IQ tests served over the past century? Have IQ and achievement tests been misused in any way? This depends heavily on one’s perspective. However, it is useful to remember that prior to the modern age of intellectual testing, whether a student had the opportunity to get a good education depended almost exclusively on that student’s gender, ethnicity and socioeconomic background. If your father taught chemistry at Princeton, and you had a Y chromosome, chances were, you could do the same thing yourself someday. And if your father worked as a janitor, chances were your only exposure to chemistry would come in the form of bleach and ammonia. Today, however, achievement and IQ tests have the potential to identify talented students from all walks of life – and thus to level the playing field of public education. Of course, the playing field is not yet level, but there are some signs that things are getting better.

One sign is that IQ and achievement tests continue to be refined and improved. For example, in response to concerns about cultural and ethnic biases in traditional IQ tests, the developmental psychologist Howard Gardner, PhD, popularized the phrase “multiple intelligences” to reflect that fact that intelligence is multi-faceted. Gardner’s IQ tests measure not only verbal and mathematical skills but also musical, mechanical, physical, and even social skills. Similarly, cognitive psychologist Robert Sternberg, PhD, has developed a triarchic (“three component”) theory of intelligence that includes analytical, creative and practical intelligence. Binet would presumably be most interested in Sternberg’s concept of practical intelligence (i.e., common sense). According to Sternberg, practical intelligence is not assessed in traditional IQ tests, but it is easy to measure, and it allows people to adapt effectively to the demands of work and daily life. Sternberg asserts that practical intelligence predicts people’s future job success at least as well as, if not better than, people’s scores on traditional IQ tests (e.g., see Sternberg et al., 1995). With the cooperation of the College Board, Sternberg recently directed the Rainbow Project. This research project, carried out on 15 college campuses throughout the nation, was designed to supplement the SAT by adding measures of creativity and practical intelligence. Results show that the expanded SAT predicts actual success in college more accurately than traditional SAT scores. Initial results also suggest that the ethnic differences historically observed on the math and verbal portions of the SAT are greatly reduced for tests of creativity or practical intelligence.

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Intelligence Testing Analysis

Intelligence Testing Analysis