Intelligence testing Flashcards
BPS 2022
- Children from working class families have worse educational outcomes than their peers.
- When starting school, ‘disadvantaged’ children – defined by the Department for Education as those eligible for free school meals (FSM) at any point within a six-year span – are estimated to lag behind their peers by the equivalent of five months of learning.63
- By the end of primary school, this increases to nine months of learning, and, by GCSE-level, to at least 18 months.63
- At A-Level, disadvantaged students’ attainment is, on average, over three full grades lower than their peers’.
Standardised intelligence tests S
Reliability and Validity
Diagnostic Utility
Norm-Referenced Scores
Comprehensive Assessment
Standardised Intelligence tests Weaknesses
Cultural and Linguistic Bias
Overemphasis on IQ Scores
Test Anxiety
Snapshot Assessment
Dynamic Assessment Definition
Dynamic assessment evaluates a child’s cognitive abilities by assessing their performance before, during, and after scaffolding or mediation (Vygotsky’s Zone of Proximal Development).
Dynamic Assessment S
Focus on Learning Potential
Cultural Fairness
Interactive and Flexible
Dynamic Assessment Weakness
Time-Intensive
Subjectivity
Limited Norm-Referenced Data
Curriculum-Based Assessment Definition
Curriculum-Based Assessments measure intelligence through tasks and activities aligned with the school curriculum.
Curriculum-Based Assessment S
Contextual Relevance
Continuous Monitoring
Curriculum-Based Assessment W
Limited to Academic Skills
Variability
Dependent on Teacher Skill
Reliability and Validity (S)
Standardized tests have high reliability and validity. They are rigorously developed and standardized, ensuring consistent results across populations (Weiss et al., 2015).
Diagnostic Utility (S)
Standardised tests
Tests like the WISC-V are widely used to identify intellectual disabilities, giftedness, or specific learning difficulties (Flanagan & Alfonso, 2017).
Norm-Referenced Scores (S)
Standardised tests
Results allow comparison with age-based norms, providing benchmarks for cognitive performance.
Comprehensive Assessment (S)
Standardised tests
Intelligence tests evaluate a range of cognitive domains, such as verbal comprehension, working memory, processing speed, and fluid reasoning (Saklofske et al., 2015).
Cultural and Linguistic bias (L)
Standardised tests
Standardized intelligence tests may disadvantage children from diverse cultural, linguistic, or socioeconomic backgrounds. Items can reflect cultural knowledge unfamiliar to certain groups, leading to unfair assessments (Fagan & Holland, 2007).
Overemphasis on IQ scores (L)
Standardised tests
Intelligence tests focus on quantifiable measures (IQ scores) but may neglect broader cognitive processes and contextual influences (Sattler, 2014).
Test anxiety (L)
Standardised tests
Children may experience anxiety during formal testing, affecting performance and validity (Elliott, 2012).
Snapshot Assessment (L)
Standardised tests
Tests provide a one-time measure of intelligence and may not reflect a child’s learning potential or real-world functioning (Tzuriel, 2001).
Focus on Learning Potential (S)
Dynamic assessment identifies not just current cognitive ability but also the child’s potential to learn and improve with support (Lidz & Peña, 2009).
Cultural Fairness (S)
Dynamic assessment
It reduces cultural and linguistic biases by focusing on the child’s ability to respond to instruction rather than prior knowledge (Haywood & Lidz, 2007).
Interactive and Flexible (S)
Dynamic Assessment
The method allows assessors to adapt to the child’s specific needs and responses, providing a more holistic picture of intelligence.
Time-Intensive (L)
Dynamic assessments require extended interaction, making them more time-consuming than standardized tests (Tzuriel, 2001).
Subjectivity (L)
Dynamic Assessments
Results can depend on the examiner’s interpretations and quality of intervention provided. This reduces standardization and reliability (Lidz, 2001).
Limited Norm-Referenced Data (L)
Dynamic assessment
Unlike standardized tests, dynamic assessments lack clear norms or benchmarks, making comparisons across populations difficult.
Contextual Relevance (S)
CBA evaluates cognitive abilities in a way that is closely tied to educational performance, making it practical for classroom interventions (Hosp et al., 2016).
Continuous Monitoring (S)
CBA
It allows educational psychologists to track a child’s progress over time.
Limited to Academic Skills (L)
CBA focuses primarily on school-related tasks and may not capture broader aspects of intelligence.
Variability (L)
CBA
The lack of standardized administration and scoring can limit reliability and generalizability.
Dependent on Teacher Skill (L)
Effective use of CBA relies on well-trained educators, which may not always be available (Hosp et al., 2016).
