Unit Three (Testing + Individual Differences) Flashcards
Reliability
Getting consistent results
Validity
Does the test measure what it claims to
Content Validity
How well the test covers the material
Item Analysis
Examination of test questions to ensure test has content validity
Criterion Related Validity
Test accurately measures performance based on a specific learning goal
Standardization
Uniform procedures for giving and scoring a test
Test Norms
Base score of a test to measure someone’s performance against
Normal (Bell) Curve
Describes how most fall into an average category
Normal Range
Scores that fall near the mean, within one SD
Objective Test
Multiple choice style tests can be machine scored and interpreted quickly
Aptitude Test
Talents / potential
Subjective Test
Multiple answers possible generated from personal experiences to ambiguous images
Binet
Developed in France for schools – calculated the mental age (average mental ability of an age) of a student
Intelligence Quotient
IQ = MA/CA x 100
Fluid Intelligence
The ability to see complex relationships and solve problems
Crystallized Intelligence
Ability to use learned info plus the ability to access that info
Practical Intelligence
Ability to cope with an environment “street smarts”
Analytic Intelligence
Measured by IQ tests, ability to find answers
Creative Intelligence
Ability to see new relationships between concepts (insight and creativity)
Emotional Intelligence
Ability to perceive understand and regulate emotions and interpret and react to the emotions of others successfully
Heuristic
Shortcuts, divergent thinking
Algorithm
Always find the right answer, convergent thinking
