Appraisal and Its Application to Counseling COUN 550 Saint Joseph College Ability, Intelligence, Aptitude and Achievement Testing For Class #8 Copyright © 2005 by R. Halstead. All rights reserved.

Class Objectives Overview of Ability and Intelligence Testing Theories of Intelligence and the Binet Scale The Wechsler Intelligence Scales Other Individual Tests of Ability Aptitude Tests Achievement Tests Alternative and Authentic Assessment

Overview One of the most controversial areas of testing is the measurement of intelligence. Consider the following factors: The nature vs. nurture debate Overall validity of these tests Cultural bias

Models of Intelligence It is important to remember that the concept of intelligence is just that – a concept that we have constructed and given meaning. Another way to think about this is as a mental model for something that we believe to exist. Psychological researchers often have differing opinions about such things and therefore different models for intelligence have been put forth.

Models of Intelligence Hierarchical Theory – Vernon Conceptualizes intelligence as existing operationally in a stepwise fashion Guilford’s Model of Intelligence Multifactor model – that looks at six different operations, five types of content, and six products This results in a three dimensional cube that contains 180 cells reflecting the interplay of these factors.

Models of Intelligence Cattell’s Fluid and Crystallized Intelligence This is also a two factor theory. Fluid Intelligence involves tasks of adaptation Sequential reasoning, induction, quantitative reasoning Crystallized Intelligence is specific to content knowledge in a specific area Information coding and recoding processes

Models of Intelligence Sternberg’s Cognitive Approaches Focus of this model is on a theory of information processing – metacomponents, performance components, performance components, and knowledge acquisitions components.

Models of Intelligence Piaget’s Theory of Cognitive Development Stages Sensoimotor Preoperational Concrete operational Formal operational Function Factors maturation experience transmission equilibration

Models of Intelligence Gardner’s Theory of Multiple Intelligence - Combines Analytical and Information Processing Seven Forms of Intelligence Verbal/Linguistic Logical/Mathematical Visual/Spatial Body/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal/Environmental

Types of Intelligence Tests Individual Intelligence Scales Stanford-Binet Intelligence Scale Five Factors Crystalized Knowledge Fluid Reasoning Quantitative Reasoning Visual Spacial Processing Working Memory

Types of Intelligence Tests The Wechsler Scales (WISC-IV) Index Scales Verbal comprehension Perceptual Reasoning Working Memory Processing Speed Full Scale IQ Group Intelligence Tests - various Paper Pencil - Less complex to administer and score

Aptitude Testing Aptitude is defined as an individual’s ability to learn certain skills or tasks if given the opportunity Aptitude tests are used to provide an estimate of future performance on tasks that may or may not be similar to the tasks measures on test

Differences The content of intelligence, achievement, and aptitude tests overlap. The primary difference is HOW the tests are used. Generally, aptitude and abilities tests are used for PREDICTIVE purposes. Achievement and intelligence tests measure are used for DESCRIPTIVE purposes.

Multiaptitude Batteries Used in business and educational contexts Measure a number of relatively broad ability areas i.e. verbal reasoning, numerical reasoning, mechanical reasoning, and abstract reasoning permit INTRAINDIVIDUAL comparisons

Characteristics Multiaptitude battery subscales ideally should have low-intercorrelations Predictive validity has been determined by longitudinal studies Fundamental component of comprehensive career counseling program Results help students assess aptitudes, predict academic + occupational performance, select career exploration activities + make tentative career choices.

Most widely used Multiaptitude batteries: Armed Services Vocational Apt. Battery (ASVAB) Differential Aptitude Test Battery (DAT) Useful in exploring academic and vocational possibilities General Aptitude Battery (GATB) one of most widely used batteries for assessment in vocational counseling Career Ability Placement Survey (CAPS) assess abilities for a majority of jobs in 14 occupational clusters

Career Ability Tests Ability tests assess the maximum performance of individuals and their present ability to perform a task. Aptitude tests assess the future level of the individual to perform a task. Admission Tests (SAT/ACT) Graduate School Admission Tests (GRE/MAT)

Specialized Batteries MCT Minnesota Clerical Test Bennett Mechanical Comprehension Test Clerical Ability Mechanical Ability Psychomotor Ability (fine and gross motor skills and manual dexterity) Artistic Musical Computer

Issues and Problem Areas with Aptitude Tests The trait and factor approach has been an esteemed theme in career guidance, rooted in psychology of individual differences, applied psych., and differential psych. Aptitude, achievement, personality, and interest dimensions are identified through objective psychological testing and can be profiled to represent the individual’s potential. Emphasis now focusing more on decision-making and career and educational choice (less focus on solely using aptitude testing)

Achievement Testing Achievement Tests - Measure the degree or extent of the knowledge, info, skills, and the competencies that a person has acquired thru training, instruction, or experiences.

Types of Achievement Tests Survey Batteries / Ach. Tests – most widely used ach. tests, the survey battery is part of most school testing programs. # of subtests and measures the objectives that are typically addressed in grades K-12. Provides a picture of what student has learned. Coordinated w/ standardized admin. + scoring procedures, common format. CAT ITBS SAT9 Criterion-Referenced Tests – domain-referenced tests, measure specific objectives and skills. Differ from norm-referenced + survey in that they FOCUS on MASTERY of given objective or skill, usually include many items on obj. Used to evaluate curriculum, identify topics

Types of Achievement Tests cont. Item Banks – commercial and public domain test item banks are available for educational purposes. Allow school districts to custom-design achievement tests for specific objectives Minimum-Level Tests – Require mastery for a student to pass to next grade level. Absolute standards often 75% Criterion- referenced State Assessment Tests – administered in selected grades. Sometimes focus on essential skills, survey student knowledge, skills, and understanding in given subject. Purpose to help districts identify problem areas and evaluate curriculum.

Types of Achievement Tests cont. NAEP – National Assessment of Educational Progress assess knowledge, skills, and attitudes of 4th, 8th + 12th graders Subject Area Tests – provide more reliable and valid info. Performance compared against national norms. ACT Individual Achievement Tests – used to assess a client’s achievement and cog. processes. Useful info on attitudes and motivation BASIS, PIAT, Woodcock- Johnson

Use of Achievement Test Results (1) instructional (2) selection and placement decisions (3) growth (4) criteria to evaluation curriculum

Authentic and Alternate Assessment Major trend replacing traditional norm-referenced testing that relies on multiple-choice questions. Alternative Assessment involves assessing performance through portfolios, interviews, observations, work samples, etc. Ex: Woodcock-Johnson Authentic/Performance Assessment - involves assessment of individual on particular work tasks, no inferences are made, directly related to on the job. Ex: firefighters

Applications Curriculum-Based Measurement – CBM alternate approach to monitoring stud. progress in academic areas. Screening, referrals, identification. Adult Achievement Tests - GRE Diagnostic Tests – One major purpose of achievement testing is to diagnose strengths and weaknesses. Diagnostic tests are based on essential skills + competencies needed for success and use numerous items to measure skill.

Alternative & Authentic Assessment Growing dissatisfaction with traditional testing procedures and movement toward alternative and authentic assessment techniques Qualitative, alternative assessment Observations Interviews

Observational Approaches Test Behavior Observational Scales Clinical Observations Unstructured (open-ended) versus unstructured (deliberately systematic) Participant Observer versus Unobtrusive Problems in Observation Lack of clarity, problems tracking and coding

Methods of Data Collection Anecdotal Records brief accounts of behavior recorded in a log, written description of an observed event Behavior tallying and charting Checklists Rating Scales (Note: the above are methods of collecting data and not testing procedures)

Interviewing Standardized interviews Structured and unstructured interviews can be useful in assessment and diagnosis (Bio-Psycho-Social Intake Assessment or Use of DSM-IV-TR Assessment) Other Structured Interviews - Children’s Assessment Schedule (CAS), Diagnostic Interview for Children and Adolescents (DICA) One needs to be well-trained in the procedures. Cautionary Note: The “Halo-effect” can cause the rater to rate examinee high on dimension not clearly observed because performed well on another dimension. Therefore, one must strive for objectivity.

Authentic Assessment Authentic assessment focuses on the development of assessment exercises that are not biased against any group of students and can be reliably scored and validly interpreted. Involves authentic learning and emphasizes real- world experiences Ex: Portfolio assessment