1. AREA OF STUDY 2: INTELLIGENCE & PERSONALITY
UNIT 2: SELF AND OTHERS
AREA OF STUDY 2: INTELLIGENCE & PERSONALITY

2. TEST VALIDITY & TEST RELIABILITY
TEST VALIDITY a test must measure what it is supposed to measure
Content Validity
Criterion-Related Validity
Construct Validity
TEST RELIABILITY does it consistently measure what it is supposed to measure each time
Test-Retest Reliability
Parallel-Forms Reliability
Split-half Reliability
Internal Consistency
Inter-Rater Reliability

3. TEST VALIDITY 1. CONTENT VALIDITY 2. CRITERION-RELATED VALIDITY
The content of the test adequately measures what it is supposed to measure
2. CRITERION-RELATED VALIDITY
The test can adequately predict performance on other tasks that require intelligence
3. CONSTRUCT VALIDITY
The test provides a good reflection of the theory upon which it is based. It’s results support that theory

4. TEST RELIABILITY 1. TEST RETEST RELIABILITY
Give the intelligence test to the same group of people on two different occasions. The scores should be similar
2. PARALLEL-FORMS RELIABILITY
Giving another version of the same test. If they measure the same thing, should get similar scores
3. SPLIT-HALF RELIABILITY
Dividing the original test in half. Both halves should give similar scores

5. TEST RELIABILITY 4. INTERNAL CONSISTENCY 5. INTER-RATER RELIABILITY
All items within the test should produce similar scores on their own
5. INTER-RATER RELIABILITY
Checking that different test administrators get similar results from the same test

6. TEST STANDARDISATION
TESTS MUST FIRST BE ADMINISTERED TO A LARGE SAMPLE THAT ARE REPRESENTATIVE OF THE POPULATION OF INTEREST
Eg. Same number of males and females
These allow us to develop ‘test norms’

7. TEST NORMS
‘Test norms’ show the mean score on a test by a particular group of people (what most people get) Most ‘Intelligence Tests’ published in magazines or on the Internet are not standardised. This means the end scores are of little value, other than entertainment (sorry Tom Hartson, thank god Tom McKernan)

8. STANDARDISED TESTING PROCEDURES
The test must be given exactly the same way to every person that completes it
If done so;
Difference in performance = difference in test-takers ability
NOT
Difference in performance = difference in testing procedures
If standardised testing procedures are NOT used than the results
ARE NOT RELIABLE OR VALID!!!

9. HOMEWORK
LEARNING ACTIVITY (pg.488)

10. CULTURE-BIASED CULTURE-FAIR TESTS
CULTURAL BIAS = the tendency of a test to give a lower score to a person from a culture different from that on which the test was standardised CULTURE-FAIR TEST = attempts to provide items that will not disadvantage or penalise a test taker on the basis of their cultural or ethnic background MUST ALSO BE CAREFUL OF GENDER BIAS (AMONGST OTHERS)
TRY THE KOORI IQ TEST ON PAGE 491

11. HOMEWORK
LEARNING ACTIVITY (pg.492)

12. STRENGTHS & LIMITATIONS OF INTELLIGENCE TESTS
Identify particular strengths and weaknesses of cognitive abilities of schoolchildren
Psychologists accurately determine a child’s abilities by using scores on particular tests in conjunction with other tests
Should not be used as the sole basis for a judgment about intellectual functioning
Intelligence tests only measure some of the abilities thought to be associated with intelligent behaviour
Care must be taken to avoid misrepresenting the intellectual capacity of individuals in certain ethnic or cultural groups
Caution must be taken when using intelligence tests to predict an individual’s potential

13. HOMEWORK
LEARNING ACTIVITY (pg.492)