Beulah Mcgee Case Study

Standardized test have been a means measuring student performance. Some important questions that always come up regarding standardized test are what are the tests really measuring? Are they measuring a person’s intelligence? Their ability to perform well on standardized tests? Or just some random quantity of the person’s IQ? When examining the issues around which these tests are given and the content of the tests themselves, it becomes apparent that however useful the tests may be for standardizing a group’s intellectual ability, they are not a good indicator of intelligence.

There is a copious amount of advantages and disadvantages associated with this proposition of a standardized IQ test granting entry to third level education institutions. From the research I have carried out, I found many theories of intelligence and intelligence assessment, which convey the various advantages and disadvantages associated with this proposition. In my opinion, and from the research and reading I have carried out, I find the ‘standardized IQ test’ to be slightly too general to be used.

I selected career assessments because an employment or career change can happen to any client at any point during their lives. Drummond, Sheperis, & Jones (2015) state that individuals may benefit from vocational tests after high school, after college, or during a career change. Additionally, Drummond, Sheperis, & Jones (2015) state that some advantages of career assessments are helping a client discover new occupational interests that match their personality, as well as measuring their skillsets for varying occupations. There are several approaches to career assessments that include interest, beliefs, and capability types of inventories. Interest inventories have been available as early as 1914 and have continued to evolve over the decades (Harrington & Long, 2013). Currently, The U.S. Department of Labor, Bureau of Labor Statistics (2013) has a section on their website allocated for K-12

Intelligence is often portrayed as an essential trait for success, however it is not always the case. IQ can be defined as the level of a person’s intelligence. Young people often see intelligence as a fixed admission to future prosperity however, intelligence alone cannot accurately predict future success because variables such as family background and personalities play greater roles in foreseeing success. A closer look at Terman’s experiment indicates that IQ is an inadequate measure of eventual ascendancy.

In early April, ABC Inc., needed to recruit several new hires. These new trainees needed to be ready to work by June 15. During this case study we will discuss the problems that the company and its workers had to confront. Carl Robins had been hired six months earlier as the campus recruiter. He had just graduated from a community college and was extremely excited to commence his work at ABC Inc. Carl was known as an industrious man, who had to work his way through to college. Coming from a low income family, Carl had to attend school and work full time to pay for his education. This was Carl’s big opportunity to begin his lifelong journey. Monica Carrolls had worked for ABC Inc., for more than 25 years as

The objective of intelligence tests is to assess an individual’s intellectual potential as it pertains to academia. The tests focus on a collection of subtests designed to generate a score, which is then compared to a standard intelligence score (significance of score varies among different tests). There are a variety of intelligence tests that were made to measure different abilities. Although these differing tests often explore aspects that are related to one another, the scores of one respective test is not meant to resemble the scores of another. IQ tests are also used as the first step of diagnosing intellectual deficiencies. If a child scores low, their doctor may also order adaptive skills screening (everyday skills needed to function and meet the demands of one's environment), blood tests, a brain ultrasound, and/or full mental health screening.

For this study, the predictor variable, learner IQ score, is interpreted as a rank, an ordinal level of measurement and the criterion variable, instructional media preference, as a nominal level of measurement. According to Black (1999), Cramer 's C (also known as V) is an appropriate statistical measure when a single sample examines ordinal and nominal levels of measurement. In fact, using Black 's (1999) decision table for selecting association or correlation coefficients, the ordinal level of measurement, in this case learner IQ ranking, should be reduced to a nominal level (p.626).

Currently there are five major categories of psychological test offered which are metal ability tests, achievement tests, personality tests, vocational interest measures, as well as neuropsychological tests. “In the world of psychological testing, the term mental ability includes a wide variety of cognitive functions, such as memory, spatial visualization, and creative thinking” (Hogan, 2003, pg. 5). These types of tests measure an individual’s intelligence and can be given either individually or in groups. One type of intelligence test is the Scholastic Assessment Test which is used to anticipate an individual’s achievement in college.

The most important issue in selection is determining the validity of the selected method (Scroggins et al. 2008, 186). General mental ability tests, or intelligence tests have proven to be nearly the best indicator of a candidate’s ability to perform a specific job (Partnership for Public Service 2004, 4). However, this type of test has also been proven to have different results on different groups. Different racial groups perform differently on intelligence tests, particularly IQ tests (Scroggins et al 2008, 193).

Intelligence is one of the most heritable traits thus, people differ in intelligence ranges. Heritability estimates range from 25% to 40% in early childhood to 80% in adulthood. These ranges may be in specific domains but those who do well in one domain often do well in others, leading towards general intelligence. In order to measure and evaluate differences in intelligence, psychometric tests are used to cover cognitive domains. These cognitive domains are reasoning, processing speeds, executive function, memory, and spatial ability. A definition of intelligence that is prominently used by researchers is: “Intelligence is a very general capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test‑taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings ‘catching on’, ‘making sense’ of things, or ‘figuring out’ what to do. Intelligence, so defined, can be measured, and intelligence tests measure it well.”

Some instruments are recommended for specific academic areas or skills. Thus, an examiner may appropriately select one instrument because it contains subtests that will yield information necessary for academic planning and intervention. Research is emerging on the newly revised versions of the achievement tests. The use of traditional intelligence tests in schools has been criticized for producing different results for different groups( ). The movement toward change in special education assessment, accountability, and educational reform in schools has also had an influence on the use of traditional assessment methods. As a result of these trends, it is likely that assessment personnel along with researchers will seek alternative types of

Human intelligence is assessed at a young age which places people into certain groups based on their performance. These practices can be harmful as others may begin to predetermine one’s destiny due to scoring low or high on an exam. However, the factors that make up intelligence assessments can be up for debate as many begin to wonder if those are the factors that truly determine intelligence. The Bell Curve, written by Richard Herrnstein and Charles Murray, attempts to offer an explanation on what makes up intelligence and the external and internal factors that may affect it. Robert J. Sternberg reviews the ideas introduced in The Bell Curve involving general factors of intelligence, cross-cultural differences, and real-world application of intelligence assessments.

This proves that students should be categorized as successful is they demonstrate the characteristics of persistence and determination, not their intelligence quotient scores. In addition, the examination verifies that students with a growth mindset are

It was long believed that having high IQ (intelligence quotient) is the most influential determiner of achievement in life, especially in business life. Yet it has been recently discussed other factors like EQ (emotional quotient) seems to be more effective in work places. IQ tests measure a person's cognitive ability compared to the population at large. While IQ tests can be quite predictive of general intelligence, it's important to remember that they don't purport to tell the whole story of a person's abilities.

There are available measures of academic skills and personality testing. Test in specific areas of intelligence, aptitude, interest, and attitudes are utilized to ensure a realistic evaluation of a student's personality and his emotional needs.