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I.Q.Testing, 2005.
This paper discusses the controversy over the efficacy of I.Q. testing.
915 words (approx. 3.7 pages), 4 sources, MLA, $ 32.95
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Abstract
This paper explains that the I.Q. controversy revolves around four main issues: 1) the nature and validity of these tests, 2) the question of cultural bias in tests when they are used for certain minority groups, 3) the relative contributions of heredity and environment to individual differences in general mental ability and 4) the causes of the observed differences in mental abilities between social classes and racial groups. The author states that there is no correlation between I.Q. and success; about the only thing, I.Q. testing can predict is success in school because higher I Q children tend to like going to school. The paper concludes that, until I.Q. testing takes into account the environment of those tested and the creators of the test represent a cross-section of those being tested, they will continue to be unfair.
From the Paper
"Some who measure the effectiveness of I Q testing claim that children who have been exposed from infancy to the daily routine of mental stimulation have shown remarkable advancement compared to a control group. This seems like an elitist approach. On the other hand, how many news stories of over-achieving minority young people have featured a parent relating how "from the time he could read, we urged him to read and ask questions, and write." There are also success stories of minority young people who used only their own initiative to escape from dangerous friends or neighborhoods or to do more than survive when their families were torn apart."
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I.Q. Tests, 2003.
Discusses key issues.
1,125 words (approx. 4.5 pages), 6 sources, $ 39.95
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Abstract
Contends that IQ tests do more harm than good. Discusses the bias of standardized tests, a proposal by University of California to stop using the SAT in its admissions process, and different types of tests, including Achievement, Aptitude, and Intelligence tests.
From the Paper
"It is one of the great contradictions in American society: We preach equality and then try to find as many ways as possible of demonstrating inequality. Essential to the heart of any democracy is a belief in the essential equality of all citizens..."
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IQ Tests, 2001.
A critical examination of standardized testing, from IQ tests, to psychological profiling tests to aptitude tests.
3,285 words (approx. 13.1 pages), 10 sources, MLA, $ 94.95
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Abstract
This paper examines some of the major forms of standardized testing used in the United States today and assesses them for both fairness and validity.
Contents:
Introduction;
An Overview of Testing and Some Basic Definitions;
History of Standardized Psychological Testing;
Functions of Tests and Testing;
Typology of Current Tests;
The Key to Psychological and IQ Tests: Who Interprets Them;
Conclusion: Do Any of These Tests Do What They Promise
From the Paper
"The usefulness of psychological tests depends on their accuracy in predicting behavior. By providing information about the probability of a person's responses or performance, tests aid in making a variety of decisions. One of the sustained criticisms of psychological tests is how well in fact they are able to do precisely this ? predict future behavior. Many tests have the word ?aptitude? in their titles to reassure us that they are in fact not simply testing the subject on how much he or she knows, what his or her mental state is at present, or what his or her experiences have been to date. And it is certainly true that to some extent tests do have a predictive value ? although of course the validity of this predictive value varies widely from test to test. But it is also true that one of the most important aspects of human nature (or the human psyche or human intelligence) is that we are capable of learning and changing. How much each one of us is capable of changing has remained a difficult aspect of human behavior to assess. And whether the particular circumstances that might cause someone to change will come about remain in the realm of crystal ball gazing (Nash 119)."
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IQ Tests, 2001.
A look at the controversial intelligence testing of IQ Tests.
760 words (approx. 3.0 pages), 3 sources, MLA, $ 27.95
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Abstract
This paper takes a brief look at the controversy surrounding IQ tests. The writer claims that these tests do not truly measure a person's intelligence and that too much emphasis is placed on them. He also claims that too many factors can influence the result of these tests and provides research to show that their importance should be limited.
From the Paper
"There are few issues in psychology which have attracted more attention, debate and controversy than intelligence testing and measurement. Such is the importance of IQ testing that the future of most individuals' educational and career prospects rely, to an enormous extent, on their performance in these standardized tests. Although the influence of IQ tests was previously limited to the area of child development, the use of all types of intelligence testing has become increasingly common throughout society. A great many colleges and universities have adopted them to evaluate prospective entrants, and most employers, especially the military, public authorities and the nursing profession include some form of IQ test in their selection process. As a result of this widespread use, the original IQ test developed by Alfred Binet in 1904, has had to evolve in order to measure skills other than academic ability."
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Scholastic Aptitude Tests (SAT), 2008.
This paper argues that the Scholastic Aptitude Tests or Scholastic Assessment Tests (SAT) should not be used as the criterion for college admittance.
1,145 words (approx. 4.6 pages), 7 sources, MLA, $ 39.95
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Abstract
This paper argues that, although many colleges use the Scholastic Aptitude Tests or Scholastic Assessment Tests (SAT) to determine which students will be selected for admittance, this test is affected by family incomes. The author points out that students from low income or even middle income families usually have lower scores than students who have parents with higher incomes. The paper relates that the SAT scores were not meant to measure long term academic success. The author clarifies that children who live in richer communities receive a better education than those students in poorer communities because these higher income children may go to privates schools or because schools serving lower income communities may receive less funding and therefore are unable to provide an enriched curriculum. The paper stresses that, for admittance, the SAT scores should be eliminated and grade point average should be used instead.
From the Paper
"Research shows that students who are involved in extracurricular activities perform better on SAT scores. Students involved in extracurricular activities can be "a measurable and meaningful gain in their college admissions test scores". Even with students who come from poor families can benefit from these extracurricular activities. Yet, it is important to remember that schools with low federal funding cannot afford to have many of the extracurricular activities that schools with higher federal funding have."
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Intelligence Tests, 2004.
This paper discusses the advantages and disadvantages of giving intelligence tests in schools.
885 words (approx. 3.5 pages), 2 sources, APA, $ 31.95
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Abstract
This paper explains that, while no consensus prevails about what such intelligence tests actually measure, their use in education has had great practical value to teachers in assigning children to suitable class groups and in predicting academic performance. The author points out that this lack of a consensus on what IQ tests actually measure is perhaps the most potent argument against the attempt to define intelligence as something quantitatively measurable at all. The paper concludes that the subjectivity and dangers of labeling within IQ tests are so great that these tests should not be given in schools.
Table of Contents
Why IQ Tests Should Be Given in Schools?
Why IQ Tests Should Not Be Given in Schools?
From the Paper
"Although there remains a strong tendency to view intelligence as a purely intellectual or cognitive function, considerable evidence suggests that intelligence has many facets. Early investigations into intelligence assumed that there was one underlying general factor at its base. This was later known as ?the g-factor? a factor hotly disputed by researchers such as Howard Gardner at Harvard, who formulated a theory of multiple human intelligences, many of which, such as kinesthetic or bodily intelligence, or musical intelligence, are often not measured or tested within conventional academic settings. Even later defenders of the g-factor admitted that intelligence could not be determined by such a simplistic method in such a unitary fashion."
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Academic Assessment Tests, 2005.
Compares and contrasts formal assessment tests and informal assessment tests.
675 words (approx. 2.7 pages), 7 sources, APA, $ 23.95
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Abstract
This paper compares formal assessment tests to informal reading and writing inventories. The paper looks at how the tests are prepared and administered.
From the Paper
"Tests used as a basis of academic assessment have been characterized as falling into one of two categories. Formal assessment tests are norm-referenced or criterion-referenced tests that are administered in a controlled setting in which directions cannot be altered and students respond to items they have not seen in instruction. Informal reading and writing inventories are commercially prepared or teacher student-made tests in which students read orally and retell and or answer comprehension questions over a passage."
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Psychological Tests, 2004.
An analysis of the validity and reliability of psychological testing.
1,871 words (approx. 7.5 pages), 6 sources, MLA, $ 59.95
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Abstract
This paper attempts to determine if psychologists and the courts should begin to question whether psychological tests such as the Rorschach and MMPI can retain their validity and reliability, particularly when test results are subject to public scrutiny or review by unqualified professionals. The paper provides a comprehensive analysis of the different types and uses of psychological tests. The paper examines the literature available relevant to psychological tests to determine whether or not psychological testing is a valid and reliable practice for measuring one's fitness for duty, mental stability and general condition.
Outline
Introduction
Analysis of the Efficacy of Psychological Tests: Types of Tests
Can Psychological Tests Retain their Validity?
Summary
From the Paper
"Intelligence tests attempt to measure intelligence on a certain scale or the manner in which an individual is able to assimilate one's understanding of the world around them and applies the information they acquire (Richmond, 2005). Intelligence tests can be hard to validate because in order for them to truly be accurate they must be unbiased and culture free and the majority of intelligence tests that exist fail to do this to some extent (Richmond, 2005). Neuropsychological tests are typically used to measure any deficiencies that exist from a cognitive perspective, meaning related to the way people think, speak and reason (Richmond, 2005). These are considered far more accurate than traditional psychological tests, and may be used to assess whether or not an individual is suffering from brain damage due to an illness or injury."
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The Fairness of Standardized Tests, 2006.
An examination of standardized tests which considers their fairness to minorities, those with cultural diversity, limited English and disabilities.
6,182 words (approx. 24.7 pages), 26 sources, APA, $ 145.95
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Abstract
This paper examines standardized tests with an emphasis on their fairness to minorities, those with cultural diversity, limited English and disabilities. The reliability of standardized tests as a fair indicator of school success is considered, focusing primarily on the experiences of African-American students. This paper concludes that standardized tests are not at all fair towards minorities - as indicated in the fact that several colleges, such as Holy Cross, are abandoning standardized tests in their admissions processes.
Introduction
Standardized Tests and Bias in College Admissions: Several Case Studies
The SAT's Racial Bias - If This Test Didn't Work, What of NCLB and AYP?
With This Discrepancy In Standardized Testing, How Are NCLB and AYP Affected?
Conclusion
From the Paper
"Most alarmingly, of the seven tests addressing "African American issues," four or 57% were "negative" or culturally unflattering and unappealing in nature. Those tests focused on the slavery experience and on the diminished rights, poverty, and racial/ethnic chauvinism faced by Black people in the United States. (Fleming, 2000) The three "positive," or culturally celebratory, tests addressed Harlem (New York City) politics in transition, William H. Johnson's paintings, and a memoir of a Black leader - as the popular sarcastic phrase in the industry notes, the rest of the questions are about polo and fly fishing, activities in which, for both social and economic reasons, African Americans are hardly likely to engage. "
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Cultural Fairness in Tests, 2005.
Issues of Cultural Fairness in Intelligence Tests
1,125 words (approx. 4.5 pages), 1 source, $ 44.95
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Abstract
This paper examines the controversial issue of cultural fairness in psychological tests, specifically tests relating to evaluations of intelligence. The paper starts off by presenting the issue and then defines, in short, what it means to be culturally fair. Finally, the paper considers some examples from actual psychological intelligence tests pointing out either how the tests can be culturally unfair or fair.
From the Paper
"Intelligence tests are a major part of psychological testing. Schools, especially, rely on evaluations made by intelligence tests in determining best how to meet the needs of either troubled or gifted members of the student body. But the reach of intelligence tests has even extended beyond guidance counselor offices. Some universities are employing intelligence tests as predictors of performance. It's not even unimaginable that a prospective employer might fall back on the results of an intelligence test to determine promotions or pay scale differences. For those reasons it is potentially important to understand the possible fallacies that are built into these tests. However, it is crucially important to understand those limitations because intelligence tests are routinely used to shape and guide the academic careers of young children."
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Rorschach Inkblot Tests, 2002.
Looks at the effectiveness of the Rorschach Tests as a tool for diagnosing mental illnesses.
999 words (approx. 4.0 pages), 4 sources, APA, $ 35.95
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Abstract
This paper looks at the use of Rorschach Tests in diagnosing mental illnesses. It discusses the population for which these tests are most appropriate, and the reasons the tests are effective on that population group. The paper also explains how the test is administered, and how it is scored. Finally, some of the criticisms raised regarding the effectiveness of the tests are discussed.
From the Paper
"In an experiment on the Rorschach Test's effectiveness, researchers administered the inkblot test to a group of 42 children, aged 8 to 18, who had been admitted to a psychiatric hospital for diagnosis and treatment. This study found that the test, when measured through a new and more accurate index, was effective in diagnosing thought disorder in children. There were fewer false positive results, reducing the potential harm of wrongly-diagnosing a child."
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IQ Tests, 2001.
Examines components of 2 intelligence tests: Stanford-Binet & Wechsler. Construction of both tests, measurements, similarities.
900 words (approx. 3.6 pages), 3 sources, $ 31.95
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From the Paper
"Very few Americans will make it through their lives in the 21st century without facing some form of standardized test, whether it be an IQ test, one of the many psychological profiling tests, or one of the aptitude tests that nearly every student has taken to get into a university to begin with. Most of us accept these tests as a stressful but necessary part of everyday life in our age. We like the idea that our surgeons have done well on the MCAT. We want to think that our president has a higher IQ than other world leaders. (At least some of us do.) Because standardized tests of various sorts are so common in our lives, we do not often take the time to examine them critically.
This paper takes a small step in that direction by examining the components of two of the most common form of intelligence test, the current versions of the Stanford-Binet Intelligence Test..."
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Biases in Psychological & Intelligence Tests, 1990.
History & development of relationship between ethnic groups & testing, objectives, test performances.
2,025 words (approx. 8.1 pages), 23 sources, $ 71.95
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From the Paper
" Under the rubric of biological determinism, there has been a long, and rather arduous, tradition that argues that social and economic roles in society accurately reflect the innate construction of people. This type of determinism holds that intelligence may be racially biased, and although psychologists have come a long way from the days of scientifically "proving" that certain races were of superior intelligence to others, many believe that there is still a contemporary bias in the testing and presentation of research materials on ethnic cultures and families (Gould, 1981). This has particularly become endemic in the ranking and reification of intelligence testing. Following this, it is natural to quantify certain aspects of testing, so that some groups are superior, and others inferior. In an early comment, the famous Black orator Booker T. Washington commented.."
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Student Aptitude Tests, 2008.
A look at the argument against student aptitude tests.
1,234 words (approx. 4.9 pages), 5 sources, MLA, $ 42.95
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Abstract
This paper contends that student aptitude should not be assessed through standardized testing because these tests are unfair to many students. It also claims that, these tests are unfair to underprivileged schools and poor test takers and that they take time out of class and don't prepare students for real life by teaching them to pass the test.
From the Paper
"Not only does this form of testing cut out time from class, it is a poor assessor of student achievement. This means that a standardized test cannot measure the ability to create. A multiple choice test cannot determine a child's ability to "think or create in any field" (Fairtest 1). Standardized tests cannot give questions to do so because they are expensive and often the scoring is incorrect. Therefore this type of test should not be given if the ultimate goal is to assess student achievement because it cannot measure the student's ability to think at a high level; which is what all educators want for their students. Not only this says Fairtest.org, "Nor so these tests adequately measure thinking skills or assess what people can do on real-world tasks" (fairtest 3). Is not the sole purpose of education to prepare a student for college, and then ultimately the real world? Students are required to take classes such as FACS to prepare them for life situations, however if a standardized test cannot measure such skills then they are ineffective and obsolete. "
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Standardized Tests, 2004.
An analysis of how standardized tests are lowering the standards of education.
1,315 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
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Abstract
This paper discusses standardized achievement tests, which are a major part of the American school curriculum. The paper examines how these tests have seeped their way into all levels of schooling, and students from pre-kindergarden to high school have become accustomed to taking multiple standardized tests throughout the course of their school career. The paper contends that standardized tests are used to reproduce class and racial divisions and hierarchies and should, therefore, be eliminated.
From the Paper
"Standardized achievement tests are a major part of school curriculum in America. This kind of test was first introduced to our schools in 1947 when the Educational Testing Service (ETS) was first established and administered a standardized test at 50 leading universities. (Schmitz 1991) The use of these tests spread and it was accepted into our culture that this is an accurate way to measure a student?s intelligence and academic potential. High schools have been administering tests such as the Scholastic Aptitude Test (SAT) and American College Test (ACT) as prerequisites for being admitted to any college for many years. These tests have seeped their way into all levels of school, and students from pre-kindergarden to high school have become accustomed to taking multiple standardized tests throughout the course of their school career."
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