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IQ Test Scores, 2004.
An analysis of the causes of the gap in the IQ test scores of African-Americans and European-Americans.
2,139 words (approx. 8.6 pages), 5 sources, MLA, $ 66.95
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Abstract
This paper looks at both the heredity explanation and the environmental explanation for the gap in IQ scores of different racial groups. The paper examines whether the difference in the IQ scores can be explained by a cultural bias in the IQ tests.
Outline
Cultural Differences in IQ Test Scores
Heredity Explanation and ?The Bell Curve?
Environmental Explanation for the IQ Gap
Cultural Bias of IQ Tests
Conclusion
From the Paper
"The genetic explanation for the IQ difference between different races has a long history and the ?Whites? have not always been held to possess superior intelligence. For example, when the Moors from North Africa invaded Europe in the 8th century AD, they speculated that the Europeans might be congenitally incapable of abstract thought . (Nisbett 1998, p 86) When the U.S. Army started a large-scale mental testing program in 1917 for testing the intelligence of its recruits, it found that whites scored substantially higher than blacks. Social Darwinists and Biological Determinists jumped on the finding, citing it as evidence that whites had ?more innate ability than blacks.? (Jencks and Philips, 1998, p.16) In the post-World War II backlash against the genetic differences among human beings, such explanations were discredited and remained suppressed until the 1960s."
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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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IQ Tests, 2002.
A review of the theory of using IQ tests and the limitations due to cultural bias.
4,149 words (approx. 16.6 pages), 24 sources, APA, $ 111.95
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Abstract
This paper explores the cultural bias that exists in intelligence quotient testing. The paper begins with a literary review which explains the definitions of cultural bias in testing and the historical implications. The paper also looks at the origins of the IQ test and the reasons why the cultural bias exists. The paper focuses on how cultural bias in intelligence assessment has produced historical implications.
From the Paper
"Myers (1995) contends that the IQ test, as we know it, was created by a German psychologist named William Stern. The test asserts that an individual?s intelligence quotient is equal to mental age divided by chronological age multiplied by 100. Other scientists, including Lewis Terman and Alfred Binet helped to perfect the tests. Terman believed that intelligence could be measured and that IQ tests would demonstrate that certain ethnic groups had natural propensities towards crime and lacked intelligence. (Myers 1995) He reckoned that IQ testing could eventually reduce reproduction of these ethnic groups thus creating a reduction in crime."
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IQ Tests, 2005.
This paper discusses the issue of bias in intelligence (IQ) testing.
1,350 words (approx. 5.4 pages), 3 sources, $ 53.95
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Abstract
This paper explains that the bias in IQ testing is a cultural bias. The author points out that the items on intelligence tests, such as the Stanford-Binet test, were developed within the North American cultural context and are designed solely for that context. The paper relates that this cultural bias is manifested in both the general factor analysis and the five factor analysis.
From the Paper
"IQ tests are designed very specifically to test logical thinking within a particular cultural context. The bias in these tests is cultural, and tends to heavily favor people with a white middle class background. The most widely used IQ tests reward social class, education, and experience. Meanwhile, educational and occupational success is not completely correlated with intelligence. IQ tests mainly measure only one form of intelligence, crystallized intelligence. Certain types of intelligence are barely included, while other abilities cannot be tested at all. The only means for addressing the deficiencies is to focus on the cultural bias. Cultural bias is manifested in both general factor analysis and five factor analysis".
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IQ Testing Controversy, 1995.
Critiques IQ tests, significance, validity, bias, social and individual harm and intelligence theories.
1,800 words (approx. 7.2 pages), 8 sources, $ 63.95
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From the Paper
"A great deal of educational thought and research has been devoted to the study of intelligence quotient, or IQ. All research points to the fact that all intelligence tests are designed to do one thing: differentiate people. In addition, since IQ tests differ widely, it can be said that they differentiate people according to different measurements. Therefore, intelligence is not one static construct, invariable across all populations. Ultimately, intelligence has to be seen as the measurement defined by a particular intelligence test. One can be sure that differentiation is the basis for the test, and the test may even be a valid predictor of future academic or vocational success; however, one cannot be sure that the test will ultimately be good for the individual taking it, or society in general."
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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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Intelligence Testing, 2005.
A look at the evolution of IQ testing throughout history.
2,849 words (approx. 11.4 pages), 6 sources, MLA, $ 84.95
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Abstract
This paper traces the origins of intelligence testing from the days of French psychologist Alfred Binet to Terman's uses of intelligence testing to label people as inferior or superior to others. Military uses of intelligence testing under Carl C. Brigham are addressed as are the development and uses of the Stanford-Binet Scale while attending to various assumptions inherent in such a pervasive test.
From the Paper
"In 1917, when America entered World War I, the U.S. Army was faced with the task of dividing huge numbers of draftees into various Army categories. In order to solve this problem, the Army put together a committee of seven leading psychologists to devise a massive application of standardized intelligence tests. One of the seven selected psychologists, Lewis Terman, had a pupil named Arthur Otis, who had already begun creating an intelligence test when the Army decided it needed one. Needless to say, the committee adopted the material Otis had prepared and a few weeks later there was a trial run with four thousand men."
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Low Math Scores, 2002.
A discussion of the issues concerning the low math scores of American elementary students.
2,785 words (approx. 11.1 pages), 2 sources, MLA, $ 83.95
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Abstract
This paper considers the problem of low math scores for American elementary students and looks at how there are considerable differences between Chinese and American teachers and how these differences account for the poor performance of American students. It also analyzes how the problem goes beyond the teachers themselves, with the base cause being the American approach to mathematics.
Outline
Possible Explanations for Low Math Scores
Comparing Elementary Mathematics Teachers
The Problem with American Mathematics
Conclusion
From the Paper
"Ma argues that the American approach to teaching mathematics is based on teaching procedurally, not conceptually. According to Ma mathematics is approached as a collection of facts and rules where mathematics means following set procedures step-by-step to arrive at answers. This American approach appears to be a correct definition of how mathematics is seen. Unlike subjects like English and geography, the emphasis is not on understanding, but on remembering. Students do not have to know why a certain number is the area of a shape. Instead, all they have to do is remember the formula for calculating the area."
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Credit Scores, 2007.
This paper discusses credit scores and how they affect our lives.
852 words (approx. 3.4 pages), 5 sources, MLA, $ 30.95
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Abstract
The paper describes how our credit ratings affect everything from insurance premiums to the interest rates we are offered on loans and deposits required for certain services. The paper explains that a credit score is simply a numerical ranking between 300 and 850 that financial institutions assign to an individual's credit report. This information is then statistically ranked to determine how likely that individual will be to repay credit. The paper discusses how credit scores are established, how they are utilized and what components are considered.
From the Paper
"Susan's insurance carrier sent her a renewal quote for her automobile policy, which she had held with them for several years at the same rate. Susan had never had an accident or even a speeding ticket, so she was quite surprised to see that her premiums had increased substantially since her last bill! She called the insurer to find out what the source of the increase was, thinking it could be a clerical error, and found out that the financial difficulties with late payments and large debt she had experienced the previous year had been factored into establishing her car insurance cost. Susan was shocked to find out that her financial issues had affected her insurance prices, even though she had never been late in paying a premium nor had any claims on her policy!"
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Glass's Film Scores, 2004.
An analysis of two of American composer Philip Glass' film scores.
920 words (approx. 3.7 pages), 4 sources, MLA, $ 31.95
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Abstract
This paper examines two of American composer Philip Glass' film scores, those that he wrote for Errol Morris's 1988 "A Thin Blue Line" and for Godfrey Reggio's 1982 "Koyaanisqatsi." It also looks at Glass' minimalist technique.
From the Paper
"For a composer always designated as a minimalist, Philip Glass has created a number of surprisingly sensuous film scores. While these scores are certainly in a technical sense minimalist in the sense that Glass relies very little on traditional Western ..."
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Poverty and Standardized Test Scores, 2005.
An analysis of the effects of poverty on standardized test scores.
1,575 words (approx. 6.3 pages), 3 sources, $ 62.95
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Abstract
This paper looks at the effects of poverty on standardized testing and education in general. It looks at how there are many causes and effects of poverty, and many other factors to be considered when taking poverty into account in analyzing test scores. Some of the other factors include race, state of the schools, teacher availability, overcrowding and the inferior conditions of the school buildings. The paper determines that overall poverty has a negative effect on education and testing.
From the Paper
"When you think of kids who score extremely well on high-stakes tests like the California Achievement Test, the SAT, and others, do you think of poor non-white children in overpopulated run-down inner-city schools with insufficient books and supplies and a harried, underpaid, under-appreciated teacher? No. It is not actually surprising to learn that standardized test scores are lower in areas with lower incomes and higher poverty rates. It does not take a National Merit Scholar to understand that "bad" schools do not produce many academic overachievers, but the complexity of the issue might not be so readily apparent. The overwhelmingly negative effects of poverty on standardized test scores result from a variety of sources, ranging from the school facilities and supplies, to the teachers, to the parents, to the surrounding environmental factors, all of which are tied up in issues of race, economics, corporations and politics."
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SAT Scores and Family Income, 2007.
This paper illustrates how the higher the family income, the higher the SAT test scores.
1,438 words (approx. 5.8 pages), 8 sources, MLA, $ 47.95
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Abstract
The paper argues that students from affluent families are far more likely to have achievement-focused home environments than students from families where incomes are modest or very low. The paper relates how parents of wealth send their children to better, private schools, often in the race to keep up with their exclusive society. The paper examines the interesting African-American vs. Caucasian-American dynamics and the regional differences in SAT scores. The paper also notes the misleading use of SAT data that can provide unreliable statistics.
From the Paper
"There are many sets of data that show higher levels of family income - and higher education levels in families, which directly relate to income - result in higher SAT scores for that family's children. Those will be presented in this paper. But first, as to the question of why I think the way I do, and what my argument is, it has been my observation that students from families of affluence are far more likely to have achievement-focused home environments than students from families where incomes are modest or very low."
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Improving Test Scores through Student Online Engagement, 2008.
An overview of a project to improve test scores through student online engagement.
4,136 words (approx. 16.5 pages), 13 sources, APA, $ 110.95
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Abstract
The paper discusses a program in which its main goal was to increase state standardized test scores in math and language arts. The paper states that this goal would be accomplished through a new school policy that required all students to engage in coursework and participate in online classes.
Outline:
Description of the Community
The Work Setting
The Teacher's Role
Problem Statement
Problem Documentation
Causative Analysis
Relationship of the Problem to Literature
Anticipated Outcomes and Evaluation Instruments
Solution Strategy
Results
From the Paper
"This school is an internet based school that has been in operation for five years. The students complete all of their course assignments through the use of a computer with a high speed internet connection that is set up within their home. Some students work on a desk top computer and others work on a lap top computer. The students are sent all of their necessary school supplies such as paper, printer ink, calculators and other things through the mail via UPS from the main school office."
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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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