The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
A THESIS - Assessment of the Levels of Study Skills of Computer Engineering S...Ange Alcantara
This document presents a study conducted by students at the Polytechnic University of the Philippines on the study skills of first and second year computer engineering students. It provides background information on the university and its goals. The study aims to assess students' levels of skills related to concentration, time management, note taking, test preparation and reading. It describes the input-process-output theoretical framework and conceptual framework used. The study seeks to understand students' demographic profiles and skill levels, and determine if relationships exist between profiles and skills. It discusses the scope, limitations and significance of the study. Finally, it reviews related literature on developing good study habits.
This document is a thesis proposal submitted to the Surigao del Sur State University-Cagwait Campus by four students - Angelito T. Pera, Anabelle C. Pontevedra, Eladio A. Denzo, Jr., and Ronaldo P. Delmonte, Jr. - for their Bachelor of Science in Industrial Technology degree. The proposal is for developing an E-Library Management System for the Cagwait Campus using Visual Basic. It includes an introduction to the problem, objectives to develop a computerized system to improve library processes and services, a literature review on related studies of electronic resources and library management systems, and the scope and definition of terms for the study.
The study examined the common problems faced by freshmen students at the University of the Visayas. Through surveys, the researchers found that the top problems were financial/money issues, difficulty balancing work and studies, depression from being away from home, and lack of interest in certain subjects. The researchers aimed to identify ways to help students overcome these challenges in order to encourage them in their studies and build self-confidence.
This document provides an introduction, rationale, theoretical background and statement of the problem for a thesis that examines the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, it:
1) Discusses poor performance on international math assessments and declining math education in the Philippines.
2) Presents literature showing a relationship between non-cognitive factors like study habits and attitudes on academic performance.
3) Introduces a conceptual framework examining the extent of pupil interest and study habits as inputs and their correlation to mathematics achievement as outputs.
4) Aims to determine the correlation between pupil interest, study habits, and achievement in mathematics for grades 4-6.
factors affecting boarding,non-boarding and transient boarding education stud...rica mahinay
This study examines factors that affect the academic performance of boarding, non-boarding, and transient boarding teacher education students. It investigates the demographic profiles and factors like parental influence, time management, health, peers, and distractions. The study aims to determine if there are significant differences in the extent of factors between student groups and their academic performance. Respondents were 297 students from Central Philippines State University in the 2012-2013 academic year, comprising 190 boarding students, 99 non-boarding students, and 8 transient boarding students.
The document summarizes a study that assessed the writing proficiency of 20 junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University in the 2012-2013 school year. The students were given a writing proficiency test and their essays were rated based on criteria like mechanics, content, grammar, vocabulary, and organization. The results showed that 15 of the 20 students demonstrated an advanced level of writing proficiency. Specifically, 11 students were found to have advanced proficiency while 5 students were rated as superior. Tables with the ratings given by 3 professors on the students' mechanics, content, organization, vocabulary, and grammar are also included.
This chapter outlines the research methodology used in the study. It describes the descriptive survey research design used to assess the socio-demographic profiles and career choices of senior high school students. It also describes the population and sample, which consisted of senior high school students from a particular school. A researcher-developed questionnaire was used to collect data on student profiles and career preferences. Data gathering procedures and the statistical analysis of the data collected, including frequencies, percentages, means, and correlations, are also described.
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
This document provides background information and outlines the research methodology for a study investigating the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, the study aims to determine if there are significant relationships between pupils' mathematics achievement and their interest and study habits. The study will survey grade 4-6 pupils at a school to understand their interest levels, study habits, and mathematics achievement. The results could help administrators, teachers, and students identify factors influencing mathematics performance and guide future educational programs and strategies. The study is limited to one school during the second quarter of the 2017-2018 school year.
This chapter introduces the importance of mathematics in daily life and careers. It discusses how students often find mathematics boring and difficult to understand. The chapter also presents background information on factors that can influence students' mathematics performance, such as attitudes, engagement, instructional methods, and beliefs about intelligence. The theoretical framework outlines theories about fixed versus growth mindsets. The conceptual framework shows how student-related factors, teacher-related factors, and mathematics performance are related. The statement of the problem indicates the study aims to determine the relationship between these factors and performance for students at a particular university.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
The document summarizes a study on diversity and differentiated instruction in the American education system. The study involved 28 participants, including 6 preservice teachers who were interviewed. Participants learned about ethnography and conducted observations in schools and communities to understand different cultures. Through discussions and reflection papers, participants examined their own cultural beliefs and how their views shifted as they became more informed about other cultures. The study found that teachers who were more informed about cultures were better able to develop diverse teaching styles.
Environmental influence on academic performance of secondary school students ...Alexander Decker
This document discusses how environmental factors influence the academic performance of secondary school students in Port Harcourt, Nigeria. It finds that performance is affected by factors like the school environment, home background, technology use, and the relationship between teachers and students. Specifically, it notes that improper maintenance of school facilities, noisy school locations, large family sizes, and overreliance on the internet for schoolwork can negatively impact student achievement. The document recommends improving school upkeep, fostering positive teacher-student interactions, and changing how technology is used in learning.
SHS Thesis ICT- “THE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PR...JohnPhillipMedina
Qualitative Research
Part 1 of the Research Paper;
“THE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PRESENTATION)ON THE TEACHING LEARNING PROCESS OF SENIOR HIGH SCHOOL STUDENTS OF COLLEGE FOR RESEARCH AND TECHNOLOGY OF CABANATUAN CITY, NUEVA ECIJA FOR THE ACADEMIC YEAR 2016-2017”
-Research Adviser Mark Francisco
- John Phillip M. Medina
This document discusses several factors that can influence student academic performance based on a review of related literature. It discusses internal classroom factors like student competence, class size, and external factors like family problems. It also discusses how social interaction plays an important role in cognitive development according to Vygotsky. Several studies found attendance has a positive correlation with performance, though a causal relationship cannot be determined. Physical activity is important for health and may positively impact classroom behavior and performance. Emotions and motivation also influence learning.
STUDY HABITS AND ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTSThiyagu K
The main aim of the study is to find out the relationship between the study habits and academic achievement of ninth standard students. Survey method is employed for this study. The investigator has randomly chosen 210 ninth standard students for the study. The investigator has used the standardized tool for the study habits variable. The investigator has used the some of the statistical calculation for analyzing the data. The findings of the study are (1) there is no significant difference in the mean scores of study habits of ninth standard students with respect to their gender, locality and residency. And there is significant difference in the mean scores of study habits of ninth standard students with respect to their type of school. There is significant difference in the mean scores of academic achievement of ninth standard students with respect to their locality, type of management and residency. There is no significant relationship between study habits and academic achievement of ninth standard students with respect to their gender, locality and residency.
The document discusses theoretical frameworks for deterring academic misconduct. It outlines theories such as rational choice theory, neutralization theory, and situational action theory. Rational choice theory views academic dishonesty as a decision students make by weighing costs and benefits. Neutralization theory suggests students can rationalize misconduct without damage to self-esteem. Situational action theory emphasizes both the opportunity and intention to cheat influence misconduct. The document recommends reducing opportunities to cheat and increasing education on integrity to prevent misconduct based on these theories.
A Study of Some Socio Psychological Factors of Cheating in Examination Among ...Gabriel Ken
Cases of cheating have been widely reported in media and educational journals. This study examined why students cheat in examination and the students cheating behaviours.
The document provides an introduction to a study that aims to determine the factors affecting career preferences among senior high school students. It discusses the background and context of the problem, which includes various socioeconomic, political, and financial crises faced by the country. It then states the objectives and scope of the study, which are to identify the key factors influencing students' career choices, such as their socio-demographic characteristics, top three career interests, and preferences related to childhood aspirations, family, peers, values and anticipated challenges. The theoretical framework draws from Donald Super's theory of vocational development and David Tiedeman's self-development approach to career decision-making.
The document summarizes data from an experiment correlating scores on two intelligence tests:
1) The Advance Figure Intelligence Scale (AFIS) which measured participants' (N=129) non-verbal intelligence scores (X).
2) The SRA Non-Verbal Test which measured participants' non-verbal intelligence scores (Y).
It provides the total sums of X scores, Y scores, X squared scores, Y squared scores, and the product of X and Y scores.
This document summarizes the key points of a study about parents' reactions to the implementation of the K-12 education program in the Philippines. The study aims to understand parents' sources of information about K-12, their positive and negative perceptions of the program's rationale and impact on students' welfare, and any problems they foresee. The study is focused on parents of 7th grade students at Sta. Maria High School in Iriga City and will provide insights for students, teachers, administrators and policymakers.
This chapter presents the analysis and results of a study of 200 psychology students at PUP. It includes tables on the demographic profile of respondents and effects of technological development on their socialization, self-esteem, and school performance. It also analyzes whether there is a correlation between technological developments of cellular phones and changes in respondents' behavior.
This document discusses a research paper that examines factors related to dropouts and performance of students enrolled in the Civic Welfare Training Service (CWTS) program at Laguna State Polytechnic University - San Pablo City Campus for the 2010-2011 academic year. The study aims to understand the profile of CWTS students, their performance levels, and how different factors like teaching methodologies, student attitudes, and schedules influence dropout rates. The findings could help improve the CWTS program and reduce dropout risks for at-risk students.
Final thesis presented december 2009 march 2010Lumbad 1989
This document is a thesis presented by Joanna April De Leon Lumbad to the faculty of St. Scholastica's College in Manila for the degree of Bachelor of Science in Interior Design. The thesis explores defining the Filipino cultural identity through Filipino avant-garde in performing arts theaters. It discusses the history of performing arts theaters and Philippine theater. Through interviews with theater experts and observations of existing theaters, the thesis examines how theater design has adapted over time to different influences and seeks to determine if an avant-garde concept can help establish a uniquely Filipino style.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
The document summarizes the findings, conclusions, and recommendations of a study on the impact of cellphone technological developments on adolescent behavior. Key findings include: most respondents were female aged 16-17; technological developments affected socialization for 64.67% of respondents and self-esteem for 55.63%; and 42.67% said it affected school performance. The conclusion is that adolescent behavior is correlated with cellphone technology changes and impacts socialization, self-esteem, and school performance. The recommendation is that parents/guardians should be aware of fast technology changes and professors should advise students to limit cellphone use during class.
This 3 sentence document summary examines factors that influence career preferences of senior high school students at Eulogio "Amang" Rodriguez Vocational High School. The thesis proposal was presented to Research I at Polytechnic University of the Philippines in Manila in partial fulfillment of requirements for a Bachelor of Science in Psychology degree with a major in Clinical Psychology.
The document discusses the effects of bullying. It defines bullying and describes the different types, including emotional, verbal, and physical abuse. It also outlines some of the negative consequences of bullying for both the bully and the victim. Bullies are more likely to engage in criminal behavior later in life, while victims may experience depression, anxiety, and low self-esteem that impacts their school performance. The causes of bullying behavior are complex, but some characteristics of children who bully include a lack of empathy, pushing limits, and an ability to justify their actions.
The document discusses two non-verbal intelligence tests, the SON-R 2.5-7 and SON-R 5.5-17, which were developed to fairly assess children's intelligence without requiring language skills. It provides the history and characteristics of the tests, including administration details, dimensions measured, subtests, and standardizations in multiple countries. Research shows the SON tests reliably measure intelligence and are less culturally biased than verbal tests.
This document is a research paper that examines teachers' performance and related factors across different colleges at Laguna State Polytechnic University in the Philippines. It outlines the background of the study, statement of the problem, significance of the study, scope and limitations, conceptual framework, and hypotheses. Specifically, it aims to understand the profile of teachers, their perceived commitment, subject knowledge, teaching strategies, and management of learning, as well as the relationship between these factors and teacher performance.
This document provides an overview of a study on the effects of bullying among high school students. It includes an introduction to bullying, a literature review on the topic, and an outline of the study's methodology. The study aims to understand the profile of bullied students, identify the causes and effects of bullying, and make recommendations. It will use a descriptive research method and questionnaire to collect data from high school students in Cauayan City, Isabela, Philippines. The results of the study seek to help students, parents, and educators address the issue of bullying.
Raphael Ray L. Perez is applying for the open Human Resource Officer position at Well Construction Group. He has over 3 years of experience working in human resources and recruitment at IBM Corporation. Prior to that, he gained clinical experience working at a hospital after graduating with a degree in Clinical Psychology. He is requesting an interview for the open position.
This chapter presents and analyzes data collected from 200 psychology students at PUP regarding the effects of technological developments in cellular phones on adolescent behavior. Several key findings are reported:
1) Most respondents were aged 16-17 and female.
2) Over 60% of respondents said cellphone technology increased their socialization through texting, calling friends, and social networks.
3) Around 55% of respondents said technology affected their self-esteem positively or negatively depending on their phone model.
4) Approximately 43% of respondents felt technology like apps helped their studies instead of going to the library.
5) A perfect positive correlation was found between technological developments and behavioral changes in respondents.
The document describes the methodology used in a study about local tourist perceptions of Filipino tour guides. A survey was conducted of 50 tourists visiting Fort Santiago in Intramuros, Manila. The majority of respondents were married female tourists. Data was collected through questionnaires and interviews to gather information about respondent demographics and perceptions. The responses were analyzed using statistical methods like frequencies, percentages, weighted means, rankings, and t-tests.
This document presents a proposed thesis that will assess the level of awareness and acceptance of the human papillomavirus (HPV) vaccine among female call center agents. The introduction provides background on HPV and the need to increase vaccination rates. The study will examine awareness levels of physiological and psychological symptoms of HPV. Survey data will be collected from call center agents and statistically analyzed to determine awareness levels. Based on the results, the researcher aims to formulate an instructional plan to increase awareness of HPV vaccination.
The document discusses factors that influence students' career preferences and decisions. It outlines several challenges facing the country as well as theories on career development. The study aims to determine what influences the career preferences of senior high school students in San Pablo City, including childhood aspirations, family/peer influences, and job demand factors. It also examines how students' backgrounds, such as gender, age, parents' education and jobs, and socioeconomic status relate to their preferences. The theoretical framework is Donald Super's theory of career development over the lifespan.
This chapter discusses the presentation, analysis, and interpretation of data in a research paper. It explains that data should be presented in chronological order through statistical tables and graphs, textual presentation, and interpretation or inferences. The chapter focuses on guidelines for tabular presentation, including constructing tables with titles, numbers, headings, bodies, and notes. It also discusses graphical presentation of data through common graphs like bar graphs, line graphs, circle graphs, pictograms, and map graphs. The chapter notes that textual presentation involves using statements with numbers to describe data and supplement tables and graphs. It concludes that interpretation should follow each table and include conditions, possible causes, possible effects, and comparisons to previous studies.
This document defines and provides examples of various psychological instruments used for measurement and evaluation, including intelligence tests, aptitude tests, and personality tests. It discusses the definition and uses of intelligence tests and aptitude tests, and provides examples of specific intelligence tests like the Stanford-Binet Intelligence Test, Wechsler Intelligence Scales, and Raven's Progressive Matrices. It also covers the definition of aptitude, uses of aptitude tests, and an example of the General Aptitude Test Battery.
This document summarizes a research paper on whether bilingualism can delay the onset of dementia. The paper includes an introduction discussing historical beliefs about bilingualism, a literature review on current research, and a description of the research process and findings. It concludes that studies have found bilingualism is associated with delayed onset of dementia symptoms, even for those who became bilingual later in life. The paper includes references to support the conclusions.
This document summarizes research on whether bilingualism can delay the onset of dementia. Some studies have found that bilingualism may help delay dementia symptoms by strengthening cognitive reserves and enhancing executive function. Bilingual individuals have shown a 4-5 year delay in dementia diagnosis compared to monolinguals. However, more research is still needed to determine if bilingualism is truly protective against dementia, or if social and lifestyle factors are contributing instead. The relationship between bilingualism and dementia remains an area of ongoing study.
CHAPTER 8Adult Intelligence Sketch of a Theory and Applications.docxchristinemaritza
CHAPTER 8
Adult Intelligence: Sketch of a Theory and Applications to Learning and Education
Phillip L. Ackerman
University of Minnesota
OVERVIEW
Intelligence theory and assessment methods have traditionally been aimed at predicting academic success. As such, efforts during the early part of this century first focused on predicting the school success of children and young adolescents (for a review, see Ackerman, 1996). Around World War I, intelligence test content was extended upward—to allow for testing of young and middle-aged adults. As the educational establishment embraced intelligence testing, postsecondary institutions increasingly relied on the use of tests for selection of college and university applicants, starting in the 1920s. Today’s college entrance tests, such as the Scholastic Assessment Tests (SAT) and the American College Testing Program (ACT), show a significant resemblance to the adult intelligence tests of the 1920s. Although these procedures may be useful predictors of college success for young adults, they fail to take account of the differences between child/adolescent intelligence and adult intelligence. A perspective of intelligence that focuses on knowledge as a key ingredient of adult intelligence is presented in this chapter. By moving away from the traditional process-oriented conceptualization of intelligence to a knowledge-oriented conceptualization, many aspects of adult intellectual development can be considered, especially in the context of learning and education for adults. Such a shift in emphasis provides a basis for considering other aspects of the adult learner, such as personality, interests, and motivational skills—and provides a framework for an integrated view of adult development, learning, and education.
In this chapter, I first discuss the differences between child and adult intelligence, as a contrast between process and knowledge components of intellect. Next, a discussion is presented of relations between intelligence and personality, interests, and motivational skills. Putting all of these components together provides for a perspective on adult development that stands in contrast to the traditional view of intellectual decline with increasing age. Finally, some implications of the knowledge-based perspective for adult education and learning are presented.
REVIEW OF DISTINCTION BETWEEN CHILD AND ADULT INTELLIGENCE
Intelligence as Process?
When the first modern procedures were devised for assessing intelligence, Binet and Simon (1905) distinguished between two different approaches, which they called the psychological and pedagogical methods. The psychological method, which they adopted for assessment of children, was specifically oriented toward aspects of intelligence that were believed to be less influenced by cultural privilege—namely memory, reasoning, following directions, and so on. Most of the measures that were developed to assess intelligence were thus process measures. Later developmen ...
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
This document discusses how to differentiate instruction using technology to meet the needs of diverse students. It describes differentiated instruction and universal design for learning approaches. The GAME plan framework is introduced for setting goals, taking action, monitoring understanding, and evaluating learning. The use of technology, such as audiobooks or alternative assignments, allows flexibility. Learning profiles can help identify students' strengths using Gardner's multiple intelligences. Assistive technology is defined and its importance discussed, ranging from low-tech to high-tech devices. Equitable access to technology and understanding student culture are important considerations.
Karen Claire G. Punla submitted her portfolio to Mr. Dominic Sunga on December 09, 2022. The portfolio includes her resume, teaching philosophy, goals, values, interests, coursework, and significant learnings. Her significant learnings cover topics on learning theories, intelligence theories, memory models, brain lateralization, forgetting curves, motivation, emotions, learning styles, diversity, and learner participation. The portfolio aims to demonstrate Karen's qualifications and preparation to facilitate learner-centered teaching.
This document discusses nonverbal tests of intelligence and provides guidance on their appropriate use. It notes that nonverbal tests may provide a more valid estimate of intellectual functioning for students from diverse cultural or linguistic backgrounds compared to verbal tests. The document answers common questions about selecting tests, interpreting discrepancies between verbal and nonverbal scores, and how other professionals contribute to the evaluation process. Specific nonverbal intelligence tests that are discussed include the C-TONI, UNIT, RPM, Leiter-Revised, and selected subtests of the KABC-II.
The document discusses several theories of intelligence, including Spearman's two-factor theory, Sternberg's triarchic theory, and Gardner's theory of multiple intelligences. It also covers early intelligence tests developed by Binet, Simon, and Wechsler. Intelligence is defined as the ability to learn, remember information, apply concepts, and adapt behaviors. Theories view intelligence as consisting of general and specific factors, or involving components of experiential, componential, and contextual intelligence.
This study evaluated the Tools of the Mind curriculum, which focuses on developing executive function and self-regulation in kindergarteners, and its impact on academic and neurocognitive outcomes. The cluster randomized controlled trial involved 759 children in 12 districts over two years. It found that children using the Tools curriculum saw improvements in executive function task performance, inhibitory control, and academic abilities compared to the control group. The greatest gains were seen in high-poverty schools, where higher cortisol levels also indicated better stress response regulation. The implications are that executive function and self-regulation training can help close achievement gaps and promote well-being, and should be a greater educational priority, especially for children facing adversity.
The document discusses preparing students for 21st century skills and careers through enhancing cognitive skills using brain research. It highlights the need to develop skills like critical thinking, collaboration, and adaptability. Interventions aimed at children from lower socioeconomic backgrounds use neuroimaging to understand vulnerable neural systems and show that early enrichment can protect and enhance these systems, improving language, cognition, and attention. Ongoing studies continue to explore how education can be improved based on neuroscience evidence to reduce achievement gaps.
This document discusses the Georgia Alternative Assessment (GAA), an alternative portfolio-based test for students with significant cognitive disabilities in Georgia. The GAA was developed by Georgia educators through a committee process to assess special education students on grade-level standards and include them in school accountability assessments. Details are provided about student populations that may need a focus on daily living skills rather than strict grade-level standards, challenges teachers face in implementing the GAA, and that more instructional materials are needed to support students with significant cognitive disabilities.
1) The document discusses different types of intelligence tests, focusing on the Standard Progressive Matrices (SPM), a non-verbal intelligence test.
2) The SPM consists of diagrammatic puzzles with a missing part that must be identified, intended to measure intellectual ability across ages, education levels, and cultures.
3) It contains 60 problems divided into 5 sets of 12 puzzles each, with the problems progressively becoming more difficult to assess a person's capacity for abstract reasoning.
The document discusses theories of intelligence and cognitive development from an information processing perspective. It describes 3 key theories:
1) Sternberg's triarchic theory proposes intelligence involves information processing skills, experience with tasks, and ability to adapt to contexts.
2) Gardner's theory of multiple intelligences suggests there are 8 types of intelligence including linguistic, logical-mathematical, and interpersonal.
3) The factor analytic approach proposes intelligence involves a general factor (g) and specific factors (s) related to particular tasks. Intelligence testing aims to predict performance but can only infer capacity from tests.
Chapter 4 Individual Variations, by John Santrock.pptVATHVARY
Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
personality and temperament.
Essential Skills: Critical Thinking For College Studentsnoblex1
The document discusses critical thinking instruction and assessment. It notes that while critical thinking skills can be taught, studies demonstrating their efficacy face practical challenges. It advocates teaching thinking as specific skills like evaluating assumptions and analyzing relationships. When skills are taught for transfer across domains with feedback, they do transfer. The document also discusses developing valid, meaningful and cost-effective ways to assess critical thinking skills. Large randomized controlled trials are needed but also present difficulties; alternative evidence like meta-analyses should also be considered. Strong causal evidence of thinking skills instruction improving performance does exist from some large trials.
Intelligence can be summarized in 3 sentences:
Intelligence refers to an individual's ability to adapt, learn, reason, and understand their environment. There are many theories about the nature of intelligence, including that it consists of general cognitive abilities as well as more specific abilities like linguistic, spatial, and interpersonal skills. Intelligence is measured through standardized tests that assess abilities related to problem-solving, learning, and adapting to new situations.
Similar to Advance figure intelligence scale (almost done) (20)
This document appears to be an intelligence test consisting of 5 sets of figures (A, B, C, D, E) with 40 questions total. The participant is asked to provide identifying information and the test is timed. Their raw score and percentile are calculated after completion.
Tourism involves travel for leisure purposes outside one's usual environment. The document discusses various tourism products and destinations in the Central Philippines, including national parks, beaches, diving, festivals, and urban attractions. It provides details on popular destinations like Boracay island, Siargao island, and Samal island, which are known for their white sand beaches. It also mentions resorts, hot springs, and waterfalls that offer swimming and relaxation activities beyond beaches.
The document summarizes a study that administered Raven's Standard Progressive Matrices (SPM) to 608 individuals aged 17-65 from four communities in Serbia. It found that on average participants solved 48 of 60 matrices, equivalent to an IQ of 93 based on American norms from 1993, or an estimated IQ of 88 after adjusting for differences in norms over time and populations. There were no significant differences found between Muslims and Christians or males and females in the sample. The study aims to further examine IQ scores in the Balkan region and Serbia based on previous research finding lower average IQs there compared to other parts of Europe.
This document summarizes a research paper that presents two algorithms for solving Raven's Progressive Matrices tests visually without propositional representations. The paper introduces the Raven's test and existing computational accounts that use propositions. It then describes two new algorithms called "Affine" and "Fractal" that use visual representations and similarity-preserving transformations to solve the problems. The paper analyzes the performance of the algorithms on all 60 problems from the Standard Progressive Matrices test and finds they perform best on problems requiring visual/spatial skills and less on verbal problems.
Raven's Progressive Matrices are multiple choice intelligence tests that assess abstract reasoning. Developed in 1936 by John Raven, the tests present patterns in matrices and ask test takers to identify the missing item to complete the pattern. There are three versions for different ability levels: Standard, Coloured, and Advanced. The tests measure two main components of general intelligence: eductive ability to think clearly and make sense of complexity, and reproductive ability to store and reproduce information. Studies have found individuals with autism spectrum disorders can score higher on Raven's tests compared to other tests.
1) A study was conducted to determine if using trimetric pictorials instead of isometric pictorials on the Purdue Spatial Visualization Test would be a more sensitive predictor of spatial visualization ability. Undergraduate students completed computer versions of the original PSVT, a revised PSVT with trimetrics, and the Mental Rotations Test.
2) Analysis found no significant differences in scores between the original and revised PSVT. However, students completed the revised PSVT significantly faster than the original, suggesting trimetrics may provide a more accurate assessment of spatial ability.
3) Correlations between the PSVT and MRT were strong, supporting the tests as valid measures of the same spatial construct.
This document summarizes key concepts from a chapter about intelligence:
- It describes different theories of intelligence including general intelligence (g) proposed by Spearman, multiple intelligences proposed by Thurstone and Gardner, and emotional intelligence.
- It discusses intelligence testing and controversies, such as whether intelligence is a single ability or made up of multiple abilities. It also discusses research locating intelligence in the brain.
- The document summarizes different views of intelligence including general intelligence (g), multiple intelligences, emotional intelligence, and intelligence as proposed by theorists like Spearman, Thurstone, Gardner, and Sternberg.
This study investigated the relationship between pupillary responses on a visual backward masking task and scores on the SAT, a measure of general cognitive ability. In the backward masking task, participants had to identify which of two lines was longer after it was briefly presented and then masked by overlying lines. Pupillary responses were analyzed to isolate components reflecting attention to the target line versus the mask. The researchers hypothesized that higher SAT scores would correlate with better target identification and less pupillary response to the irrelevant mask. They found that a late pupillary response component reflecting attention to the mask accounted for unique variance in SAT scores beyond other factors, supporting the idea that more cognitively able individuals process information more efficiently.
This document discusses the construction and verification of norms for Raven's Progressive Matrices Test using a sample of students in La Plata, Argentina. It finds an increase in scores over time, known as the Flynn Effect, when compared to previous norms from 1964. It also finds differences in mean scores between age groups, education types, and for students in a Fine Arts program. The goals were to update the norms for the test using local data and compare results to previous norms and between demographic groups.
The document contains 10 tables that present data on the demographic profile and behaviors of psychology students from PUP regarding their age, sex, responses to questions about technological development and behavioral changes, and the relationship between technological changes and student behavior. Key findings include:
- Most students were ages 16-17 and female.
- Responses varied on questions about technological development and behavioral changes.
- Correlation analysis found a perfect negative relationship between technological development and one set of behavioral change responses, and a perfect positive relationship between technological development and another set of behavioral change responses.
The document discusses the impact of technological developments in cellular phones on the behavior of adolescents. It provides background on the evolution of cellular phones and their increasing popularity and features. Studies discussed found that adolescents use cell phones to socialize but it can negatively impact their school performance by decreasing time spent on assignments and increasing risk of cheating. The conceptual framework shows how curiosity, needs, and conformity influence adolescents' phone use and how it affects their behavior.
This document provides contact information for Psychological Extension Evaluation Research Services, including two clinic addresses in Quezon City and Lipa City in the Philippines, telephone and fax numbers for the Quezon City clinic, a cell phone number, and an email address. It lists the street addresses, cities, postal code, and contact details for the psychology services organization.
A psychologist is requesting that Mr. Amado Mayocan Kalaw attend an appointment on March 2nd at 1:00pm for psychological testing and an interview. This is in relation to a civil case filed by Ms. Palmyra Masigan-Kalaw for the nullity of her marriage to Mr. Kalaw on the grounds of psychological incapacity. Ms. Kalaw has already undergone psychological testing on January 24th for evaluation purposes. Contact information is provided if Mr. Kalaw needs to reschedule.
The document provides instructions for building a mousetrap car as a physics project for students. It discusses the basic design of using a candy box as a chassis and attaching wheels and a mousetrap motor. Students are instructed to create blueprints, test non-powered prototypes, then add the mousetrap spring as a power source to power the car along a 5 meter track. Tips are provided on leveraging the mousetrap spring for maximum efficiency and distance.
More from Polytechnic University of the Philippines (19)
How to Avoid Learning the Linux-Kernel Memory ModelScyllaDB
The Linux-kernel memory model (LKMM) is a powerful tool for developing highly concurrent Linux-kernel code, but it also has a steep learning curve. Wouldn't it be great to get most of LKMM's benefits without the learning curve?
This talk will describe how to do exactly that by using the standard Linux-kernel APIs (locking, reference counting, RCU) along with a simple rules of thumb, thus gaining most of LKMM's power with less learning. And the full LKMM is always there when you need it!
AI_dev Europe 2024 - From OpenAI to Opensource AIRaphaël Semeteys
Navigating Between Commercial Ownership and Collaborative Openness
This presentation explores the evolution of generative AI, highlighting the trajectories of various models such as GPT-4, and examining the dynamics between commercial interests and the ethics of open collaboration. We offer an in-depth analysis of the levels of openness of different language models, assessing various components and aspects, and exploring how the (de)centralization of computing power and technology could shape the future of AI research and development. Additionally, we explore concrete examples like LLaMA and its descendants, as well as other open and collaborative projects, which illustrate the diversity and creativity in the field, while navigating the complex waters of intellectual property and licensing.
Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Em...Erasmo Purificato
Slide of the tutorial entitled "Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Emerging Trends" held at UMAP'24: 32nd ACM Conference on User Modeling, Adaptation and Personalization (July 1, 2024 | Cagliari, Italy)
Interaction Latency: Square's User-Centric Mobile Performance MetricScyllaDB
Mobile performance metrics often take inspiration from the backend world and measure resource usage (CPU usage, memory usage, etc) and workload durations (how long a piece of code takes to run).
However, mobile apps are used by humans and the app performance directly impacts their experience, so we should primarily track user-centric mobile performance metrics. Following the lead of tech giants, the mobile industry at large is now adopting the tracking of app launch time and smoothness (jank during motion).
At Square, our customers spend most of their time in the app long after it's launched, and they don't scroll much, so app launch time and smoothness aren't critical metrics. What should we track instead?
This talk will introduce you to Interaction Latency, a user-centric mobile performance metric inspired from the Web Vital metric Interaction to Next Paint"" (web.dev/inp). We'll go over why apps need to track this, how to properly implement its tracking (it's tricky!), how to aggregate this metric and what thresholds you should target.
How Netflix Builds High Performance Applications at Global ScaleScyllaDB
We all want to build applications that are blazingly fast. We also want to scale them to users all over the world. Can the two happen together? Can users in the slowest of environments also get a fast experience? Learn how we do this at Netflix: how we understand every user's needs and preferences and build high performance applications that work for every user, every time.
Are you interested in dipping your toes in the cloud native observability waters, but as an engineer you are not sure where to get started with tracing problems through your microservices and application landscapes on Kubernetes? Then this is the session for you, where we take you on your first steps in an active open-source project that offers a buffet of languages, challenges, and opportunities for getting started with telemetry data.
The project is called openTelemetry, but before diving into the specifics, we’ll start with de-mystifying key concepts and terms such as observability, telemetry, instrumentation, cardinality, percentile to lay a foundation. After understanding the nuts and bolts of observability and distributed traces, we’ll explore the openTelemetry community; its Special Interest Groups (SIGs), repositories, and how to become not only an end-user, but possibly a contributor.We will wrap up with an overview of the components in this project, such as the Collector, the OpenTelemetry protocol (OTLP), its APIs, and its SDKs.
Attendees will leave with an understanding of key observability concepts, become grounded in distributed tracing terminology, be aware of the components of openTelemetry, and know how to take their first steps to an open-source contribution!
Key Takeaways: Open source, vendor neutral instrumentation is an exciting new reality as the industry standardizes on openTelemetry for observability. OpenTelemetry is on a mission to enable effective observability by making high-quality, portable telemetry ubiquitous. The world of observability and monitoring today has a steep learning curve and in order to achieve ubiquity, the project would benefit from growing our contributor community.
Video traffic on the Internet is constantly growing; networked multimedia applications consume a predominant share of the available Internet bandwidth. A major technical breakthrough and enabler in multimedia systems research and of industrial networked multimedia services certainly was the HTTP Adaptive Streaming (HAS) technique. This resulted in the standardization of MPEG Dynamic Adaptive Streaming over HTTP (MPEG-DASH) which, together with HTTP Live Streaming (HLS), is widely used for multimedia delivery in today’s networks. Existing challenges in multimedia systems research deal with the trade-off between (i) the ever-increasing content complexity, (ii) various requirements with respect to time (most importantly, latency), and (iii) quality of experience (QoE). Optimizing towards one aspect usually negatively impacts at least one of the other two aspects if not both. This situation sets the stage for our research work in the ATHENA Christian Doppler (CD) Laboratory (Adaptive Streaming over HTTP and Emerging Networked Multimedia Services; https://athena.itec.aau.at/), jointly funded by public sources and industry. In this talk, we will present selected novel approaches and research results of the first year of the ATHENA CD Lab’s operation. We will highlight HAS-related research on (i) multimedia content provisioning (machine learning for video encoding); (ii) multimedia content delivery (support of edge processing and virtualized network functions for video networking); (iii) multimedia content consumption and end-to-end aspects (player-triggered segment retransmissions to improve video playout quality); and (iv) novel QoE investigations (adaptive point cloud streaming). We will also put the work into the context of international multimedia systems research.
Coordinate Systems in FME 101 - Webinar SlidesSafe Software
If you’ve ever had to analyze a map or GPS data, chances are you’ve encountered and even worked with coordinate systems. As historical data continually updates through GPS, understanding coordinate systems is increasingly crucial. However, not everyone knows why they exist or how to effectively use them for data-driven insights.
During this webinar, you’ll learn exactly what coordinate systems are and how you can use FME to maintain and transform your data’s coordinate systems in an easy-to-digest way, accurately representing the geographical space that it exists within. During this webinar, you will have the chance to:
- Enhance Your Understanding: Gain a clear overview of what coordinate systems are and their value
- Learn Practical Applications: Why we need datams and projections, plus units between coordinate systems
- Maximize with FME: Understand how FME handles coordinate systems, including a brief summary of the 3 main reprojectors
- Custom Coordinate Systems: Learn how to work with FME and coordinate systems beyond what is natively supported
- Look Ahead: Gain insights into where FME is headed with coordinate systems in the future
Don’t miss the opportunity to improve the value you receive from your coordinate system data, ultimately allowing you to streamline your data analysis and maximize your time. See you there!
Sustainability requires ingenuity and stewardship. Did you know Pigging Solutions pigging systems help you achieve your sustainable manufacturing goals AND provide rapid return on investment.
How? Our systems recover over 99% of product in transfer piping. Recovering trapped product from transfer lines that would otherwise become flush-waste, means you can increase batch yields and eliminate flush waste. From raw materials to finished product, if you can pump it, we can pig it.
Implementations of Fused Deposition Modeling in real worldEmerging Tech
The presentation showcases the diverse real-world applications of Fused Deposition Modeling (FDM) across multiple industries:
1. **Manufacturing**: FDM is utilized in manufacturing for rapid prototyping, creating custom tools and fixtures, and producing functional end-use parts. Companies leverage its cost-effectiveness and flexibility to streamline production processes.
2. **Medical**: In the medical field, FDM is used to create patient-specific anatomical models, surgical guides, and prosthetics. Its ability to produce precise and biocompatible parts supports advancements in personalized healthcare solutions.
3. **Education**: FDM plays a crucial role in education by enabling students to learn about design and engineering through hands-on 3D printing projects. It promotes innovation and practical skill development in STEM disciplines.
4. **Science**: Researchers use FDM to prototype equipment for scientific experiments, build custom laboratory tools, and create models for visualization and testing purposes. It facilitates rapid iteration and customization in scientific endeavors.
5. **Automotive**: Automotive manufacturers employ FDM for prototyping vehicle components, tooling for assembly lines, and customized parts. It speeds up the design validation process and enhances efficiency in automotive engineering.
6. **Consumer Electronics**: FDM is utilized in consumer electronics for designing and prototyping product enclosures, casings, and internal components. It enables rapid iteration and customization to meet evolving consumer demands.
7. **Robotics**: Robotics engineers leverage FDM to prototype robot parts, create lightweight and durable components, and customize robot designs for specific applications. It supports innovation and optimization in robotic systems.
8. **Aerospace**: In aerospace, FDM is used to manufacture lightweight parts, complex geometries, and prototypes of aircraft components. It contributes to cost reduction, faster production cycles, and weight savings in aerospace engineering.
9. **Architecture**: Architects utilize FDM for creating detailed architectural models, prototypes of building components, and intricate designs. It aids in visualizing concepts, testing structural integrity, and communicating design ideas effectively.
Each industry example demonstrates how FDM enhances innovation, accelerates product development, and addresses specific challenges through advanced manufacturing capabilities.
INDIAN AIR FORCE FIGHTER PLANES LIST.pdfjackson110191
These fighter aircraft have uses outside of traditional combat situations. They are essential in defending India's territorial integrity, averting dangers, and delivering aid to those in need during natural calamities. Additionally, the IAF improves its interoperability and fortifies international military alliances by working together and conducting joint exercises with other air forces.
Blockchain and Cyber Defense Strategies in new genre timesanupriti
Explore robust defense strategies at the intersection of blockchain technology and cybersecurity. This presentation delves into proactive measures and innovative approaches to safeguarding blockchain networks against evolving cyber threats. Discover how secure blockchain implementations can enhance resilience, protect data integrity, and ensure trust in digital transactions. Gain insights into cutting-edge security protocols and best practices essential for mitigating risks in the blockchain ecosystem.
How RPA Help in the Transportation and Logistics Industry.pptxSynapseIndia
Revolutionize your transportation processes with our cutting-edge RPA software. Automate repetitive tasks, reduce costs, and enhance efficiency in the logistics sector with our advanced solutions.
Are you interested in learning about creating an attractive website? Here it is! Take part in the challenge that will broaden your knowledge about creating cool websites! Don't miss this opportunity, only in "Redesign Challenge"!
GDG Cloud Southlake #34: Neatsun Ziv: Automating AppsecJames Anderson
The lecture titled "Automating AppSec" delves into the critical challenges associated with manual application security (AppSec) processes and outlines strategic approaches for incorporating automation to enhance efficiency, accuracy, and scalability. The lecture is structured to highlight the inherent difficulties in traditional AppSec practices, emphasizing the labor-intensive triage of issues, the complexity of identifying responsible owners for security flaws, and the challenges of implementing security checks within CI/CD pipelines. Furthermore, it provides actionable insights on automating these processes to not only mitigate these pains but also to enable a more proactive and scalable security posture within development cycles.
The Pains of Manual AppSec:
This section will explore the time-consuming and error-prone nature of manually triaging security issues, including the difficulty of prioritizing vulnerabilities based on their actual risk to the organization. It will also discuss the challenges in determining ownership for remediation tasks, a process often complicated by cross-functional teams and microservices architectures. Additionally, the inefficiencies of manual checks within CI/CD gates will be examined, highlighting how they can delay deployments and introduce security risks.
Automating CI/CD Gates:
Here, the focus shifts to the automation of security within the CI/CD pipelines. The lecture will cover methods to seamlessly integrate security tools that automatically scan for vulnerabilities as part of the build process, thereby ensuring that security is a core component of the development lifecycle. Strategies for configuring automated gates that can block or flag builds based on the severity of detected issues will be discussed, ensuring that only secure code progresses through the pipeline.
Triaging Issues with Automation:
This segment addresses how automation can be leveraged to intelligently triage and prioritize security issues. It will cover technologies and methodologies for automatically assessing the context and potential impact of vulnerabilities, facilitating quicker and more accurate decision-making. The use of automated alerting and reporting mechanisms to ensure the right stakeholders are informed in a timely manner will also be discussed.
Identifying Ownership Automatically:
Automating the process of identifying who owns the responsibility for fixing specific security issues is critical for efficient remediation. This part of the lecture will explore tools and practices for mapping vulnerabilities to code owners, leveraging version control and project management tools.
Three Tips to Scale the Shift Left Program:
Finally, the lecture will offer three practical tips for organizations looking to scale their Shift Left security programs. These will include recommendations on fostering a security culture within development teams, employing DevSecOps principles to integrate security throughout the development
In this follow-up session on knowledge and prompt engineering, we will explore structured prompting, chain of thought prompting, iterative prompting, prompt optimization, emotional language prompts, and the inclusion of user signals and industry-specific data to enhance LLM performance.
Join EIS Founder & CEO Seth Earley and special guest Nick Usborne, Copywriter, Trainer, and Speaker, as they delve into these methodologies to improve AI-driven knowledge processes for employees and customers alike.
this resume for sadika shaikh bca studentSadikaShaikh7
I am a dedicated BCA student with a strong foundation in web technologies, including PHP and MySQL. I have hands-on experience in Java and Python, and a solid understanding of data structures. My technical skills are complemented by my ability to learn quickly and adapt to new challenges in the ever-evolving field of computer science.
The Rise of Supernetwork Data Intensive ComputingLarry Smarr
Invited Remote Lecture to SC21
The International Conference for High Performance Computing, Networking, Storage, and Analysis
St. Louis, Missouri
November 18, 2021
1. ADVANCE FIGURE INTELLIGENCE SCALE (AFIS)<br />CHAPTER I – The Test and Its Setting<br /> IntroductionIndividuals have different focused cognitive abilities. Such as when high school student is more aligned to Science subject (such as relying on observation, formulating hypothesis, predictions, and experimentation). But there is a tendency to decrease attention and concentration on the other field of subjects like English or Mathematics which might lead into extinction. When these are all mastered, it may induce conflicts that consumed time and effort, thinking what must be the first to prioritize. <br />Ethnic groups (such as Aetas, Mangyans, Igorots, etc.) are not familiar with the changes occurred on industrialized environment like the development of cellular phones, computers, or even improvement on vehicles. This is the fact that their cultural background was followed from descendants and passes through next generation. Their lifestyle was quite simple and traditional; from the house made from nipa hut; the use of charcoal as a source of heat; and their practical ability to search for food without relying money. Also, ethnic groups have their own way of teaching their children, despite big differences in the languages used by other nationalities. <br />The following mentioned factors were made because of intelligence. Intelligence is the whole term used to describe a property of the mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn. No one in this world has not gifted by intelligence because without this, he or she cannot comprehend ideas, unable to solve problems, and cannot survive in everyday life. The problem arises if there’s inadequacy on some abilities. Some high school students and ethnic groups have language and comprehension problems that made them difficult to understand and some formed faulty verbal communication. In order to minimize the impact of language skills and cultural bias, a non-verbal intelligence test known as Advance Figure Intelligence Scale (AFIS) is an instrument used the innate ability of an individual on how he thinks quickly in a given situation as well as to reason out abstractly.<br />The Advance Figure Intelligence Scale is adapted from Dr. John C. Raven’s “Raven’s Progressive Matrices”. This is an intelligence scale designed to cover the widest possible range of mental ability and to be equally useful with persons of all ages, whatever their education, nationality, or physical conditions. This scale is also developed to provide a reliable estimate of a person’s capacity to think clearly when allowed to work steady at his or her own speed from the beginning to the end without interruption. It covers the whole range of intellectual development from the time a child is able to grasp the idea of finding a missing piece to complete a pattern to the levels of ability required to form comparison and reason by analogy.<br />The purpose of this paper is to develop and form test norms or scales. The test, unlike any others, is made for individuals in school settings (elementary, high school, college levels), psychodiagnosis in clinical settings, as well as intellectual assessment on industrial settings. The test was concerned about individuals innate on how he thinks quickly in a given situation as well as to reason out abstractly.<br /> Purpose and Objectives
2. The Advance Figure Intelligence Scale was constructed to measure the intelligence of an individual. Furthermore the test aimed to:
3. Help students determine their I. Q. Level. Those who have obtained high I.Q. does not emphasize intellectual superiority, but rather for the assessment of their logical thinking. Additionally, teachers or professors must develop special activities or programs that will enable the student to improve his or her problem solving ability in a logical manner.
4. Serve as psychodiagnosis in clinical setting, to determine the intellectual capacity of a client or patient who has mental and behavioral problems.
5. Help the human resource officer or managers to identify the best productive employees, by determining their logical ability. A person who thinks logically can solve problems in a more accurate manner.
6. Significance of the Study:Results of this study therefore can guide:<br />Students. In helping them to determine their I.Q level by the use of this test.
7. Teachers. This will give them the basic information regarding the logical intelligence of their students.
8. Future Researchers. For the other researchers who are planning to conduct a study, this may guide them in doing research works and help them obtain other information that they will be needed.1.4. Conceptual Paradigm<br />Advance Figure Intelligence Scale<br />John RavenRaymond CattellCharles Spearman<br />Standard Progressive MatricesFluid Intelligence TheoryGeneral Intelligence Factor Theory<br /> Conceptual FrameworkThe AFIS was based on Dr. John C. Raven’s “Standard Progressive Matrices; General Intelligence Factor (g factor) Theory by Charles Spearman and Fluid Intelligence Theory developed by Raymond Cattell in relation to the test constructed.<br />John Raven constructed this test on this theoretical basis. There follows a brief description of its main characteristics: <br />• It is a test of intellectual capacity, of general mental ability. <br />• It is a factor test, it evaluates the component of the G factor, the eductive capacity, i.e. <br />to make sense out of confusion, to shape variables, to go beyond that which is given or obvious. <br />• It is a non-verbal test. <br />• It is a multiple choice test. <br />• It is a test of multiple choice lacunar matrices. The individual’s task is to complete series of drawings in which the last drawing is missing, selecting the appropriate one from a range of possible choices. <br />General Intelligence Factor Theory attempt to quantify the mental ability underlying results of various tests of cognitive ability. This model provides framework in which all variations in intelligence test scores are explained by two factors: first, a factor specific to an individual mental task: the individual abilities that would make a person more skilled at a specific cognitive task; and second a general factor g that governs performance on all cognitive tasks. <br />Fluid intelligence is the ability to reason quickly and to think abstractly. This type of intelligence tends to decline during late adulthood. This type of g factor involves our current ability to reason and deal with complex information around us, crystallized intelligence involves learning, knowledge and skills that are acquired over a lifetime.<br />In conclusion, these theories are helpful for understanding and predicting how individual comprehend the figures as a whole and think complexity more than what he had achieve on present cognition.<br />1.6. Review of Related Literature<br />1.6.1. Foreign Literature<br /> The technical assistance paper (TAP) provides an introduction to the field of nonverbal assessment of intelligence followed by questions and answers that are relevant to the topic. Specifically, it elaborates on the clinical decision to use nonverbal tests of intelligence for students who may have economic, cultural, or language/communication issues that could introduce significant error to the full scale IQ scores obtained with many comprehensive tests. It is strongly suggested, however, that the principles and recommendations embedded in this technical assistance paper be considered best practice in evaluation and be applied on an individual bases with all students who are being evaluated.Introduction <br />Nonverbal intellectual assessment is the process of assessing the construct of intelligence without placing receptive or expressive language demands on either the examinee or the examiner (McCallum, Bracken & Wasserman, 2001). Most of these tests were designed to measure general cognition without the confounding effect of language ability; they are not designed to be tests of a construct such as “nonverbal intelligence” (DeThorne & Schaefer, 2004). Ideally, verbal test directions and spoken responses should not be required during the administration of a nonverbal test. It should be noted that a measure of intelligence (verbal, nonverbal, or a combination of both) is only one factor used in the determination of a disability under the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). For students suspected of having a disability, the evaluation should be a comprehensive assessment and may or may not include a standardized test of intelligence. Depending on the specific areas of concern prompting the referral, a comprehensive assessment might include but is not limited to an evaluation of adaptive behavior, a social-developmental history, and an assessment of current academic functioning. Multiple sources of data should be explored by including input from parents, teachers, and others who know the student well. Finally, multiple methods for gathering data should be included in any broad-based assessment. These methods for obtaining information include observations, interviews, review of records, and formal and informal tests. <br />Purpose<br />This TAP is designed to assist Florida school districts in conducting appropriate assessments with students who are struggling learners and in meeting the needs of exceptional students. It is intended to provide guidance in determining the supports and services necessary to meet the academic, social, and cognitive goals of these students and has been developed through a review of professional literature; consultation with experts in the fields of language deficiencies, intellectual assessment, and mentally handicapping conditions; and input from school district personnel in exceptional student education and school psychology. <br />Questions and Answers <br />How do I decide which test of intelligence, if any, is appropriate for a given student?<br />The psychometric properties (validity and reliability) of a test are important factors to consider. Information on validity and reliability should be available through the published technical manuals accompanying each test. The psychometric strengths and weaknesses of a given test should be evaluated thoroughly before a decision is made to administer it for data collection or eligibility consideration. An examiner deciding which test to administer should ensure to the greatest extent possible that the sample of students used in the norming of the test reflects the age, grade, ethnicity, and other critical features of the student being evaluated. Finally, a student’s English language proficiency as well as his or her cultural background should be considered when deciding the type of intellectual assessment tool to administer (i.e., language free or language-reduced or language-loaded). <br />2. Are test selection procedures different for a student from a racial or ethnic minority group than for a student with an English language deficiency or a language-processing deficit? <br />No. The process for test selection should not vary, but the choice of the test actually used in a comprehensive assessment may be different based on the presenting characteristics of the student. Research indicates that the type of intellectual measure used can influence the rate of exceptional education eligibility for certain racial/ethnic groups (Macmillan et al., 1998). In all cases, if a language-loaded test would introduce bias to the assessment results, then the data should not be interpreted as a unitary construct representing the student’s overall intellectual functioning. This is not to suggest that the data should be ignored. All results should be interpreted within the context of the student and the learning environment in which he or she is expected to achieve and progress. <br />3. In evaluating students with English language deficiencies or ethnic differences, how might results differ between a broad-based intellectual evaluation (assessing both verbal and nonverbal abilities) and those from a nonverbal assessment? <br />Most tests are designed to measure general intelligence. Similar to the response for the previous question, if a student has a language deficiency, scores generated from tests that require verbal activity from both the examiner and the examinee may introduce more error to the overall estimate of intelligence than nonverbal tests. In other words, if a language-loaded test is administered to a student with suspected language difficulties (language-processing disorder, English as a second language, limited English proficiency, poor articulation, or cultural differences that could impact a student’s communication skills) and the results fall outside normal limits, it is imperative that the examiner review all possible explanations for the discrepancy before drawing conclusions about the student’s level of cognitive functioning. In some cases, the global IQ score attained for a student may significantly under-represent his or her intellectual capacity because of specific language processing and communication deficits or cultural and environmental experiences and opportunities. When assessed using a nonverbal measure of intelligence, this same student may achieve substantially higher scores that more appropriately reflect his or her level of functioning. <br />4. Which test results should be used when a significant discrepancy exists between the verbal and the non-verbal scores? <br />The individual responsible for conducting the assessment should use his or her professional judgment regarding which test results are most representative of the student’s current level of intellectual functioning and identify which variables, if any, have skewed the outcome data. Evaluators, including school psychologists; ESE, LEP, and ESOL teachers; and speech/ language pathologists, should consult with each other to explore various hypotheses about inconsistent test results before drawing conclusions about the student’s capacity in the learning environment. <br />Since in some cases there may be a greater error factor in verbal subtests, direct comparisons between verbal and nonverbal tests may be misleading. Verbal tests given to students with limited English proficiency, for example, can have value as baseline estimates and should not automatically be excluded from an assessment battery. As always, the staffing team should review all relevant data available for a particular student before making decisions about eligibility for special education services. In some cases, additional, more focused assessment may be required for consideration in the problem-solving process.<br />5. How do the racial/ethnic or linguistic characteristics of the examiner affect the performance of the examinee? <br />Research to date has not supported the existence of a systematic effect of the race/ethnicity of the examiner on test performance of students from similar or different racial/ethnic groups. However, if the language of the examiner is difficult for the student to understand or vice-versa, the results of an evaluation that is language-loaded may be compromised. Nonverbal measures may be the most appropriate choice under these circumstances. <br />The ability to develop and maintain rapport is considered more important than the ethnic or language characteristics of the examiner per se. When testing students who are deaf or hearing-impaired, it is important that the examiner accurately assess his or her own communication skills (i.e., sign language) and the skills of the student (i.e., total language approach) and employ the expertise of a qualified interpreter if needed. Similar practice is recommended when assessing a student who has limited English proficiency. In some situations, either a translator should be present or, ideally, a bilingual psychologist should administer the assessment. This is particularly important if conclusions regarding the student’s intellectual functioning will be drawn from a comprehensive test (verbal and nonverbal) that requires language skills in which the student is deficit or impaired. <br />6. How might performance on verbal and nonverbal intellectual evaluations differ for a student who has a language processing deficiency but is English speaking? <br />Language impairments may impact a student’s performance on a test where receptive and/or expressive language skills are measured. A student with a language processing deficiency will likely score less well on tasks on an intelligence test that requires receptive language skills and in some cases, expressive language skills. If an eligibility team were to place too much emphasis on the overall results (full scale or global score) of a comprehensive test of intelligence without considering the impact the language deficiency had on the student’s performance, the interpretation may significantly underestimate the student’s current level of functioning. <br />Some districts in Florida compare a student’s IQ score with the results of a language assessment to determine if a significant difference in performance exists (one or more standard deviations). Other districts look at how language scores compare to a normative mean, and still other districts may choose to compare language scores with the results of an intellectual screening test. Specific policy is defined in the district special programs and procedures manual; however, regardless of local practice, if the results of an intellectual screening measure are of questionable validity, the student should be referred to the school-based, problem-solving team (child study team, student support team) to determine if further assessment is necessary. While districts have some autonomy in defining their own practices, it is best practice to review all of the available data to determine if patterns of performance emerge with both standardized assessment and authentic, cur-riculum-based assessment. Please refer to the technical assistance paper, “The Use of Part Scores with Tests of Intelligence,” for more specific information on this issue. <br />7. How do personnel other than the school psychologist (i.e., speech/language pathologist, ESE teachers, LEP teachers, and ESOL teachers) contribute to the problem-solving process as it relates to ESE eligibility for students with English language concerns? <br />There are many assessment and intervention specialists who can provide unique information to the problem-solving team. For example, an ESOL teacher may provide insight about the cultural variables that can affect student outcomes and can offer guidance as to when an assessment should be administered in the student’s first language. Exceptional and general education teachers may offer the team functional achievement data and recommend appropriate intervention strategies based on the student’s learning profile. These interventions can provide information regarding the student’s rate of learning and skill acquisition when evidence-based instruction is provided with consistency and integrity. For students whose academic functioning may be compromised by a lack of exposure to such instruction, this response to intervention (RtI) method of measuring growth can be data-rich and exceedingly important in determining eligibility for ESE services. In addition, speech/language pathologists provide insight regarding a student’s capacity to process language effectively and efficiently. This type of collaboration designed to identify the primary area of need for the student and generate specific interventions is more effective than analyzing and interpreting test results in isolation.<br />Appendix A<br />Specific Assessment Tools Used in Nonverbal Assessment of Intelligence<br />The Comprehensive Test of Nonverbal Intelligence (C-TONI), the Universal Nonverbal Intelligence Test (UNIT), and the Raven’s Progressive Matrices (RPM) are examples of tests of intelligence that are administered in a nonverbal manner. With the exception of a few subtests, the Leiter-Revised is also primarily a nonverbal measure as is the Kaufman Assessment Battery for Children-II (KABC-II) when administering the nonverbal subtests using the pantomimed administration specified by the test authors. These tests are different from instruments that are language-reduced tests where examinees must understand spoken test directions in order to attempt the required tasks, even if those tasks do not require a verbal response from the examinee. As do all assessment tools, nonverbal tests vary on important characteristics including comprehensiveness, psychometric quality, representation of diverse groups in the standardization sample, and appropriateness for individual or group administration. <br />In addition, nonverbal tests may be classified as unidimensional or multidimensional. Unidimensional tests are those that use progressive matrices to measure a narrow aspect of intelligence. The Test of Nonverbal Intelligence-third edition (TONI-III), C-TONI, Naglieri Nonverbal Ability Test (NNAT), and RPM are all unidimensional tests. In contrast, it is suggested that multidimensional tests are more comprehensive and assess a broader range of cognitive skills such as attention, memory, and reasoning. The UNIT and Leiter-R are typically considered multidimensional tests; however, interpretation of extended cognitive skills from the assessment results should be corroborated with other supporting data. <br />1.6.2. Foreign Studies<br />T. J. Branoff (1999) provides a study to determine the effectiveness of using trimetric pictorials instead of isometric pictorials on the Purdue Spatial Visualization Test - Visualization of Rotations. Undergraduate students enrolled in Graphic Communications courses completed computer versions of the PSVT and the Mental Rotations Test (Vandenberg & Kuse, 1978) during the first six weeks of classes. The instruments were used to record student responses and response times as well as information on gender, current major, and number of previous graphics courses completed. The control group completed the original version of the PSVT (isometric pictorials) and the MRT. The experimental group completed a revised version of the PSVT (trimetric pictorials) and the MRT. The researcher hypothesized that trimetric pictorials would be a more sensitive predictor of spatial visualization. <br />Based on the statistical analyses, it appears that the revised PSVT is as good a measure of spatial visualization ability as the original PSVT. Based on exit interviews with some of the students, the trimetric pictorials used in the revised PSVT seemed to eliminate confusion on the last several items that typically occurred with the isometric pictorials. If the instrument is suppose to evaluate a person's ability to mentally rotate objects, other tasks that hinder a person's ability to do this (i.e. trying to determine the object's shape when confused by accidental or coincidental edges) only call into question the validity of the test. The differences in response times between the original and revised versions of the PSVT suggest that students took more time with the isometric pictorials than with the trimetric pictorials.<br />F. R. Morgan (1990) study discusses the relationship between bilingualism and mental development of bilingual children. After a review of the relevant literature, a specific study is described. The linguistic background of 648 children from 29 schools, age 10 through 12 inclusive, was measured with the Welsh Linguistic Background Scale. General intelligence was assessed with three nonverbal tests: Raven's Progressive Matrices, Daniel's Figure Reasoning Test and the Non-Verbal Test No. 2 of the National Foundation for Educational Research. Objectives were to: (1) determine which of the nonverbal tests was the most independent of linguistic background and hence most suitable for intelligence testing in mixed language areas, and (2) describe the relationship between linguistic background and test scores. Conclusions are that: (1) none of the tests used is completely suitable for evaluating Welsh-speaking children if the results are to be compared with those of English-speaking children; (2) Welsh-dominant bilingual children scored consistently lower than English-dominant children; (3) a correlation exists between test performance and degree of bilingualism; (4) the location of a community accentuates the influence of bilingualism; (5) occupational levels and socioeconomic status must be considered when interpreting test scores; and (6) Raven's Progressive Matrices is the most independent test. (CLK)<br />1.7. Definition of Terms<br />The following terms are used in this test construction which is defined technically or operationally:<br />Cognitive Abilities / Cognition - refers to a faculty for the processing of information, applying knowledge, and changing preferences.<br />Cultural Bias - is the phenomenon of interpreting and judging phenomena by standards inherent to one's own culture.<br />Non-Verbal Intelligence - it is the ability to analyze information and solve problems using visual, or hands-on reasoning.<br />Verbal Communication – also known as Oral Communication. Oral communication includes discussion, speeches, presentations, interpersonal communication and many other varieties. In face to face communication the body language and voice tonality plays a significant role and may have a greater impact on the listener than the intended content of the spoken words.<br />Intelligence Quotient (IQ) - is a measure of relative intelligence determined by a standardized test.<br />Crystallized Intelligence - can be defined as quot;
the extent to which a person has absorbed the content of culture. It is the ability to use skills, knowledge, and experience. It should not be equated with memory or knowledge, but it does rely on accessing information from long-term memory.<br />7. Psychodiagnosis - Any of various methods used to discover the factors that underlie behavior, especially maladjusted or abnormal behavior. It is the branch of clinical psychology that emphasizes the use of psychological tests and techniques for assessing mental illness.<br />Norms - A designated standard of average performance of people of a given age, background, etc.<br />Stimulus - are energy patterns which are registered by the senses.<br />1.8. Scope and Delimitations of the Test<br />The AFIS was first developed with 200 items and each set consists of 40 items (Set A, B, C, D, and E). The test was conducted at the Polytechnic University of the Philippines – Main Campus located in Anonas St. , Sta Mesa, Manila. The test was administered on April 16, 2011 among 130 freshmen accountancy students (20 % of the 654 total population of Freshmen Accountancy students).<br />The AFIS was constructed to determine the innate logical ability of an individual without the aid of language and formal education. Researchers used Simple Random Sampling in conducting the test. Simple Random Sampling is a subset of a frame, or of an associated population, chosen in such a fashion that every possible subset of like size has an equal chance of being selected ( J. Birion & E. De Jose, 2000).<br />1.9. Test Development<br />The name of test, particularly the term “Advance Figure” was based on different figures which have different forms and varies from each other. The scale gradually increases its difficulty from easy, average, and difficult level by which the examiner would attempt to succeed from each item. In this process, it will measure his/her intellectual capacity to think critically, problem solving ability, and innate logical ability.<br />Each item of the scale was first drawn based on the pattern of figures on Raven’s Progressive Matrices. Several revisions were made due to technical problems; mostly blurred items are automatically rejected because it cannot be answered clearly by the examiner. Researchers constructed 200 items with 40 items for each sets A, B, C, D, and E for item analysis and face validation. <br />The researchers were consulted some professionals regarding the validity of the scale. However, the scale cannot be corrected by face validation and so they suggested that the scale must undergone pilot testing and treated by item analysis in order to determine the easy, average, and difficult items. <br />AFIS was conducted at the Polytechnic University of the Philippines – Main Campus to 130 Freshmen Accountancy Students on April 16, 2011. Researchers presented a letter of permission to Accountancy professors from each section, which is undersigned by the test construction adviser, Prof. Corazon C. Constantino.<br />Due to financial shortage, instead of giving the whole test booklet to each examiner, the researchers asked cooperation from the students and change their sitting arrangement for five rows. This five rows represented as five sets of the test (for example, for first row – SET A, second row – SET B, and so on). Each set of the test has an alloted time of 20 minutes and covered the whole test fo 60 minutes (1 hour). After sets of the test were finished, each row was passed the whole test booklet into another row in a clockwise direction (for example, for first row – SET B, second row – SET C, and so on). Researchers were observed that the student got exhausted in answering the test, particular sets C, D, and E and they had given refreshments to ease their mental fatigue. After this test, SRA – Nonverbal Test was conducted to the accountancy students for the correlation of the AFIS. This non-verbal test is a standardized test consist of 48 items which the examiner will identify the different pattern among figures with alloted time of 30 minutes.<br />The researchers, then collected the answer sheets and checked their answers. These data are tallied with the aid of columnar pad for item analysis and split- half reliability. Item analysis were helped the researchers and test validators in determining the items that are appropriate for examiner’s intellectual capacity and items that are accepted or rejected. After the tabulation of data, researchers presented a computerized form that was served as a first draft of item analysis. AFIS was validated by Prof. Luz Centeno and Prof. Cynthia Equiza and they observed that some items on Set A and Set B are rejected because of very easy questions that was obviously answered. After this, the test validators are recommended that each set of the test must be in 10 items with total of 50 items to avoid mental exhaustion to the examiners. Reseachers then consulted a technical specialist, specifically those who knowledgable in AUTOCAD for the final test questions of the AFIS.<br />1.10. Table of Specification (First Draft)<br />Test No.DescriptionKey LetterNo. of ItemsPercentageSet APattern AnalysisPA4020%Set BVisuo-Spatial FunctionsVSF4020%Set CClear Thinking and Keen ObservationCKO4020%Set DEductive AbilityEA4020%Set EReproductive AbilityRA4020%TOTAL200100%<br />1.11. Table of Specification – Second Draft (After Face Validation)<br />Test No.DescriptionKey LetterItems Nos.No. of ItemsPercentageSet APattern AnalysisPA15, 21, 22, 24, 25, 26, 28, 29, 33, 35, 37, 38, 39, 401410.69%Set BVisuo-Spatial FunctionsVSF3, 4, 5, 7, 8, 9, 12, 14, 15, 16, 17, 18, 19, 20, 25, 26, 34, 361813.74%Set CClear Thinking and Keen ObservationCKO7, 8, 10, 11, 12, 13, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 403022.9%Set DEductive AbilityEA1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 16, 17, 18, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 36, 37, 38, 39, 403627.48%Set EReproductive AbilityRA2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 30, 31, 333325.19%TOTAL131100%<br />1.13. Description of the Test<br />The Advance Figure Intelligence Scale (AFIS) is a non-verbal intelligence test to identify the individual’s innate logical ability, problem-solving, reasoning and critical thinking regardless of his or her academic achievement, cultural differences, and language discrepancies.<br />The test consist of five sets, with 10 lacunar matrices on each set. This sets has a significant functions, which are the following:<br /> <br />1. Pattern Analysis (Set A) – this is an abstract/visual reasoning indicates the examinee’s abilities to solve problems through reasoning, and to determine the logic behind patterns.<br />2. Visuo-Spatial Functions (Set B) – this subtest analyzes and understands space in two to three dimensions. It includes mental imagery and navigation, distance, and depth perception and visuo-spatial construction.<br />3. Clear Thinking and Keen Observation (Set C)<br />4. Eductive Ability (Set D) – this comprises new insights, perceive, and identify relationship, generate new largely non-verbal concepts which made it possible and to think clearly.<br />5. Reproductive Ability (Set E) – this subtest measures the ability to recall and use, a culture’s store of explicit, verbalized concepts.<br />1.14. Test Scoring<br />The scoring of AFIS can be corrected using a simple answer key. When the raw score was obtained, it has corresponding interpretation based on computed norms.<br />NORMSINTERPRETATION48-50Excellent44-47Superior38-43Above Average30-37Average20-29Below Average12-19Borderline6-11Moderate Low Intelligence3-5Low Intelligence1-2Extreme Low Intelligence<br />Excellent (48-50) – This person has a keen, concentrated, and very high problem solving ability in a short period of time. He is highly logical, critical thinker, and has an intact reasoning ability.<br />Superior (44-47) – This person is intellectually superior with highly logical in resolving difficulties of his situation, whether it is mental or emotional.<br />Above Average (38-43) – This person is well-focused and likes to solve problems in a logical manner. Oftentimes, his practical reasoning are not intact.<br />Average (30-37) – This person has an average logical thinking, and sustainable for problem-solving, However, he is distracted and lack focusness which consumes a lot of time.<br />Below Average (20-29) – This person is quite distrurbed with external stimuli and even with his situation, but logically strives to solve in a huge amount of time.<br />Borderline (12-19) – This person is relatively logical, but reasoning ability might be inaccurate.<br />Moderately Low Intelligence (6-11) – This person is moderately low in logical ability to solve difficult tasks and consumes huge amount of time. He can reasonably think, but have some doubts with his action.<br />Low Intelligence (3-5) – This person is unable to think logically and has gradual formulation of practical reasoning. He needs assistance from others to solve his tasks independently.<br />Extremely Low Intelligence (1-2) – This person totally lacks logical and critical thinking; problem-solving ,and practical reasoning.This person needs special treatment to improve his visual acuity or logical thinking.<br />1.15. Establishing Norms<br />Stanine Method
9. The researchers applied the stanine method to establish the norms of the scale. Stanine scale ( Murphy & Davidshofer, 1998) is a commonly used statistical means of interpreting scores and is dependent on the assumption that the measured trait is distributed normally in the general population, so that a graphic representation of the distribution would closely approximate the so-termed “bell-shaped curve.” In a normal raw-score distribution, the greatest number of cases is focused on the middle while the remaining cases are distributed symmetrically on either side, decreasing as the distance from the center becomes greater. It follows that, within the limits imposed by a particular raw-score distribution, transformed stanine scores can be expected to conform to the proportions of this normal curve with a permanent percent of cases falling within each of the nine classifications, as illustrated below:
10. Stanine ScaleFormula: s=N x P where: s = Stanine<br />N= Total Number of Respondents<br />P= Percentage<br />Computation For Stanine (in Tabulated Format)<br />Stanine 1 = N x P = 130 x .04 = 5.2Stanine 2 = N x P = 130 x .07 = 9.1Stanine 3 = N x P = 130 x .12 = 15.6Stanine 4 = N x P = 130 x .17 = 22.1Stanine 5 = N x P = 130 x .20 = 26Stanine 6 = N x P = 130 x .17 = 22.1Stanine 7 = N x P = 130 x .12 = 15.6Stanine 8 = N x P = 130 x .07 = 9.1Stanine 9 = N x P = 130 x .04 = 5.2<br />Data:<br />TheoreticalPercentage.04.07.12.17.20.17.12.07.04Stanine123456789N = 130Computed Stanine5.29.115.622.12622.115.69.15.2<br />THEORETICALPERCENTAGENORMSSTANINEINTERPRETATIONOF NORMS.04126-1309Excellent.07117-1258Superior.12101-1167Above Average.1779-1006Average.2053-785Below Average.1731-524Borderline.1215-303Moderately Low Intelligence.076-142Low Intelligence.041-51Extremely Low Intelligence<br />CHAPTER 2<br />ITEM ANALYSIS AND TEST RELIABILITY<br />2.1. Item Analysis<br />The item analysis is a basic and appropriate method that involves assessment of item difficulty, the percent of the group tested that answered the question correctly; and item discriminability and/or discrimination, how well the item distinguishes between the more knowledgeable and the less knowledgeable examinees. Thus, item analysis as a set of methods used to evaluate test items, is one of the most essential aspects of test construction (Kaplan and Saccuzzo, 2001). In short, the immediate purposes of an item analysis are thus to determine the difficulty and discriminability of each item.<br />The U – L Method<br />The researchers applied the U-L Method which is first developed by Stocklein (1957). The steps are described below: <br />Arrange N papers by score, placing the one with the highest score on top and continuing sequentially until the one with the lowest score is on the bottom.<br />Multiply N, the total number of tests, by 27 percent and round off the result to the nearest whole number; this number is represented by n.<br />Count off the n best papers from the top of the stack. This is the “high” group.<br />Count off the n poorest papers from the bottom of the stack. This is the “low” group.<br />Determine the proportion in the high group (PH) in which each item was answered correctly by dividing the number of correct answers for the high group by n; that is,<br /> number of correct answers <br /> PH = n<br />The same procedure for the low group to obtain PL for each item.<br /> 6.To obtain an item difficulty index, p (that is, the proportion of the total group in which each item was answered correctly) adds PH and PL and divides by 2: <br /> PH + PL <br /> P = 2<br />This must be interpreted with the chance level of the item in mind. For example, p = .5 for a two-option item that all examinees mark probably indicates little or no knowledge of the point tested. To obtain the significance of difficulty index, the interpretation was described below:<br />DIFFICULTY INDEXITEM EVALUATION.91 – 1.0 Very Easy Item.76 - .9 Easy Item.25 - .75 Average Item.10 - .24Difficulty Item.00 - .09Very Difficult Item<br /> <br />7. To obtain a measure of item discrimination (i.e., how well this item distinguished between the examinees who understand the content universe of the test well and those who do not), subtract PL from PH:<br />D = PH - PL<br /> Any item whose discrimination is being assessed also contributes a fraction of the total test score, which is the basis in the identification of the “high” and “low” groups. The degree of internal contamination due to the overlap of item with total test is influenced by test length, that is, the fewer items on the test, the greater the proportion each item contributes to the total score. This factor becomes serious only on very short test. Ebel’s rules of thumb are employed for interpreting item discrimination index values, more particularly, classroom tests are adapted and relevant to the description and contribution of an item to a test’s reliability, as described below:<br />INDEX OF DISCRIMINATIONITEM EVALUATION.40 and upVery Good Item.30 - .39Reasonably Good Item.20 – .29Marginal Item (Usually subject to improvement).19 - BelowPoor Item (To be rejected or revised)<br />2.1.2. Computation for Item Difficulty for AFIS (Tabulated Format)<br />ItemsSteps for Item Difficultyand Item Discrimination (SET A)1. Arrange the scores from highest to lowest 2. Identify and separate the upper 27% counting from the top (No. Of students from x .27)3. Identify and separate the lower 27% counting from the top)4. Find the 27% upper by dividing the total frequency for the right answer by the number of 27% of the examinees5.Find the 27% lower by dividing total frequency for the right answer by the number of 27% of the examinees.6. For item difficulty, add the result in the 27% upper and 27% lower and divide by 2.7. For item discrimination, subtract the results in the upper and lower 27%.1130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 13435 = 0.9735+3435 = 2130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3135 = 0.892335 = 0.6631+2335 =3130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 13235 = 0.9135+3235 =4130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.973235 = 0.9134+3235 =5130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3335 = 0.943035 = 0.8633+3035 =6130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 13235 = 0.9135+3235 =7130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.973335 = 0.9434+3335 =8130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 12935 = 0.8335+2935 =9130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 13035 = 0.8635+3035 =10130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 13335 = 0.9435+3335 =11130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.972935 = 0.8334+2935 =12130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 13035 = 0.8635+3035 =13130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 13035 = 0.8635+3035 =14130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 13235 = 0.9135+3235 =15130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3135 = 0.891635 = 0.4631+1635 =16130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3335 = 0.942335 = 0.6635 =17130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 12535 = 0.7135 =18130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 12735 = 0.7735 =19130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 12835 = 0.835 =20130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.972635 = 0.7435 =21130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3235 = 0.912135 = 0.635 =22130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 11935 = 0.5435 =23130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.972435 = 0.6935 =24130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 11635 = 0.4635 =25130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 11435 = 0.435 =26130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3335 = 0.941435 = 0.435 =27130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3135 = 0.893135 = 0.8935 =28130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 12035 = 0.5735 =29130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.971635 = 0.4635 =30130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.972935 = 0.8335 =31130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.972735 = 0.7735 =32130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.972635 = 0.7435 =33130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.971835 = 0.5135 =34130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 12635 = 0.7435 =35130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 11735 = 0.4935 =36130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students1735 = 0.491235 = 0.3435 =37130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3335 = 0.941635 = 0.4635 =38130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 11835 = 0.5135 =39130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3535 = 11635 = 0.4635 =40130 x .27 = 35.1 or 35 students130 x .27 = 35.1 or 35 students3435 = 0.972135 = 0.635 =<br /> Description of the TestThe Advance Figure Intelligence Scale (AFIS) was first developed with<br /> Description of the Test Taken
11. Sampling ProcessThe researchers were used the Simple Random Sampling as the sampling technique. In a simple random sample at a given size, all such subsets of the frame are given an equal probability. Each elements of the frame has an equal probability of selection as any other such pair. This minimizes bias and simplifies analysis of results. In particular, the variance between individual results within the sample is a good indicator of variance in the overall population, which makes it relatively easy to estimate the accuracy of results.<br />The test developers used the multiple-choices questionnaire method in collecting and organizing the data. Data are usually are usually collected through the use of survey, although sometimes researchers directly interviewed subjects. Researchers conducted the scale on the 130 Freshmen Accountancy Students of Polytechnic University of the Philippines. The 130 respondents were considered by multiplying the total population to 20 %.<br />Illustration:<br />N = 654 (Total Population of Freshmen Accountancy Students)<br />N x 20% = 654 x 20% = 130 Respondents<br /> Establishing NormsCHAPTER 2<br />ITEM ANALYSIS<br />2.1. <br />Computation for Item Analysis:<br />N = 130 (No. of Respondents)<br />Upper27 %Lower27%Difficulty IndexDiscrimination Index130 x .27 = 35. 1 ~ 35(32 respondents got the correct answer)To get its percentage, divide the respondents who got the correct answer (f) to the obtained 27% which is 35.U% = 3235 = 0.91130 x .27 = 35. 1 ~ 35(21 respondents got the correct answer)To get its percentage, divide the respondents who got the correct answer (f) to the obtained 27% which is 35.L% = 2135 = 0.6P= U+L2P= .91+.62P= .972P= 0.755 ~ 0.76 ( Easy Item)Di% = U – L= 0.91 – 0.6Di%= 0.31 (Reasonably Good Item)<br />Result of Item Analysis:<br />SET AItemNos.Upper27%(N=35)Lower27%(N=35)DifficultyIndexDiscriminationIndexDecisionf%f%Df%InterpretationDi%Interpretation2132.9121.6.76 Easy Item.31Reasonably Good Item<br />* The researchers used this type of format that would decided by the face valuators if an item is to be accepted or rejected regardless of the calculation achieve from difficulty index and discrimination index.<br />2.2. Pearson Product Moment Correlation Coefficient ( r )<br />1085850662305An interval / ratio measure of association indicating the existence, degree / or direction of relationship between variables. It is symbolized as r. The formula for the Pearson Product Moment r is illustrated below:<br /> <br />Where:<br />Nrepresents the number of pairs of data<br />∑denotes the summation of the items indicated<br />∑Xdenotes the sum of all X scores<br />∑X2indicates that each X score should be squared and then those squares summed<br />(∑X)2indicates that the X scores should be summed and the total squared. [avoid confusing ∑X2 (the sum of the X squared scores) and (∑X)2 (the square of the sum of the X scores]<br />∑Ydenotes the sum of all y-scores<br />∑Y2indicates that each Y score should be squared and then those squares summed<br />(∑Y)2indicates that the Y scores should be summed and the total squared<br />∑XYindicates that each X score should be first multiplied by its corresponding Y score and the product (XY) summed<br />Interpretation of r:<br />1 : Perfect Correlation0 : No Correlation<br />0.82 – 0.99 : Very High Correlation<br />0.60 – 0.79 : High Correlation<br />0.40 – 0.59 : Moderate Correlation<br />0.20 – 0.39 : Low Correlation<br />0.1 – 0.19 : Negligible (Very Low) Correlation<br />2.3. Computation of Pearson r of the Whole Test<br />GIVEN: (Based on the table illustrated in Chapter 2.6.1.1.)<br />N = 130∑Y = 8,976<br />∑X = 9, 763∑Y2 = 641, 890<br />∑X2 = 647, 963∑XY = 648, 811<br />Formula:<br />r = (130) (648, 811) – (9,763)(8,976)<br />130647,963-(9,763)2[130641,890-(8,976)2]<br />r =84,345,430 – 87,632,688<br />130647,963-(9,763)2[130641,890-(8,976)2]<br />r =- 3, 287, 258<br />84,235,190-95,361,169[83,445,700-80,568,576]<br />r =- 3, 287, 258<br />- 11, 125,979[2,877,124]<br />r =- 3, 287, 258<br />- 11, 125,979[2,877,124]<br />r =- 3, 287, 258<br />- 32,010, 212, 200,000<br />r =- 3, 287, 258<br />- 5, 567, 810. 64<br />r =0.59 (Moderate Correlation)<br />2.4. Item Analysis Summary<br />2.5. Final Table of Specification (After Item Analysis)<br />2.6. Test Reliability<br />2.6.1. Split – Half Method<br />To test the reliability of the Advance Figure Intelligence Scale (AFIS), the researcher made use of split-half reliability. Split-Half Method of Reliability is done by splitting the test into two, the odd numbered items as one, and the even numbered items as the other. The scores of the examinees on the odd-numbered items (X variable) are correlated with their scores on the even-numbered items (Y variable) through the Pearson Product-Moment Correlation. <br />To obtain the reliability of the entire test, a correction formula must be applied, which is the Spearman-Brown Prophecy Formula as follows:<br /> rtt = 2roe <br /> 1+roe<br /> where rtt = the reliability of the original test<br /> roe = the reliability obtained by<br /> correlating the scores on the odd<br /> items with the scores of the even<br />COMPUTATION:<br />Given:<br />roe = 0.59<br />rtt = 2 (0.59)<br /> 1 + 0.59<br />rtt = 1.18<br /> 1.59<br />rtt = 0.74<br />Methodology<br />Method of Collecting Data<br />Instrument Used<br />The test developers used the multiple-choices questionnaire method. The questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents.<br />Statistical Treatment<br />References:
12. Murphy, Kevin R. and Charles O. Davidshofer (1998). Psychological Testing: Principles and Applications. Fourth Edition. New Jersey: Upper Saddle River, Prentice Hall, Inc.Bureau of Exceptional Education and Student Services ( May, 2005). Technical Assistance Paper (TAP). 310 Blount Street, Suite 215 Tallahassee, Florida, USA.<br />Branoff, Theodore J. (1999). Spatial Visualization Measurement: A Modificationof the Purdue Spatial Visualization Test - Visualization of Rotations. Engineering Graphics Design Journal Vol. 64, No.2. North Carolina University, USA<br />http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED117959&ERICExtSearch_SearchType_0=no&accno=ED117959 , http://www.eric.ed.gov/PDFS/ED117959.pdf
13. Birion, Juan C. and De Jose, Elmer G (2000). Glossary of Statistical Terms for Statisticians, Researchers, and Beginners. Second Edition. Rex Printing Company, Inc.