Intelligence Test Project Resources

While working on your project try to stay true to your belief about intelligence. When creating your definition keep in mind that your end result is to assess your definition. This assessment should evaluate each individual taking the test to determine intelligence. Your test might include questions looking at different areas. The following websites have resources that may be helpful to you. You may use these as a reference:







http://www.intelligencetest.com/questions/index.htm
http://www.mensa.org/workout.php
http://www.quizrocket.com/intelligence-quiz
http://www.tea.state.tx.us/index3.aspx?id=44&menu_id=793


Multiple Intelligences:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm
http://www.howardgardner.com/FAQ/FREQUENTLY%20ASKED%20QUESTIONS%20Updated%20March%2009.pdf

Intelligence Test Project

Objective: Construct a psychological measurement that validly (and hopefully reliably) measures the intelligence of an individual. This test should assess intelligence defined by your group.


Requirements: (Things to include)
1. Name of your test, testing agency, group members.
2. Definition of intelligence. Your peers will be assessing if you were able to create an intelligence that that measures what you defined.
3. Norming population. What is your target population? How would you go about obtaining a representative sample for your target population? What procedures would you use to “norm” the test?
4. Administration procedure. How would the test be administered? Group? Individually? Are the directions to be read? What age group? ANY thing else that could be useful to individuals that would be administering the test. Are the administration guidelines clear?
5. Scoring procedure. How does the administrator score the test? Is there an IQ given? Is it a descriptive score? How are the results presented? And how does the administrator explain the results? Are the scoring guidelines clear?
6. Item analysis. Be sure that EVERY section of the test and EACH question on your test has criterion validity (each item relates to a particular characteristic of intelligence) Does your test measure what it is supposed to measure?

Things to think about:
1. Testing principles – reliability, validity, standardization, research ethics, etc.
2. How are you going to assess your definition? Is there going to be a score? A description? Is your definition measurable?
3. Validity: does the test measure what it is supposed to measure? (Content Validity, Face Validity)
4. Reliability: would your test give similar results if administered more than once (Test-retest Reliability, Split-Half Reliability)
5. Feel free to look at other achievements tests, intelligence tests, etc. for inspiration. DO NOT COPY THEM!!!!!!!!! This is considered to be plagiarism and will result in an F on this assignment as well as disciplinary action.
6. Try to stay true to what you believe is intelligence.

Assessment:
1. On November 1 we will be doing a peer evaluation of your intelligence test.
2. Have 7 COMPLETE copies of your Intelligence Test Project (MUST INCLUDE ALL ELEMENTS)
3. See handout for a copy of the rubric.
4. Your grade will be computed as the following:
     a. Score on the project = (Mrs. Hardwick’s evaluation + Average score from peer evaluation)/2

So in essence, I will add my evaluation score to the AVERAGE score given to you by your peers, then divide by 2. (Averaging the two together) WHY?? It is important that you are not only able to do the task set in front of you, but you are also able to produce a product others can understand. An invaluable skills is to be able to clearly express yourself.