General Instructions For Journals While Journals Are Less
General Instructions For Journalswhile Journals Are Less Formal Than C
General instructions for journals state that, although journals are less formal than course papers and may include personal reflection, experiences, and the use of first person, they should still employ complete sentences, correct grammar, and spelling. Journals should be at least one page long. They should make specific connections between personal reflections and examples and the theory, terms, and research discussed in class, including APA formatted citations when appropriate.
Experience with Intelligence Tests
What experience or background knowledge do you have with intelligence tests? Think about some of the reasons why one would need to be given an intelligence test. What are these reasons? What implications do these have in the classroom? How has your opinion about testing changed over the course of this first week?
Paper For Above instruction
Throughout my academic journey, I have encountered various assessments designed to measure cognitive abilities, among which intelligence tests stand out as some of the most significant. My background includes taking standardized IQ tests during school placement evaluations and observing their influence on educational opportunities. These assessments aim to provide an objective measure of an individual's intellectual functioning, which can assist educators and psychologists in identifying students' needs, strengths, and potential learning difficulties (Neisser et al., 1996).
One primary reason for administering intelligence tests is to diagnose intellectual disabilities or giftedness. For example, students with low IQ scores might qualify for special education services that cater to their unique learning needs. Conversely, highly gifted students might receive advanced coursework or enrichment programs. Such testing helps ensure that educational resources are appropriately allocated, enabling tailored instruction and enhanced educational development. Another reason for intelligence assessments is to inform interventions or support plans for students facing learning challenges, enabling educators to implement targeted strategies that improve academic outcomes (Sattler, 2008).
In the classroom setting, the implications of intelligence testing are vast. While these assessments can provide valuable insights into a student's cognitive profile, they are not definitive measures of a person's potential or worth. Over time, my perceptions of intelligence testing have evolved, especially as I have learned more about their limitations. Initially, I believed that IQ scores could reliably predict academic success or future achievement. However, I now understand that factors such as motivation, emotional intelligence, creativity, and socio-economic background also significantly influence learning and success, which traditional tests may not capture adequately (Gould, 1981).
Furthermore, the cultural and socio-economic factors influencing test performance raise concerns about fairness and bias. For instance, students from diverse backgrounds may be disadvantaged by standardized testing methods that do not account for different cultural experiences. This understanding has led me to be more cautious in interpreting test results and to advocate for holistic assessment approaches that consider multiple facets of a student's abilities (Sternberg & Grigorenko, 2002).
In summary, my knowledge of intelligence tests has deepened from a simplistic view to a more nuanced understanding that recognizes both their utility and limitations. I now see these tests as helpful tools rather than definitive judgments, emphasizing the importance of integrating multiple assessment methods for a comprehensive understanding of student potential and needs.
References
Gould, S. J. (1981). The mismeasure of man. W.W. Norton & Company.
Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., ... & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77–101.
Sattler, J. M. (2008). Assessment of children: Cognitive, academic, behavioral, and neuropsychological. Jerome M. Sattler, Inc.
Sternberg, R. J., & Grigorenko, E. L. (2002). Teaching for successful intelligence: To maximize the human potential in the classroom. Educational Psychologist, 37(4), 237–245.