Unit 11 - Testing

Unit Videos

CC Episode #23 - Controversy of Intelligence

Crash Course Episode #24 - Brains Vs. Bias

Intelligence Isn't Black or White | BIG Think

Intelligence Isnt Black-and-White There Are 8 Different Kinds Big Think.mp4

Do Schools Kill Creativity - Sir Ken Robinson (Ted Talk)

Unit Articles


Unit 11 Intelligence & Testing

Module 60

Introduction to Intelligence

• What is intelligence?

Is Intelligence One General Ability or Several Specific Abilities?

• Who is smarter, someone who is good at many things or at one thing?

Emotional Intelligence

• What does it mean to be emotionally intelligent?

Is Intelligence Neurologically Measured?

• Where in our brain does intelligence operate?

Module 61

The Origins of Intelligence Testing

• Why do we need intelligence testing?

Modern Tests of Mental Abilities

• Do modern tests of mental abilities sufficiently measure intelligence?

Principles of Test Construction

• What makes a good test?

Module 62

Stability or Change?

• Can intelligence change over time?

Extremes of Intelligence

• What does it mean to have a different kind of intelligence?

Module 63

Twin and Adoption Studies

• Are you a product of your genes or environment?

Environmental Influences

• What environmental influences affect our behavior most?

Module 64

Group Differences in Intelligence Test Scores

• Why do different people perform differently on intelligence tests?

The Question of Bias

• What makes a test biased?

• How can we fix biased tests?


A. Standardization and Norms

B. Reliability and Validity

C. Types of Tests

D. Ethics and Standards in Testing

E. Intelligence

An understanding of intelligence and assessment of individual differences is highlighted in this portion of the course. Students must understand issues related to test construction and fair use. AP students in psychology should be able to do the following:

• Define intelligence and list characteristics of how psychologists measure intelligence: — abstract versus verbal measures; — speed of processing.

• Discuss how culture influences the definition of intelligence.

• Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg).

• Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity.

• Interpret the meaning of scores in terms of the normal curve.

• Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled).

• Debate the appropriate testing practices, particularly in relation to culture-fair test uses. • Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).