Topic: PSY 640 Reply to Tracy’s Post Week 2 Debating Ability Testing
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Question
(Reply to Tracy’s Posting Below the instructions)
Which of the assessment instruments presented by your classmate demonstrates the strongest validity, and which (if any) do not show strong validity for the age group being discussed? Were there appropriate age, socioeconomic, language, and/or cultural considerations your classmate did not mention but should have been included in her or his initial post? What ethical consideration(s), in addition to those mentioned by your classmate, might you recommend be included? Provide a rationale for the inclusion of these considerations. Use information from the required resources as well as any other appropriate peer-reviewed articles to support your statements
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Tracy’s Post on Debating Ability Testing
Preschool-aged children through age 7
Theories- Over the years, the issue of intelligence testing for preschool children has been understudied. Most researchers mainly focus on older children and adults. However, it is important to recognize that there is a connection between neural system development and the intellectual functioning of these young minds. One of the intelligence theories that can be used to explain the nature of intelligence in preschool children is Gardner’s theory of multiple intelligences. The theory proposes that people are not born with all “intelligence” they might have. The theory also argues that intelligence is not a “central item; rather, there are multiple types of human intelligence, hence the explanation behind why people are strong in some areas and weak in others (Ekinci, 2014). When applied to preschool children, the theory can be used to explain the reason behind children’s unique interests, abilities, and even likes. For example, children who have strong naturalistic intelligence are likely to enjoy playing with pets and bugs. On the other hand, children with strong musical intelligence are more sensitive to sound, and they are good at picking musical instruments. One of the intelligence tests that relate to the theory is the Differential Ability Scales Second Edition (DAS-II; Elliott, 2007) that measures distinct abilities in preschool children.
The second theory is the triarchic theory. The theory has three aspects, namely; analytical, creative, and practical intelligence. The analytical aspect applies when analyzing or evaluating different kinds of problems. The creative aspect focuses on people’s ability to learn and think within new conceptual systems. Lastly, the practical element weighs on people’s capabilities to apply their abilities and skills to real-life challenges. When applied to preschool children, the three aspects can be used to support home-based learning. For example, the ability of a child to color an animal drawing can be termed practical intelligence. According to Gregory (2014), one of the intelligence tests that relates to the theory is the Sternberg Triarchic Abilities Test (STAT).
Challenges and Ethical Concerns- one main challenge that relates the testing the intelligence of preschool kids is that not all points are covered in the report. IQ tests are just pictures, not CT scans. This means that they tell how a child looked like on a given day, using a specific test criterion, and under specific conditions. However, the results do not tell what the child can do on a different day while under different conditions. Another challenge is that IQ tests are very unstable. If you test a child at three years, it is likely the results will significantly differ from tests taken two years later. This means that if one has to determine the IQ level of a child, the test must be done almost every day, which is almost impossible. Some of the ethical concerns to observe when assessing preschool kids include obtaining informed consent from the parents, respecting children’s autonomy, and maintaining confidentiality.
The validity of tests- As noted earlier, there is less research conducted regarding the intelligence testing of preschool kids. However, the researchers conducted for other age groups can be used to validate the effectiveness of the above-mentioned tests. For example, a study conducted by Koke & Vernon (2003), shows that the Sternberg Triarchic Abilities Test (STAT) can be used to measure the academic achievement and general intelligence of school kids. In another study conducted by Elliott et al. (2007), the results indicate that Differential Ability Scales Second Edition (DAS-II; ) can be used to analyze early reading ability, difficulties, or failures in preschool kids. The results also indicate the DAS-II can be used to assess children with disabilities such as hearing impairments. The two studies can be used to validate the effectiveness of the tests.
Pros and cons- in individual testing, the examiner is able to pay more attention to the participants. The scores in individual tests are also more valid because they are not dependent on reading ability as it applies to group testing. However, individual testing is time-consuming, and it might cost more than group testing.
On the other hand, group testing is advantageous because it can be administered for large numbers, the examiner’s role is simplified, and the scoring more objective. However, from the negative side, group tests are less accurate, and some examinees might end up scoring far much below their abilities (Gregory, 2014).
Implications of labeling and mislabeling- Labeling or mislabeling preschool kids might be a big problem. The reason is that the results might impact the way children think about themselves hence contributing to lowered esteem and even stigmatization (Soland, 2015). Research shows that a primary reason behind differing performance in the early stages of learning is due to increased stereotyping at early ages (preschool years). IQ test might contribute to children doubting their own abilities.
References
Elliott, C. D., Salerno, J. D., Dumont, R., & Willis, J. O. (2007). Differential ability scales the second edition. San Antonio, TX.
Ekinci, B. (2014). The Relationship among Sternberg’s triarchic abilities, Gardner’s multiple intelligences, and academic achievement. Social Behavior & Personality, 42(4), 625-633. doi: 10.2224/sb.2014.42.4.625
Gregory, R. J. (2014). Psychological testing: History, principles
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