Module+22+Intelligence

=Intelligence=


 * Lesson One Part A: Think**


 * What is intelligence?** Define it.

There is a lot of concern about one's I.Q. Sadly, people become fixated on I.Q. as the end all and be all in defining themselves and others. For certain, an I.Q. test, or any test for that matter is just a snap-shot of a person's knowledge and/or skill set on a given day. That there is variance of in a single individual in test performance should ally some of your personal anxieties about I.Q. type tests. Just for fun, and personal knowledge. You don't have to share this with anyone. Take the [|I.Q. test] here. Notes:

Howard Gardner's contribution to understanding cognitive psychology is very significant. For the many years people thought that intelligence was something determined by how well one mastered language (literacy) skills or math (numeracy) skills. Thanks to Gardner, this may not always be the case. Start this lesson off by taking test to see [|what are your dominant areas of intelligence].
 * Lesson One Part B: Multiple Intelligences**


 * For homework: Read pp. 333-336 and focus on test construction. Next class, you will participate in creating an exam of five questions.**


 * Lesson Two Part A**: **Making a Test**
 * Problem:
 * You and your group of three or four (see below) are to create five questions which must follow the Principles of Test Construction (see pp. 335-6 Meyers), which are that they must be //standardized, reliable// and //valid.//
 * The subject for the test has to be based on psychology.
 * You will want to experiment with the test questions with each other (members of your group). The questions will have to be multiple choice.
 * When you have completed your questions submit them in to the appropriate spot below.
 * Evaluate another group's questions. Respond to that group's question.
 * Format: This is your challenge. How should your questions be posted? How can you allow for another person(s) to evaluate them? How can they be transferred to another group?
 * Questions are due by the end of class. Evaluations part way through next class.
 * Consider Bloom's Taxonomy when designing a question

Lauren || [] (revised) || 2 ||
 * Block F Groups**
 * **Group Number** || **Members** || **Questions** || **Group's questions to be evaluated** ||
 * 1 || Jeff, **Jay**, Stella,
 * 2 || Sally, Sarah, **Josh** || http://www.surveymonkey.com/s/XVJVVRG || 3 ||
 * 3 || Brian, Eric, **Kevin** || [] || 4 ||
 * 4 || Young Kyu, Megan, **Jin Hyeok** || http://www.surveymonkey.com/s/XVV3DQ8 || 5 ||
 * 5 || Chae Ri, **Ji Hyung**, Jae || http://www.surveymonkey.com/s/XVRMC6G || 1 ||
 * Emboldened names are responsible for posting the questions created.**


 * Block G Groups**
 * **Group Number** || **Members** || **Questions** || **Group's questions to be evaluated** ||
 * 1 || **Lisa**, Jae, D.J. || Click Here to take survey || 4 ||
 * 2 || Tiffany, **Brian**, Andrew || http://www.proprofs.com/quiz-school/quizshow.php?title=psychology-quiz_3&quesnum=1 || 1 ||
 * 3 || Sharon, Lynn, **Jamie,** Sally || [] || 2 ||
 * 4 || Soo, **Ji Heon**, Emily, Jenny || http://www.surveymonkey.com/s/XY6QNSP || 3 ||
 * Emboldened names are responsible for posting the questions created.**


 * Lesson Two Part B**: **The SAT**

Prior to next class be sure to go through the website, **//[|Frontline: Secrets of the SAT]//**. As you will have learned from the website (be sure to check out the Teacher's section) there are pro and con sides to the SAT. Next class you will be debating the following statement. All odd numbered groups are Pro (supporters) of the statement; all even numbered groups are Con (against) the statement.
 * Be it resolved that the SAT is an effective means of selecting applicants for admission to college.**

As well consider using the [|KIS Secondary Library]

A short essay on testing written by yours truly: