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¶ … Cultural Fairness of the Stanford-Binet-5 (SB5) Intelligence Scale
This paper reviews the literature to determine whether the Standford-Binet-5 (SB5) Intelligence Scale can be regarded as being culturally fair. A discussion concerning how creativity can be measured is followed by an assessment concerning whether people should be told their IQ scores and their rationale in support. Finally, a summary of the research concerning these issues is presented in the conclusion. Creativity can be an elusive quality that defies quantification and codification, but the historical record confirms that it exists in virtually everyone, varying only in quality and quantity. In order to measure something, though, it must first be quantified, making this type of enterprise especially challenging. Indeed, gauging an individual's level of creativity is a highly subject affair, and what may appear creative to one observer might appear as mere repetition or derivative by others. Nevertheless, like the Supreme Court justice who rationalized that he could not define pornography, but "he knew it when he saw it," creativity is in fact measurable in a number of ways. For instance, individuals' level of prolificity in their career fields could be used as a rough gauge of their creativity, but even here there are constraints. After all, one masterpiece by a truly creative individual can outweigh the collective creativity of a life's work by a hack, so other ways to measure creativity as well.
The SB5 can be used with virtually any age range spanning 2 years through 90 years+ (Machek, 2006). The updated SB5 also provides a number of useful measures, including a Full Scale score, Visual-Spatial Processing, Fluid Reasoning, Quantitative Reasoning Knowledge, and Working Memory together with scales for verbal and nonverbal performance comparisons (Machek, 2006). Even one of the designers of the SB5, though, concedes that the results of this intelligence quotient (IQ) test must be carefully evaluated and interpreted by recognizing that intelligence is multifaceted and comprises more than a single "Full Scale score" (Roid & Shaugnessey, 2009). Moreover, standardized tests such as the SB5 has been widely criticized for being inherently biased towards minorities and lower-income individuals (Mendoza-Denton, 2014) which reflects a fundamental cultural unfairness
For this purpose, some researchers have broken the creative process down into individual constituent elements so that they can be assessed quantitatively such as problem-based learning exercises (Wynder, 2008). In…
References
Machek, G. (2006, Summer). Individually Administered Intelligence Tests. Human Intelligence. Retrieved from http://www.intelltheory.com/intelligenceTests.shtml.
Mendoza-Denton, R. (2014, Fall). A social psychological perspective on the achievement gap in standardized test performance between white and minority students: Implications for assessment. The Journal of Negro Education, 83(4), 465-470.
Roid, G. H. & Shaughnessy, M. F. (2009, December). An interview with Gale Roid about the Stanford-Binet 5. North American Journal of Psychology, 7(3), 1.
Wynder, M. (2008, July). Motivating creativity through appropriate assessment: Lessons for management accounting educators. e-Journal of Business Education and Scholarship Teaching, 2(2), 12-15.
IQ Discrimination The concept of general ability or intelligence has in the past been the most important single way of accounting for individual differences. IQ (Intelligence quotient) is usually assessed by measuring performances on a test of a number of different skills, using tasks that emphasize reasoning and problem solving in a number of different areas. Early assessments of IQ were done in France by Alfred Binet in 1905, as part
All of these students will have different educational needs, even if they have the same numerical IQ. Thus, "the discrepancy," of a score below 100 or average, will not tell educators "anything about what kind of intervention might help the child learn" in a fashion that is useful to the educators. (Benson, 2003) Binet, the originator of intelligence testing, evolved his test to identify if students had normal intelligence and
The researchers found that the student's minimum performance rate correlated more closely with their IQ scores than any other single variable. High and low IQ scores were predicted on the basis of the worst performance (minimum recall) and the best performance (maximum recall). When compared, those that were predicted on the basis of the worst performance were more accurate, indicating that "worst performance reveals more about intelligence than best performance"
Massachusetts Comprehensive Assessment System An effort to improve the quality of education for all students and to ensure that no child is left behind, Massachusetts advocates, parents and educators of the Coalition for Authentic Reform in Education (CARE) have proposed, House Bill 3660 for the reform of the Massachusetts Comprehensive Assessment System (MCAST) test. The high rate of high school dropouts and gaps in achievement among cultures and economic levels has suggested
Intelligence Testing The author of this report is asked to answer three general questions about intelligence. The first question asks for the general underpinnings and genesis of the discussions about intelligence including what was suggested by Binet as well as the general definition and formulations of the intelligence quotient, or IQ. The second question and discussion is about the challenges to the definition of intelligence as offered and suggested by Gardner,
But high schools have been reporting rising grade point averages. Regardless of whether grade inflation is to blame, or an ineffectuality on the part of standardized testing to adequately measure student achievement, this points to another difficulty of using either higher grades or higher test scores to measure student success and thus take into consideration 'teacher quality' and variables that play into assessing teacher quality when hiring new staff