Psychological testing

Kaplan, Marvin L.; Hirt, Michael; Kurtz, Richard M.

doi:10.1016/s0010-440x(67)80059-2

Cited by 15 publications

(15 citation statements)

References 9 publications

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“…Using the Spearman-Brown prediction formula yields scores of r = .73 (math), r = .62 (art), r = .68 (writing), and r = .73 (science), all of which are at the moderate/acceptable level (Kaplan & Saccuzzo, 2005). The two items were therefore summed to form a single score for each domain.…”

Section: Resultsmentioning

confidence: 99%

The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

Kaufman

Evans

Baer

2010

Empirical Studies of the Arts

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Students are often asked to judge their own creativity. There is some evidence that such judgments correlate modestly with other self-report data and some divergent thinking test measures. Only limited work, however, has been done comparing self-reported creativity with actual creative performance. Because levels of self-reported creativity might vary across domainswhich would allow greater likelihood of accuracy of such reports-we examined self-reports of creativity in four domains and compared these with expert ratings of subjects' work in those domains (as judged using the Consensual Assessment Technique). Subjects were 78 fourth-grade students. The students did not predict uniform levels of creativity for themselves across domains (all self-assessments correlated across domains less than .30). However, these predictions did not match expert ratings of the students' creative products in each domain. These results challenge the validity of self-assessments of creativity among students of this age, even when the students are given the opportunity to give themselves different creativity ratings in different domains.

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Section: Resultsmentioning

confidence: 99%

The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

Kaufman

Evans

Baer

2010

Empirical Studies of the Arts

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“…Vocabulary provides a highly reliable estimate of verbal ability, an aspect of crystallized intelligence (Kaplan & Saccuzzo, 2005), and correlates well with Verbal and Full Scale IQ (Wechsler, 1991). Block Design provides a reliable measure of nonverbal reasoning and is a reasonable proxy for Performance IQ.…”

Section: Wisc-iii Subtests-mentioning

confidence: 99%

“…Digit Span (Forward and Backward) provides a measure of short-term (auditory) memory. Together with Block Design, Digit Span correlates well with Full Scale IQ and provides a reasonable estimate of fluid intelligence (Kaplan & Saccuzzo, 2005). Age based standardized scores (range 1-19) are available for all three subtests and were used as dependent variables.…”

Section: Wisc-iii Subtests-mentioning

confidence: 99%

“…Two separate 2 (Chronotype) × 2 (Testing Time) ANOVAs were conducted on the standard scores on Vocabulary and for the mean of the combined Block Design and Digit Span standard scores, with the latter measure providing a reasonable estimate of fluid intelligence (Kaplan & Saccuzzo, 2005). No main effects were found (all ps > .45); neither chronotype alone nor testing time alone could account for differences between adolescents tested at their optimal and nonoptimal times of day on any of these measures.…”

Section: Wisc-iii Tasksmentioning

confidence: 99%

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Time of day, intellectual performance, and behavioral problems in Morning versus Evening type adolescents: Is there a synchrony effect?

Goldstein

Hahn

Hasher

et al. 2007

Personality and Individual Differences

257

177

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We administered measures of fluid and crystallized intelligence to Morning-and Evening-type adolescents who were tested either during a morning session or an afternoon session, at times chosen to reflect the limits of the average school day schedule. For the fluid intelligence measures, there was a synchrony effect, with better performance at times that matched individuals' preferences. A composite measure of the subtests used (block design, digit span, and vocabulary) computed to a 6 point difference in IQ estimates. We also assessed the behavioral adjustment of these participants and found heightened levels of maladaptive behavior for Evening-type adolescents. Adolescents tested at their nonoptimal times of day and adolescents who are Evening-types appear to be at risk for poor academic performance and Evening-types appear to be at risk for behavioral adjustment problems.

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“…Moreover, sizeable research literature now exists which has identified less effective thinking and less efficient intellectual performance in individuals who feel put down or stigmatized in some way. A recent series of studies has shown, for example, that being a member of a negatively stereotyped racial minority can adversely affect one's academic performance in situations in which the person believes that his or her intellectual ability is being assessed (Steele, 2004;Steele & Aronson, 1998;Kaplan & Saccuzzo, 2001). The notion that one's university ranking may be used to calibrate levels of 'smartness,' (as in the Maclean's question: "Where are the smart students?…”

Section: Discussionmentioning

confidence: 99%

27. The Sophistry of University Rankings: Implications for Learning and Student Welfare

Page

Cramer

Page

2011

CELT

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Psychological testing

Cited by 15 publications

References 9 publications

The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

The American Idol Effect: Are Students Good Judges of Their Creativity across Domains?

Time of day, intellectual performance, and behavioral problems in Morning versus Evening type adolescents: Is there a synchrony effect?

27. The Sophistry of University Rankings: Implications for Learning and Student Welfare

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