In this course, students examine intelligence testing and its uses in employee selection and placement. Students learn the principles and techniques of assessing human traits (reliability, validity, bias and other systematic errors), and apply them to intelligence testing. We will work to define "intelligence" and consider various approaches to intelligence, contrasting the theories of unitary vs. multiple intelligences. Students will examine the implications of the definitions and measurement approaches on different groups of people, both historically and currently, with attention to the unintended effects of the biases of test developers and the ethical implications of different approaches and uses of intelligence testing.
After completing this course, you will be able to:
If you opt to address an H3A competence, you will be able to:
If you opt to address an S3D competence, you will be able to:
If you opt to address an FX competence, you will be able to:
If you opt to address an A3C competence, you will be able to:
To buy your books, go to http://depaul-loop.bncollege.com.
Gould, S.J. (1996). The Mismeasure of Man. W. W. Norton & Company. ISBN-10: 0393314251.
The following readings are available in the course itself, either through the library e-reserve system, or through links to websites.
"Intelligence and Achievement Testing: Is the Half Full Glass Getting Fuller?" Psychology Matters: APA Online. http://www.apa.org/research/action/intelligence-testing.aspx
"Intelligence" Wikipedia. Retrieved January 30, 2010 from http://en.wikipedia.org/wiki/Human_Intelligence
Gardner's theory:
"Theory of multiple intelligences," Wikipedia.
http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences and http://www.infed.org/thinkers/gardner.htm
Guilford's theory:
Kearsley, G (2007), "Structure of the Intellect (J.P. Guilford)," Theory Into Practice.
http://tip.psychology.org/guilford.html and "Howard Gardner, Multiple Intelligences and Education" at http://www.indiana.edu/~intell/guilford.shtml
Sternberg's theory:
Kearsley, G (2007), "Triarchic Theory (R. Sternberg)," Theory Into Practice:
http://tip.psychology.org/stern.html and Sternberg's Triarchic Theory of Intelligences: http://wilderdom.com/personality/L2-2SternbergTriarchicTheory.html#Analytical
Robert J. Sternberg entry in the Human Intelligence Website: http://www.indiana.edu/~intell/sternberg.shtml
First three sections:
"Measurement," Quantitative Methods in Social Sciences (QMSS) E-Lessons.
http://ccnmtl.columbia.edu/projects/qmss/meas_about.html
Pages on Reliability and Validity:
Jonathan Howell, Paul Miller, Hyun Hee Park, Deborah Sattler, Todd Schack, Eric Spery, Shelley Widhalm, and Mike Palmquist. (2005). Reliability and Validity. Writing@CSU. Colorado State University Department of English.
http://writing.colostate.edu/guides/research/relval/.
Read this example of validity and reliability:
Fred Beauvais, F., Edwards, R. and Oetting, E. (2003) American Drug and Alchohol Survey. Rocky Mountain Behavioral Science Institute.
http://www.rmbsi.com/relvalid.html
Read and watch videos.
"Bias in Measurement: Measurement Error" and "Bias in Measurement: Testing your Measurement Bias," Learning Math: Data Analysis, Statistics and Probability. Annenberg Media.
http://www.learner.org/channel/courses/learningmath/data/session1/part_c/index.html
Benson, E. (2003). Intelligent Intelligence Testing. Monitor on Psychology: APA Online.
http://www.apa.org/monitor/feb03/intelligent.html
Jencks, C. (1998) Racial Bias in Testing. In Jencks, C. and Phillip, M. (Eds.), The Black-White Test Score Gap. Brookings Press, pp. 55-85. On e-reserve.
Reserve Reading:
Neisser, U. (1998). Introduction: Rising Test Scores and What They Mean. In Neisser, U. (Ed.), The Rising Curve (pp. 3-22). Washington, D.C.: American Psychological Association
Highhouse, S (2008). Stubborn reliance on intuition and subjectivity in employee selection, Industrial and Organizational Psychology, 1, pp. 333-342.
US Office of Personnel Management, Assessment Decision Guide at: http://apps.opm.gov/ADT/ContentFiles/AssessmentDecisionGuide071807.pdf
United States Department of Labor. EEOC. 1978. Uniform Guidelines on Employee Selection Procedures. [Online.] Available:http://www.uniformguidelines.com/uniformguidelines.html
U.S. Office of Personnel Management (2008). Structured interviews: A practical guide.
Rothstein, M.G. and Goffin, R.D. (2006). The use of personality measures in personnel selection: What does current research support? Human Resource Management Review, 16, pp. 155-180.
Sy, T., Tram, S. and O'Hara, L.A. (2006). Relation of employee and manager emotional intelligence to job satisfaction and performance. Journal of Vocational Behavior, 68, pp. 461-473.
Interactive map of research on intelligence: Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources.
http://www.indiana.edu/%7Eintell/map.shtml
Sternberg, R.J. (2002). Cultural explorations of human intelligence around the world. In W.J. Lonner, D.L. Dinnel, S.A. Hayes & D.N. Sattler (Eds), Online Readings in Psychology and culture (Unit 5, Chapter 1), (http://www.wwu.edu/~culture) Center for Cross-Cultural Research, Western Washington University, Bellingham, WA.
Optional resources for unitary intelligence tests:
Optional resources for multiple intelligence tests:
Optional resources for validated intelligence tests:
General information about the Wechsler:
http://en.wikipedia.org/wiki/Wechsler_Adult_Intelligence_Scale
Publisher's info about the Wechsler (adult version):
http://psychcorp.pearsonassessments.com/haiweb/cultures/en-us/productdetail.htm?pid=015-8980-808&Community=CA_Psych_AI_Ability
General information about the Stanford-Binet:
http://en.wikipedia.org/wiki/Stanford-Binet_IQ_test
Publisher's info about Stanford-Binet
http://www.riverpub.com/products/sb5/index.html
General information about the Wonderlic Personnel Test:
http://en.wikipedia.org/wiki/Wonderlic_Test
Publisher's Information about the Wonderlic Personnel Test (Revised)
http://www.wonderlic.com/hiring-solutions/employee-assessment.aspx
Overview of several major tests: "IQ Test List: Most Widely Used and Recognized IQ Tests," ExtremeIntellect.com
http://www.extremeintellect.com/ei2007/IQ/IQtestlist.html
Buros listing of mental measurements: (Search for "Intelligence" in Title and Purpose of test, or search for a specific test)
http://buros.unl.edu/buros/jsp/search.jsp
Hartcourt Assessment listing of intelligence tests:
http://harcourtassessment.com/HaiWeb/Cultures/en-us/harcourt/Community/
Psychology/results.htm?Community=CognitionIntelligence
Pearson/Talent Lens listing of tests of cognitive skills and occupational skills (includes Miller Analogies test, Stanford Achievement Test, Watson-Glaser Critical Thinking, Raven Progressive Matrices, etc.):
http://www.talentlens.com/en/
Sternberg, Ch. 6. (2001). "Dr. Jekyll Meets Mr. Hyde: Two Faces of Research on Intelligence and Cognition." In Halonen, J. S. and Davis, S. F., The Many Faces of Psychological Research in the 21st Century. The Society for the Teaching of Psychology.
http://teachpsych.org/ebooks/faces/index_faces.php (find PDF at this site).
In this course, you will develop the following competences:
Competence | Competence Statement and Facets |
---|---|
H3A | Can use two or more theories of human psychology to understand and solve problems. |
S3D | Can use scientific knowledge to understand varying perspectives on a policy issue. |
A3C | Can examine a social issue from an ethical perspective. |
FX | Can analyze cognitive abilities tests used for personnel selection or placement, and recommend supplemental or alternative assessment tools. |
All of you will explore the concepts of intelligence, measuring intelligence, and using measures of intelligence to make decisions. You will be exposed to the basic concepts of measurement: reliability, validity, and random and systematic error (bias). You will read and discuss the history of intelligence testing, learn about the biases of early researchers and the assumptions about cognitive skills that are embedded in attempts to measure how smart people are, and learn how these tests have been used to select and place people and develop public policy. This content defines the course. You will all develop a definition of intelligence, both in a group and individually. You will understand test bias first hand by developing a biased test; take two online intelligence tests; and research a commonly-used, published intelligence test. In addition:
H3A: Can use two or more theories of human psychology to understand and solve problems.
If you opt to address this competence, you will compare and contrast at least two competing models of human intelligence: a unitary model vs. at least one multi-dimensional model; and an immutable and inborn model vs. a developmental model. You will describe these models in the class discussion, and explore the effects of different models on decisions such as selection, placement, equality of opportunity and social policy, and write a short research paper describing the model of intelligence reflected in a commonly-used, published intelligence test. You will also take two intelligence tests and analyze one in a paper that focuses on the model of intelligence reflected and make recommendations about its use.
S3D: Can use scientific knowledge to understand varying perspectives on a policy issue.
If you opt to address this competence, you will focus on the reliability, validity and bias in intelligence testing, and the effects of these factors on decisions such as selection, placement, equality of opportunity and social policies such as education and affirmative action. You will discuss these phenomena, as well as different definitions of test bias, and their effects. You will write a short research paper describing the development, reliability, validity and systematic error in a commonly-used, published intelligence test. You will also take two intelligence tests and analyze one in a paper that focuses on its reliability, validity and systematic error, its utility from multiple perspectives, and make recommendations about its use in public policy such as education, immigration or voting.
A3C: Can examine a social issue from an ethical perspective.
If you opt to address this competence, you will focus on the ethics of intelligence testing. You will discuss the effects of intelligence testing, and different models of intelligence (unitary vs. multidimensional, and inborn and immutable vs. developmental), on outcomes such as selection, placement, equality of opportunity and social policies such as education and affirmative action. You will examine different definitions of test bias and consider the ethical implications of each; and write an extended research paper describing the development, reliability, validity and systematic error in a commonly-used, published intelligence test, and examine its use from the ethical perspective of its effects on various groups in society. NOTE: If you are taking this competence alone, you will only write a single, extended paper.
FX: Can analyze cognitive abilities tests used for personnel selection or placement, and recommend appropriate uses.
If you opt to address this competence, you will focus on the reliability, validity and bias in intelligence testing, and the effects of these factors on decisions such as selection, placement, and equality of opportunity. You will develop a working definition of intelligence, and write a short research paper describing the development, reliability, validity and systematic error in a commonly-used, published intelligence test. You will also take two intelligence tests and analyze one in a paper that focuses on its reliability, validity and systematic error, its utility from multiple perspectives, and make recommendations about its use. You will identify supplemental or alternative means of selecting employees into a given job or situation.
This course consists of 10 modules. The estimated time to complete each module is 1 week.
The following table outlines the course:
Week, Module # and Title |
Readings |
Assignments |
---|---|---|
Week 1, Module 1: Classmates and Concepts |
Obtain and review textbook. Download and review other reading materials (articles) Activity: Join a Group |
1.1 Introductions Discussion 1.2 Class Climate Discussion 1.3 Introduction to Intelligence Discussion |
Week 2, Module 2: What is Intelligence? |
Read The Mismeasure of Man, Chapter 1 Read "Intelligence and Achievement Testing: Is the Half-Full Glass Getting Fuller?" Read "Intelligence" Wikipedia. Retrieved January 30, 2010 Read 2 articles about Gardner's theory: http://www.intelltheory.com/gardner.shtml Article on Howard Gardner in the Human Intelligence website: A. Plucker, J. A. (Ed.). (2013). Human intelligence: Historical influences, current controversies, teaching resources. http://www.intelltheory.com http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/ Howard Gardner, multiple intelligences and education, The Encyclopedia of Informal Education. Read 2 articles about Guilford's theory: http://www.instructionaldesign.org/theories/intellect.html Structure of the Intellect (J.P. Guilford) http://www.intelltheory.com/guilford.shtml Article on J.P. Guilford in the Human Intelligence website: A. Plucker, J. A. (Ed.). (2013). Human intelligence: Historical influences, current controversies, teaching resources. http://www.intelltheory.com Read 3 articles about Sternberg's theory: Kearsley, G (2007), "Triarchic Theory (R. Sternberg)," Theory Into Practice. Sternberg's Triarchic Theory of Intelligences. Robert J. Sternberg's entry in the Human Intelligence Website |
2.1 Group Definition of Intelligence Dropbox 2.1 Group Definition of Intelligence Discussion (Group) 2.2 Group Definition of Intelligence Discussion (Individual) 2.3 Structure of Intelligence Discussion |
Week 3, Module 3: Measuring People |
Read first three sections: "Measurement," Quantitative Methods in Social Sciences (QMSS) E-Lessons. Read all pages on Reliability and Validity, including the examples of each: Jonathan Howell, Paul Miller, Hyun Hee Park, Deborah Sattler, Todd Schack, Eric Spery, Shelley Widhalm, and Mike Palmquist. (2005). Reliability and Validity. Writing@CSU. Colorado State University Department of English. Read and watch videos. "Bias in Measurement: Measurement Error" and "Bias in Measurement: Testing your Measurement Bias," Learning Math: Data Analysis, Statistics and Probability. Annenberg Media. |
3.1 Group Analysis of Measuring Skills Reliably and Validly Dropbox 3.1 Group Analysis of Measuring Skills Reliably and Validly Discussion 3.2 Measuring Skills Reliably and Validity Discussion 3.3 Defining Terms Discussion |
Week 4, Module 4: Measuring Intelligence, Part 1: Western Scientific Tradition |
Read Gould, S.J.: The Mismeasure of Man: Chapters 2 and 3. Recommended reading: Interactive map of research on intelligence. |
4.1 Group Analysis of Scientist's Error 4.2 Scientists' Error Discussion 4.3 Nature vs. Nurture Discussion |
Week 5, Module 5: Measuring Intelligence, Part 2: IQ Testing |
Take one of these Unitary Intelligence tests: Mensa Workout The Classic IQ Test Take one of these Multi-dimensional intelligence tests Multiple Intelligences for Adult Literacy and Education: Introduction and Assessment Birmingham Grid for Learning If you find an alternative intelligence test that you wish to take, please check with your instructor. Optional resources for validated intelligence tests: General information about the Wechsler Publisher's info about the Wechsler (adult version) General information about the Stanford-Binet Publisher's info about Stanford-Binet General information about the Wonderlic Personnel Test Publisher's Information about the Wonderlic Personnel Test (Revised) Overview of several major tests: "IQ Test List: Most Widely Used and Recognized IQ Tests," ExtremeIntellect.com Buros listing of mental measurements (Search for "Intelligence" in Title and Purpose of test, or search for a specific test) Pearson Assessment listing of Cognitive Ability Tests Talent Lens tests of cognitive skills (includes Watson-Glaser Critical Thinking and Raven Progressive Matrices) Miller Analogies Test Stanford Achievement Test URL |
5.1 Taking an Intelligence Test Discussion 5.2 Selecting a Test to Research Discussion 5.3 The Army Tests Discussion |
Week 6, Module 6: Assumptions in Intelligence Testing |
Read Gould, S.J.: The Mismeasure of Man: Chapters 6 and Epilogue Read Sternberg, Ch. 6. (2001). "Dr. Jekyll Meets Mr. Hyde: Two Faces of Research on Intelligence and Cognition." In Halonen, J. S. and Davis, S. F., The Many Faces of Psychological Research in the 21st Century. The Society for the Teaching of Psychology. NOTE: Read only Chapter 6 |
6.1 Create a Biased Test 6.2 Explain Your Biased Test 6.3 Many Competences Discussion |
Week 7, Module 7: Statistical Artifacts in Intelligence Testing |
Read Gould, S.J.: The Mismeasure of Man: Critique of The Bell Curve. Read Neisser, U. (1998). Introduction: Rising Test Scores and What They Mean. In Neisser, U. (Ed.), The Rising Curve (pp. 3-22). Washington, D.C.: American Psychological Association. Password: sw217 |
7.1 Take and Analyze Biased Tests 7.2 The Rising Curve Discussion 7.3 Research Paper on Published Test (H3A, S3D, FX) 7.4 Part One of Research Paper (A3C) |
Week 8, Module 8: Using Tests to Make Personnel Decisions |
Read Benson, E. (2003). Intelligent Intelligence Testing. Monitor on Psychology: APA Online. Read Jencks, C. (1998) Racial Bias in Testing. In Jencks, C. and Phillip, M. (Eds.), The Black-White Test Score Gap. Brookings Press, pp. 55 - 85. Password: SW217 |
8.1 Test Bias Discussion |
Week 9, Module 9: Culture, Testing and Selection |
Sternberg, R.J. (2002). Cultural explorations of human intelligence around the world. In W.J. Lonner, D.L. Dinnel, S.A. Hayes & D.N. Sattler (Eds), Online Readings in Psychology and culture (Unit 5, Chapter 1), Center for Cross-Cultural Research, Western Washington University, Bellingham, WA |
9.1 The Effects of Culture Discussion 9.2 Assessment from Two Perspectives Discussion |
Week 10, Module 10: Wrap Up |
10.1 Final Analytical Paper (H3A, S3D, FX) 10.2 Reflection 10.3 Final Research Paper (A3C) |
Competence | Competence Assessment |
---|---|
H3A |
|
S3D |
|
A3C |
|
FX |
|
If you are taking more than one competence, you will write two papers that include both perspectives. If you are taking any combination of H3A, S3D and FX, you will write a 3-4 page paper on the standardized, published test instead of a 2-pp. paper; this will include both perspectives. You will also write an 8-12 pp paper instead of a 5-6 pp paper on one of the tests you took, including both perspectives. If you are taking A3C and any of the other competences, you will write a 5-6-pp paper on the test you took, and a 10-12 page paper on the standardized, published test including both perspectives.
A = 95 to 100 | A- = 91 to 94 | B+ = 88 to 90 |
B = 85 to 87 | B- = 81 to 84 | C+ = 77 to 80 |
C = 73 to 76 | C- = 69 to 72 | D+ = 65 to 68 |
D = 61 to 64 | F = 60 or below | INC |
Please note: Grades lower than a C- do not earn credit or competence in the School for New Learning.
H3A, S3D, FX:
Percentage | Element of Course |
---|---|
30 | Discussion |
10 | Definition of Intelligence (group and individual) |
10 | Describe new test and its reliability and validity |
10 | Develop and analyze biased version of new test |
5 | Take 2 intelligence tests |
20 | Analysis of one test taken (with appropriate focus) |
15 | Research paper on commonly-used published test (short) |
A3C:
Percentage | Element of Course |
---|---|
30 | Discussion |
10 | Definition of Intelligence (group and individual) |
10 | Describe new test and its reliability and validity |
10 | Develop and analyze biased version of new test |
5 | Take 2 tests |
35 | Research paper on commonly-used published test, its uses and ethical implications (extended) |
Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.
A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.
The class Discussion is the forum for your participation, analysis and application of information in this class. It is the equivalent of our classroom.
Two discussions will help you get off to a good start on the course:
Every week there will be discussions set up to focus on the class content. This participation is graded, and that grade is a significant component of your overall class grade.
This course consists of 10 modules, each completed in one week.
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
University Center for Writing-based Learning
This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.
This course was designed and produced by faculty and staff at SNL Online of the School forNew Learning of DePaul University.
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