Using the theory of successful intelligence as a basis for augmenting AP exams in Psychology and Statistics [An article from: Contemporary Educational Psychology]

This digital document is a journal article from Contemporary Educational Psychology, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
Sternberg's theory of successful intelligence was used to create augmented exams in Advanced Placement Psychology and Statistics. Participants included 1895 high school students from 19 states and 56 schools throughout the U.S. The psychometric results support the validity of creating examinations that assess memory, analytical, creative, and practical skills in the context of content-specific knowledge. In addition, Q-factor analyses revealed a set of empirically distinguishable profiles of achievement, supporting the assertion that individuals exhibit different patterns of strengths and weaknesses in cognitive processing skills. Finally, an examination of ethnic group differences in achievement shows that measuring a broad range of cognitive skills tends to reduce ethnic differences in achievement. Future studies aimed at replicating these findings are warranted.