Assess intelligence
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The document discusses the limitations of traditional intelligence tests in admissions processes for higher education and proposes alternative assessments that account for diverse measures of intelligence, such as emotional and practical intelligence. It highlights various programs and reforms aimed at fostering inclusivity and addressing disparities in college admissions. Additionally, it critiques the reliance on standardized tests, advocating for a more holistic approach to evaluating student potential.
Assess intelligence
- 1. Revaluating Intelligence and Aptitude for Admissions and Access with Alexander S. Templeton
- 2. Research Questions If we only use 10% to 15% of our brain’s potential, how can only a few tests measure our intelligence? What are the tests measuring for? Are there other viable tools of assessing intelligence? If so, how can they be useful to the administration of access to higher education?
- 3. Defining Intelligence Multiple (Gardner, 1983) Linguistical, Logical Mathematical Emotional (Goleman, 1998) Actresses, Actors Healthy behavior, but relation to success in college? Successful (Sternberg, 1985, 1986, 2004, 2005) “Analytical” – hierarchal, taxonomy, unchanging context “Creative” – interpret in changing context “Practical” – novel, system handling
- 4. Cultural Intelligence Includes Creative and Practical Intelligence Socio-cultural Context: Relation to Environment India Tanzania Africa Brazil “Any town” USA Sternberg (2006): Some languages don’t even have a single word for intelligence, (pg. 323) Intelligence outside of its cultural context is mythological construct, (pg. 328). College influence is “inversely related to the cultural distance between a student’s culture(s) of origin and the cultures of immersion,” (Kuh and Love, 2000, 204).
- 5. Standardized Aptitude Test Usefulness Quantification Universal Commercially Viable Bases Intel. Limitations On how its Measured, not Outdated Theoretical Measure skills relevant to On how its Psychology academic more than practical Constructed. problems Count for small portion of performance criteria Vicious cycle of theory and applied Weak psychology Use of Applied Psychology Defining intelligence based on the results of the intelligence test. Produce gaps among gender and socially defined racial groups
- 6. What has been done? Sternberg’s Rainbow Project Sternberg’s Triarchic Assessment Test (STAT) Series of SAT Augmentations from small (300) to large (8000) samples of students Tested Successful Intelligence Results: Was more predictive then combining GPA and SAT scores in predicting college GPA Larger variety of scores across the board Smaller gap of scores from different racial backgrounds then regular SAT Michigan Business Project GMAT Practical Intelligence
- 7. Non-Cognitive Measures Defining Non-Cognitive variables: Overcoming significant hardship (socio- cultural context) Support system (cultural integration) Sedlacek’s (2003) NCQ (Non- Cognitive Questionnaire) Non Cognitive variables Portfolios New variables of creativity and identity intelligence
- 8. Dynamic Immersion and Non-cognitive Measures Deborah Bial’s Dynamic Index and Posse Foundation NCQ as BDI Faculty Dynamic Immersion Process Harvard to Northeastern University Roger B. Clegg, chief counsel to Interviews Student Counseling Cohort Facilitator the Washington-based Center for Equal Opportunity, "the only think tank devoted exclusively to the promotion of colorblind equal NCQ opportunity." (Pulley, 2000).
- 9. Impacting Adverse Access Limitations – Bial (2006), “no tool has constituted a measure that can be widely applied” (pg. 26) Dissent Larger admissions offices needed (Selingo, 1996) No convincing public that current tests are free from corruption, (Rowe, Kenneth and Hill, 2001). No altruistic definition, so no true theory, no true tool, (Sternberg, 2006, 323).
- 10. Proposals and Suggestions Augmentations of SAT’s (NCQ) – Gates Foundation Millennium Scholarship Portfolios Dynamic Immersion Programs Inside UNLV: Christine Clark and Suzanne Espinoza Not changing current cognitive criteria Refining UNLV’s admissions process to improve grad rates and demographics for diversity Treating a symptom or the problem?
- 11. Teaching to New Intelligence “An Institution can surely admit students from underrepresented minority groups, but unless it teaches them in a way that fits the way they learn, these well intentioned admissions decisions may do little good,” (Sternberg, 2005, 9).
- 12. Summary For Students: Optimize chances for admissions Fair application process For the Institution: Obtain best students possible For Society: That cannot afford to waste talent
- 13. References Bial, Deborah. Rodriguez, Alba. (2007). Identifying a Diverse Student Body: Selective College Admissions and Alternative Approaches. New Directions for Student Services. 118, 17-30. Kamara, Margaret. (2007). Awarding 'Genius' Endeavors Diverse: Issues in Higher Education. 11/1/2007, Vol. 24 Issue 19, p13-13, 1/2p, 1c. Kuh, G.D., & Love, P.G. (2000). A cultural perspective on student departure. In J.M. Braxton (Ed.) Reworking the student departure puzzle. Nashville: Vanderbuilt University Press. McMillan, James H. (2008). Educational Research Fundamentals for the Consumer. 5th Edition. Virginia Commonwealth University. Pearson Education, Inc. Pulley, John L. (2000) A Program That Believes in Going With the 'Posse.' Chronicle of Higher Education. 4/28/2000, Vol. 46 Issue 34, pA40, 3p, 1 chart, 2c Rowe, Kenneth J. and Hill, Peter W. (1996). Assessing, recording and reporting students' educational Progress: The Case for Subject Profiles. Assessment in Education: Principles, Policy & Practice. Nov. Vol. 3 Issue 3, p309, 44p. Russell, Diane. (2007). Mission Diversity: New Office Making Studies Toward More Inclusive Campus. Inside UNLV: News & Information for UNLV Insiders. November, pg. 1, 7. Sedlacek, W. E. (2003). Alternative admissions and scholarship selection measures in higher education. Measurement & Evaluation in Counseling & Development, 35(4), 263. Selingo, Jeffrey; Brainard, Jeffrey. (2001). Call to Eliminate SAT Requirement May Reshape Debate on Affirmative Action. Chronicle of Higher Education. Vol. 47 Issue 25, pA21, 2p, 2c. Sternberg, R. J. (2004). Culture and intelligence. American Psychologist, 59(5), 325. Sternberg, R. J. (2004). Theory-based university admissions testing for a new millennium. Educational Psychologist. Sternberg, R. J. (2006). The rainbow project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34(4), 321. Taken from www.sciencedirect.com Sternberg, R. J., Grigorenko, E. L., & Kidd, K. K. (2005). Intelligence, race, and genetics. American Psychologist, 60(1), 46. Sternberg, Robert J. (2005) Accomplishing the Goals of Affirmative Action--with or without Affirmative Action. Change. 37, 1.