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<strong>PSYCH</strong> <strong>525</strong> <strong>Week</strong> 5 <strong>Individual</strong> <strong>Intelligence</strong><br />
<strong>Definition</strong> <strong>and</strong> <strong>Measurement</strong> <strong>Paper</strong><br />
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http://www.assignmentcloud.com/<strong>PSYCH</strong>-<strong>525</strong>/<strong>PSYCH</strong>-<strong>525</strong>-<strong>Week</strong>-5-<strong>Individual</strong>-<br />
<strong>Intelligence</strong>-<strong>Definition</strong>-<strong>and</strong>-<strong>Measurement</strong>-<strong>Paper</strong><br />
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Access the Mental <strong>Measurement</strong>s Yearbook located in this week's Electronic Reserve<br />
Readings.<br />
Select two assessments of intelligence <strong>and</strong> two achievement tests.<br />
Write a 1,050- to 1,750-word analysis of your selected instruments. In your analysis,<br />
address the following:<br />
•Critique the major definitions of intelligence. Determine which theory of intelligence best<br />
fits your selected instruments. Explain how the definition <strong>and</strong> the measures are related.<br />
•Evaluate the measures of intelligence you selected for reliability, validity, normative<br />
procedures, <strong>and</strong> bias.<br />
•Compare <strong>and</strong> contrast your selected intelligence <strong>and</strong> achievement assessments. How are<br />
the goals of the tests similar <strong>and</strong> different? How are the tests used? What are the purposes<br />
of giving these differing tests?<br />
•Examine the ethical considerations associated with achievement <strong>and</strong> intelligence tests in<br />
education.<br />
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