Using the Theory of Successful Intelligence as a Basis for Augmenting AP Exams in Psychology and Statistics

Autor/inn/en	Stemler, Steven E.; Grigorenko, Elena L.; Jarvin, Linda; Sternberg, Robert J.
Titel	Using the Theory of Successful Intelligence as a Basis for Augmenting AP Exams in Psychology and Statistics
Quelle	In: Contemporary Educational Psychology, 31 (2006) 3, S.344-376 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2005.11.001
Schlagwörter	Psychology; Statistics; Theories; Cognitive Processes; Thinking Skills; Ethnic Groups; Academic Achievement; Intelligence Differences; High School Students; Achievement Tests; Advanced Placement Programs + Suchen Sie Ihr Suchwort? Psychologie; Statistik; Theory; Theorie; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Ethnie; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10