CETT - Strand 3 - Coggle Diagram
CETT - Strand 3
Empirically measured intelligence/abilities vs theories of intelligences
Multiple - 8
Key point being - judgements based solely on Standardised tests will ignore the holistic human. "people can be intelligent in a number of ways. So awareness of this is fundamental to educational judgements and provision.
Cross Battery Approach is also an important approach -
Abiltiy test is what we are doing.
Interesting historical development of intelligence...
Spearman 1927- G and S
Sternberg - 3 spheres
History of ability testing... CHC
Cattell - Gf and Gc
Horn + Cattell - Stratums - Gf - Gc... 8 specifics...
Carroll - 8 specifics - 69 sub-tests...
McGrew - unification...
define those 8
Plus contraversy in regards to Grw... which it is more a measurement of attainment, (Gc) and thus a cause for exclusionary results and test bias.
Less economically privedged schools, race, cultural identity, linguistics, special educational needs...
Good to mention Nagilari - CAS
Intelligence - or abilities?
interesting to footnote a comment about the titles of some of the most use test batteries... WISC fpr example.