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Description:
The need for fair and equitable assessment of intelligence has become increasingly important, especially due to recent events in our country. Unfortunately, the tests we have been taught to use have fundamental problems that make the need for an evolutionary change more salient. In this session a close explanation of the problems associated with traditional intelligence tests will be examined and the evidence which supports the use of a second generation of intelligence tests is provided. The key to equitable assessment of intelligence is to use a test that measures the way students THINK to LEARN. The definition of THINKING should be based on BRAIN function (the Planning, Attention, Simultaneous and Successive (PASS) theory). Presented by Jack A. Naglieri, Ph.D. in March of 2022. This individual webinar can be purchased for $25 (scroll down to purchase). The content in this webinar is intertwined with Domains 1 and 8 of the NASP Practice Model. Schoolpsych.com’s recorded webinars are non-refundable. Attendees who complete this 1-hour webinar will receive 1.0 NASP-Approved CPD credit.
Participants will:
1. Distinguish between test bias and test equity
2. Be able to use current research to select the most equitable measures of intelligence
3. Learn how to determine if a test question demands knowing or thinking.
Presenter Bio:
Jack A. Naglieri, Ph.D., is a Research Professor at the Curry School of Education at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16 and the recipient of the 2011 Italian American Psychology Assembly Award for Distinguished Contributions to Psychology, recipient of APA Division 16 Senior Scientist Award (2001), Ohio State University Faculty Research Award (2000), Ohio School Psychologists Association Bartlett Award (1995), and the Arizona Association of School Psychologists President’s Award (1981). He holds a Diplomate in Assessment Psychology–American Board of Assessment Psychology, earned a license as a School Psychologist in Virginia and Ohio, and has School Psychology certifications in New York, Georgia, Arizona, and Ohio. Since the late 1970s, Dr. Naglieri has focused his efforts on theoretical and psychometric issues concerning intelligence, cognitive interventions, diagnosis of learning and emotional disorders, cognitive interventions, and theoretical and measurement issues pertaining to protective factors related to resilience. Dr. Naglieri is the author or co-author of more than 300 scholarly papers, books, and tests.
Financial Disclosure:
During this presentation, Jack Naglieri, Ph.D. presents on assessments that he has created and has financial ties to. He lists the details of these financial disclosures at the beginning of the webinar.
Attendee Feedback:
“I really appreciated the comparison between the different cognitive tests. As a school psychologist we form our own opinions about different tests based on patterns of responding that we receive from the students we assess. It’s really helpful to see the actual research. Additionally, my district is in significant disproportionality for overidentifying students who are Hispanic or LatinX so I’m excited to share this information with my fellow colleagues.” -Kristin
“Presenter was engaging. Great information and presented clearly. I really enjoyed the presentation.” – Lesley
“I found this presentation to be thought provoking and insightful. A favorite for sure.” -Erin
“Extremely knowledgeable with first hand experience as a practitioner and professional” – Christina
“Applicable and useful information. Easy to digest and excited to share with others. I only wish it were longer!” – Sierra
“Great presentation! I particularly enjoyed listening to the explanation of how the PASS theory relates to the most common disabilities SLD, ADHD, and Autism we deal with at schools.” -Carol
“This was a extremely interesting and helpful training. Thank you so much!” -Carolina
“I’ve recently begun working in an urban school district. This information confirms what I have been seeing on the Wechsler scales that I administer to most every student. Great work!” -Vicki
“Data was fantastic! great presentation. It definitely changed my approach to selecting cognitive assessments.” – Tara
“After years of using one of the more popular measures, it was refreshing to see how some of the issues I face- especially as a bilingual evaluator- can be avoided by using another measure.” – Miriam
Course Information
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