Ability Grouping: Benefits and Drawbacks

Ability-Based Grouping
Ability grouping is where students are put into classes, groups, etc. by their academic ability. Meaning students with higher grades get put into classes
with other students with similar grades. Or students with struggling or failing grades get put in classes with other students. Personal I am all for ability
based grouping, because it lets students get help, challenge themselves, and help their academics. Allowing students with struggling grades to get help
all at once, ask questions and seek the help they might need. On the other hand allowing students that have higher academic skill level to challenge
themselves with harder work and harder challenge. Some of the advantages of ability based grouping is that it once again, allows students
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Ability Grouping
Ability grouping is a widely spread practice used among many educators today. Between–class grouping is by far one of the most commonly used types
of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or
achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students into different classes or courses.
"Between–class ability grouping is where students spend most of the day in ability groups and use the same or similar curriculum substantially
adjusted to their ability levels" (Ability Grouping 3). "For example, in elementary schools, students from the same grade levels may be grouped by
ability for reading and... Show more content on Helpwriting.net ...
This being said, there are a number of disadvantages as well. One such example is the fact that the regrouping plan takes a considerable amount of time
for planning. Teachers have to be very cooperative and must be in agreement with one another. Another disadvantage is that teachers and students meet
with one another less frequently. "[В…] Many teachers are uncomfortable working with children whom they see only once a day for an hour or so"
(Snowman, 2003, p.186).
Although a derivative of the regrouping method, the Joplin Plan is perhaps the most unique of the four types of ability grouping due to its process
of cross grade grouping. A variation of the regrouping method, the Joplin Plan is also known as the simplest form of ability groups. This grouping
plan "assigns students to heterogeneous classes for most of the day, but regroups them across grade levels for reading instruction" (Hollifield 2000).
This is in effort to group students for reading instruction on the basis of ability level, regardless of age or grade. An example of the Joplin plan
would be to group all third, fourth, and fifth graders whose grade equivalent scores in reading are 4.6. The same can (and usually is) done for
mathematics. According to Gary Hopkins of Education World Magazine, "grouping students as a class by ability for all subjects doesn't improve
achievement", however, "grouping

Mixed Ability Research Paper
Ability setting and mixed ability classes In 2006 the Department for Education and Skills (DfES) published a document to serve as guidance for
schools across the UK about the benefits of grouping and setting according to age and ability, for teachers and for students (DfES, 2006). The
never–ending search for strategies to attain better results lead policy makers in the UK to continue the promotion of setting pupils by ability, despite
research suggesting no consistent evidence that structured ability grouping will produce positive effects on attainment on any particular group of pupils
(Hallam & Ireson, 2005). Nonetheless, research suggests that it may have negative effects on particular groups of pupils in terms of personal and social
... Show more content on Helpwriting.net ...
Research also suggests that teachers tend to feel the pressure of government guidance 's and school 's ethos and policies as an important force in
determining their beliefs (Hallam & Ireson, 2003), but their attitudes towards teaching seem to be mostly influenced by their experience in their
subjects with their classes (Hallam & Ireson, 2003; Hallam & Ireson, 2005; Kutnick, Blatchford, Clark, MacIntyre, & Baines, 2005). The government
guidance acknowledges that setting doesn 't guarantee full homogeneity within the groups and therefore differentiation is still necessary in lessons, as
they need to be tailored specifically to their profile and allow the implementation of strategies that able pupils to be stretched in their different
capacities (DfES, 2006). Nevertheless, intelligent use of group setting would allow teachers to plan with more confidence, allocate resources – like
teaching assistants – to more demanding groups (DfES, 2006), and differentiate their approach to different groups. The main argument in favor of
setting pupils by ability tends to be that more able pupils need some form of separate grouping and an environment where they can freely be stretched
to the maximum of their potential without feeling inhibited by their peers (Hallam & Ireson, 2003; Hallam & Ireson, 2005; Hallam, Rogers, & Ireson,
2008). Most research supports this argument and there is an overall agreement amongst teachers in the studies that

The Assumptions Of Ability Grouping, Student Tracking And...
Abstract
This paper will dive into four common unwarranted assumptions made from ability grouping (student tracking) and attempt to debunk the ideas.
Ability grouping is the common educational practice of separating students based on actual or purported ability in the same grade into different
instructional groups with differing levels of aptitude or achievement (Ainsworth 2013). The four assumptions that will follow were researched by the
former presidential professor in equity in the graduate school of education and information studies at UCLA, Jeannie Oakes. Ability grouping or student
tracking is in fact illegal in the state of California but, institutions still find alternative ways to implement the method.
Keywords: Ability Grouping, Students Tracking
Debunking the False Assumptions of Ability Grouping The four ability grouping assumptions are as follow: (1) Students learn better when they are
grouped with other students who have similar academic skills or prior levels of achievement, (2) slower students develop more positive attitudes about
themselves and their education when they are not in daily classroom contact with those who are brighter, (3) track placements are part of a meritocratic
system with assignments "earned" by students and accorded through fair and accurate means, and (4) teaching is easier when students are grouped
homogeneously, and teaching is better when there are no slower students to lower the common denominator in the classroom

Sexism In Schools
If accused of racism or sexism, most people would deny the allegation. Racism and sexism became problems because the general public stereotyped
large groups of people. One would think people in the twenty–first century would learn that categorizing people does not yield a beneficial outcome.
Despite conclusive evidence against it, schools around the country are classifying students by intellect using a system called tracking. Although many
institutions have utilized tracking to improve their schools, they are taking the wrong approach. If you decide to add class levels to your school system,
the quality of of your district would deteriorate. Tracking will limit your district's success because of the impracticality of levels, the decreased
confidence ... Show more content on Helpwriting.net ...
"Reading comparisons indicate a statistically significant lower achievement associated with early tracking. Similarly, the mathematics results are
always lower with early tracking." (Hanushek 12) As any sports enthusiast knows, "It's better to play up". This means that playing among skilled
players and challenging oneself makes you a better player than playing with a team that doesn't push one's limits. Why shouldn't this phrase pertain to
academics? When surrounded by advanced learners, students will pick up on their habits and techniques. Another problem with school levels is
created when diligent students have trouble with tests.The placement test can't make an accurate guess at their intelligence level because the students
don't perform on tests as they do in class. They would be placed in a lower level than they deserve, and those kids would be taught basic concepts
when they have the capability to learn advanced material. Learning, a crucial aspect of education, will diminish if you implement class levels.
Due to the dysfunctionality, negative mindset of students, and diminished quality of education, class levels would hinder your school system. The
many problems with school levels overshadow the few benefits. As Dr. Jeanne Oakes pointed out, tracking "is a practice that is very popular, very
common, that's based on a flawed theory, and for which there is almost

Essay Use of Ability Grouping
Use of Ability Grouping
How widespread is ability grouping? No reliable national surveys of ability grouping in elementary schools have been conducted, but a consistent
picture emerges from several local studies. According to the article "Ability–Group Effects: Instructional, Social, or Institutional?," (Pallas, 1994) ability
grouping for reading instruction appears nearly universal, especially in the early grades. Schools seek to create teachable groups of children within
classes containing a broad range of skills, from students who independently breeze through children's novels to those who have yet to learn basic letter
sounds. Ability grouping in math is less frequent and only in the upper grades, but remains rare at the elementary ... Show more content on
Helpwriting.net ...
Once students are grouped, they generally stay at that level for their school careers, and the gap between achievement and levels becomes exaggerated
over time. The notion that students' achievement levels at any given time will predict their achievement in the future becomes a self–fulfilling
prophecy (Slavin, 1990). Wheelock doesn't dismiss all forms of ability grouping. For example, a group might be set up within a class to help students
who are having difficulty with a specific skill, or a group might be formed to "pre–teach" a skill to a group of students who might have difficulty
grasping a concept.
Advocates
Those that support ability grouping in schools argue that it is not just gifted and talented students that benefit from this practice. Although students
benefit slightly from ability grouping even when course content is not altered, they could gain much more when the curriculum is adjusted to suit their
academic needs, according to Mary Ann Swiatek (1997). Swiatek argues, students with mathematical talented are ready to learn statistics/probability,
geometry, and pre–algebra long before those topics are introduced in school. If the advanced material is presented, gifted students will learn it, thereby
boosting their academic achievement. (Swiatek, 1997)
Standardized achievement tests show that gifted

Ability Grouping Argumentative Essay: Fourth Grade Students
Ability Grouping Argumentative Essay Imagine you are a fourth grade student. Your class is assigned into groups for a project, you get paired with
the "Smart kids." They work way too fast for you to understand anything. How do you feel in this situation. Many children are separated based off of
ability in multiple school districts.. When they are separated, the courses are often different from one another. Everyone learns differently and as well at
different speeds. Teachers can also benefit from grouping, they can focus more intensely with students that need extra help. Students should be sorted
by ability to ensure no students will fall behind due to teaching paces and curriculum. Learning is not the same for everyone. Students learn at

Ability Tracking Pros And Cons
Ability Grouping and Tracking
Introduction
Debates about ability grouping and tracking often focus on the conflict between if they both help the majority and not the just the high–achieving
students. Ability grouping and tracking in high school have many positive and negative effects on society.Education is an important field in sociology
and it has a big impact on how a society develops. Many researchers and politicians believe that the educational system should be improved. Some
believe that ability grouping and tracking only benefit a select number of students instead of the majority, while those who oppose argue that it is the
most effective way to teach students. The type and quality of education a student receives can often determine ... Show more content on Helpwriting.net
...
Historically debates and controversies about ability grouping and tracking have often focused on if the pros outweigh the cons. No one can deny that
both of these practices have benefits and that they also have many downfalls. Tracking and ability grouping have both been around for nearly a century.
They both have proved beneficial to students and educators, but have unintentionally created systemic segregation and other problems. There have
been many discussions and arguments throughout the last few decades about whether or not the benefits of ability grouping and tracking outweigh the
cons. These discussions have gained more attention and popularity at certain points in history. For instance, ability grouping and tracking were both
popular topics in discussions in the eighties and early nineties. Both practices lost popularity in the late nineties, but are now making a comeback. Both
practices have been improved, but they need to be more flexible for students and educators. History has taught us that ability grouping and tracking are
both needed in some form, but both practices need to continue to develop and improve with

Student Reflection
As I've mentioned previously we departmentalize at Chattahoochee. I teach three math and a social studies and writing/grammar class. I have 27
students in my first math rotation, 24 in the second, and 22 in the third. In math I mainly ability group students as a more effective way of
differentiating instruction to meet the needs of my students. These groups are very fluid though depending on the AKS/skill. The groups often change
weekly if not daily depending on the activity planned. My first rotation is AC math, but I still have several student they need a little extra help on
certain topics and they are still vary in their abilities. However, in this class and the others at times the kids are also grouped based on common
misconceptions. In Social Studies, I use various types of grouping depending on the activity. When we jigsaw I will normally use heterogeneous
groups, but use homogeneous for projects.
In my homeroom class I have two EIP (Early Intervention Program) student receiving extra reading and math support, three ESOL (English as a
Second Language), nine students who are identifies as gifted, and the rest of the students on or above grade level in math and reading. On the other
two classes I have eleven EIP students and nine ESOL students combines. In this week's reading, several articles discuss the different ways of
grouping students based on ability within or between classes, flexible grouping as well as the cluster model. Today's classroom contains

Workforce Planning and Employment Tanglewood Case 7
Management 364 A, Workforce Planning and Employment Case 7 Personnel selection and assessment activities are integral parts of this organizational
life. Tanglewood's economic climate has seen an ever increasing level of staff turnover and personnel reorganization, and the abolition of the
traditional view keeping a 'a job for life. Consequently, there is now more pressure on this organizations and HR managers to fill vacant positions
quickly and with the most appropriate individuals. Decisions about hiring applicants have to be based on predictions about future work behaviors.
Tanglewood needs to recruit new staff and start making promotion decisions about employees, there are various methods of assessment that are
available, such as:... Show more content on Helpwriting.net ...
In assessing the resumes from job applicants for store manager, I decided to score the documents on the basis of very specific information. I gave
points according to certain qualities that the candidate may or may not possess. It was important that each item to be score was related directly to
the KSAO's required for the position of store manager. There were possible 11 points given on the resume using the chart from (Tanglewood Appendix
A,). DEPARTMENT MANAGER TASKS KSAOS SPECIFIC TASKS TASK DIMENSIONS IMPORTANCE (% TIME SPENT) NATURE
IMPORTANCE TO TASKS (1
–5 RATING) Manage the department to increase sales and ensure efficiency. Coordinate department activities with the
store's policies, in consultation with assistant store manager. Implement special promotions, displays and events. A. Planning and coordination 30%
Knowledge of organizational policies and practices Skill in judgment and decision making Ability to think develop original solutions within prescribed
parameters 5 3 3 Analyze sales figures and forecast inventory needs for future periods Ensure quality, customer service, and health and safety standards
are met for the department. Enforce safety,

Is Ability Grouping The Way To Go Away?
Is Ability Grouping the Way to Go––
Or Should It Go Away?
From time to time, Education World reposts a previously published article that we think might be of interest to administrators. Before reposting, we
update all links and add new resources to the articles. We hope you find this archived article to be of value
Logic, emotion, and research often clash in the longstanding debate over the advantages and disadvantages of ability grouping (tracking). Should it be
left up to the courts to decide whether such grouping is fair or not?
Is ability grouping (or tracking) an efficient way to handle differences in student abilities? Does such grouping benefit students–––or does it unfairly
label them? Research, logic, and emotion often clash when ... Show more content on Helpwriting.net ...
Those two students talked about the effects on them of ability grouping when they were in elementary school.
Rick wrote about why he always worked so hard to remain in the middle group. "The higher group, you see, always had so much stuff to do and I
never saw those kids out to recess because they had to stay in and finish what they had started. Now the lower group was not the group to be in
either. Even as young as first grade, I knew what it meant to be in the lower group and how those kids were thought of as "lower" than the rest of us.
This is the problem with labeling and grouping."
Monica wrote "I have nothing but bad memories about my reading groups in elementary school. I was constantly being left behind and humiliated by
my teacher No attempt to help me as an individual by my teacher was ever made–––and if it had, it probably wouldn't have been a pleasant one. I think
that teachers should be more patient with those students who have reading problems and maybe offer other ways to help than put them in the low

Within-Class Ability Grouping Essay
Within–Class Ability Grouping
As a future educator ability grouping is more than likely going to be a part of my classroom. I think it can and will be a valuable tool in effectively
teaching all students of varying abilities. Ability grouping is a greatly debated area in the field of education. Opponents to the practice believe ability
grouping is detrimental to learning and student self–esteem, but ability grouping, specifically within–class ability grouping, can be very effective in
teaching children. The students are able to learn at a pace that is suitable to their individual abilities and teachers are able to construct lessons that are
specifically geared towards each level. Within–class ability grouping necessitates flexibility ... Show more content on Helpwriting.net ...
This involves assigning students within the classroom to small groups based on ability with each group working on their own material according to
their ability level. "Within–class grouping appears to be a useful means to facilitate student learning" (Lou, 451). "The positive effects are slightly
greater for low–achieving students than for average or high achievers" (Hollifield). A child may have lower abilities in one subject, but be more
proficient in another; the child should be placed accordingly. For example, an elementary child may be placed in a low ability group for reading and
a high ability group for mathematics, but for social studies, spelling, and science be with the entire class. This enables the child to get needed help in
the weaker area and extra stimulation in the stronger area while allowing the child to interact with all of his peers in other subject areas. Many
elementary schools use within–class grouping and it has been effective.
W. R. Borg, educational researcher and author, examined the consequences of grouping systems by comparing two adjacent school systems, one using
homogeneous (children of the same ability) groups, the other using heterogeneous (children of varying ability) grouping. Borg's research concluded
that "elementary level ability grouping provided the slower and average pupils with a better chance for social recognition than did random grouping"

Creating Homogeneous Ability Grouping
Background
Research into ability grouping has raised questions about the process of creating homogeneous ability groups. Evidence suggests it is not uncommon
for students to be placed in an inappropriate group for their ability level (Ireson & Hallam 1999; MacIntyre & Ireson 2002, as cited in Muijs & Dunne,
2010). Muijs and Dunne (2010) uncovered during their research that middle bands and even the high band contained students with low–test scores. The
findings of Muijs and Dunne (2010) suggest the process in place to group students according to their ability is unreliable. Hallinan (2003) reported the
process teachers were taking was to group students by standardised test scores, prior achievement and the recommendations of teachers and counselors.
The benefit of homogeneous ability grouping is the opportunity to provide students with differentiated instruction based on their ability level. The
result of heterogeneous ability groups created through the grouping process is one of many concerns. ... Show more content on Helpwriting.net ...
Students in the low band can suffer self–esteem issues, as well as negative impacts on their attitude and motivation (Suknandan & Lee as cited in
Smith & Sutherland, 2006). The negative impacts are greatly felt by schools in low socioeconomic areas. These schools had higher enrolment
numbers, with a larger portion of minority students and a greater range of abilities (Nomi, 2009). The negative impacts on students in the low band
are likely to be due to the label placed on them. Lanzo (2011) conducted a comparison research and discovered at–risk students benefitted from being
in heterogeneous ability groups rather than homogeneous ability

Ability Grouping Stereotypes
Over and over again in research conducted about ability grouping the reference of teacher's preconceived stereotypes about students. Students are
placed into selected ability groups based on behavior, gender, age, and unwarranted perception. Research has shown us that actual fair data or lack of
is over looked when students are placed in ability groups. Teachers must become aware of their bias and not let them dictate the ability of a student.
Personal instinct should not be thrown out of the equation when evaluating students. Teacher experience and training should never be overlooked.
However, students must be given ample amount of time to prove their capability. Student progress must be recognized if a remedial group and allowed
to change the ability group if warranted. Research has shown ways to ... Show more content on Helpwriting.net ...
In order to close the gap curriculum being instructed needs to be similar and equal. A remedial class is meant to catch up a student academically.
However they cannot be expected to succeed in a general or honors course if they lack the same basic content that is being taught in those courses.
Students regardless of ability group should receive the same quality and level of instruction and content. Ability grouping is meant to differentiate
instruction, not give more content to one student and not to the other. In the literature review it was mentioned that schools are going to an open course
enrollment. This allows students and parents to decide if they want to enroll in honors or advance placement level course. Students are still to meet
prerequisites for the course but are no longer susceptible to teacher bias, or past academic performance. Open course enrollment allows students the
chance to break the academic track they were on and jump onto a track that allows them to take courses that gets them college

Teaching Strategies For Students With Multiple Ability Groups
There are a number of teaching strategies a teacher can employ when teaching year 6 fractions including whole class discussion, lectures,
brainstorming and questioning. Coupled with tailored instruction to suit differing abilities, it is possible for the teacher to cater for students with low,
average and high ability. This essay will explore these strategies and approaches to demonstrate how a class of 24 year 6 students with ranging abilities
can learn fractions in same ability groups. The essay will highlight evidence to demonstrate the effectiveness of same ability groupings and the
importance of group size and identify and explain different teaching strategies that will facilitate student learning and encourage students from all
ability groups. The essay will end with a detailed timeline where activities and lessons related to teaching fractions are explored demonstrating how
each group is catered for.
The class will be divided into 6 groups of 4 according to ability. Based on the pre–test data, the groups will be identified as high ability, average and
low ability. High achieving students will be those who have demonstrated ability in 8 or more of the 11fraction topics in the pre–test. The low achievers
will be those students who showed they were competent in 4 or less topics, while the average students will be those who achieved 5 to 7 of the topics
covered in the pre–test. The 6 groups will be comprised of 2 groups with students identified as having low ability, 2

Ccmh535 R2 Giftedness Exercise Week6
University of Phoenix Material
Assessment of Giftedness
Discuss Gayle's test results with your Learning Team.
Write a 1,050 to 1,400 word paper addressing each of the six questions at the end of this assignment.
Format your paper according to APA guidelines.
Case of Gayle
Gayle began taking piano lessons at age 4. By the time she was 10 years old, she was a proficient pianist, had completed in several statewide youth
piano competitions, and had recently won the prestigious national Chopin Youth Piano Competition. Gayle had already decided that she wants to be a
professional musician. In school, Gayle performs well academically. Her fifth grade teacher believes that Gayle's musical ability as well as her high
level of academic ... Show more content on Helpwriting.net ...
Gayle's score of 55, in creativity, also puts her at the 95th percentile, which means that she scored higher in creativity than 95% of the people who
took this test. Gayle's raw score for musical was 52, which is also well above the minimum requirement of 34. For musical Gayle is at the 98th
percentile, which means only two percent of the people who took the musical test scored higher than she did. According to Gayle's scores in creativity
and musical she easily qualifies for acceptance into the gifted and talented program for gifted students at her school. xxxx be accepted into Gayle's
score Visual or Performing Arts Ability1.Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS)
2.Display of work in art or music 1.SRBCSS Minimum raw score on one of the following scales:
a.Art Scale = 53
b.Music Scale = 34
c.Dramatics Scale = 48
Creative Thinking Ability Evidence of art display or musical performanceScales for Rating the Behavioral Characteristics of Superior Students
(SRBCSS) Minimum raw score of 32 on the Creativity Scale.
5. Based on Gayle's scores, she is not accepted into the gifted and talented program. Why was she not accepted?
6. Write a letter to the Gifted Program Administrator appealing this decision. In your letter, make sure you reference all the relevant assessment about
Gayle, including her academic grades, scores on the assessment instruments (e.g., WJ III ACH, CogAT, and the relevant SRBCSS subtest scores) as

well as

Educating The Gifted Through Ability
Educating the Gifted Through Ability Grouping in Elementary Schools
1)What is Ability Grouping? How does it seek to further the educational needs of a diverse group of students in a classroom or a school?
a)"Ability grouping refers to the grouping of students of the same ability or according to their demonstrated performance or readiness level" (Misset et
al)
(1)Using groups according to ability creates a homogenous environment for students to learn with others at a pace that matches the needs of the whole
group. This seeks to inhibit the loss of interest for students who learn more quickly and ensure that students who need more time and assistance in
certain academic areas will receive additional instruction.
(2)This technique has ... Show more content on Helpwriting.net ...
103–382, Title XIV, p. 388). Gifted students are usually determined through standardized testing and evaluations that are given byeducation
professionals. One such determination is a child who has an IQ of 130 or higher, or who places in the top ten percentile in standardized testing.
(i)Anne Wheelock states in her interview that labeling students by ability tends to be more associated with pace of learning than capacity to learn
(Bozzone, 1995)
2)Formative assessment is encouraged to better help instructors understand and assist students in accelerated learning.
a)"Black and William derived guidelines for effective formative assessment: The assessment must be conducted during a 250 Journal for the Education
of the Gifted 37(3) unit of instruction, it must focus on identifying strengths and weaknesses of students in comprehension and/or in application of the
subject matter, and formative assessment should be used to make adjustments in the curriculum to improve learning prior to the unit summative
assessment. Formative assessments should also produce data relating to measurable attributes of learning within a unit, data on the performance level
achieved by a student on that attribute, and data that allow the teacher to

Physical Ability Tests For Industrial And Organizational...
Physical ability tests will commonly use various tasks or exercises requiring physical ability in order to test performance (Society for Industrial and
Organizational Psychology [SIOP], 2016). An assessment of physical ability may be necessary for some jobs, and the relation between physical
ability and job performance is of particular interest. For example, a police officer or firefighter that has limited mobility may find it difficult to
perform basic tasks required of the job. Firefighters have to carry heavy equipment, and sometimes people, in situations that can be quite hazardous,
such as a burning building. Police often are required to actively pursue, defend, and/or apprehend fleeing suspects (Cohen, Swerdlik, & Sturman, 2013).
This would also have the added benefit of preventing or minimizing risk of injury to employees or others, save on medical costs, and workers
compensation costs. Another major advantage of physical ability tests is that they are not influenced by any attempt of the test taker to fake a response
or try to use impression management (SIOP, 2016). Slide 4– Limitations As with most tests, along with the many advantages, there are also limitations
to physical ability tests. These are important to know since knowledge of them may help to mitigate their impact when testing for physical ability.
Physical ability tests are generally more apt to display different results based on gender than most other types of tests (SIOP, 2016). This will be
discussed in more detail a little later in the presentations. A possible limitation with physical ability tests is that issues may occur in employee selection
if the test is used to diagnose medical conditions, rather than just actual ability to perform a job–related task (SIOP, 2016). This is true of most tests
though, since how a test is used is usually as important as choosing the right test. Some physical ability tests can be relatively expensive, depending on
the type, and may require certain kinds of equipment or tools, as well as proper administration of the test (SIOP, 2016). These types of tests can also
require

The, Outliers, By Malcolm Gladwell
"Success is nothing more than a few simple disciplines, practiced every day." (Jim Rohn) Malcolm Gladwell's, Outliers, published in 2008, makes
arguments about what it means to be successful, and how one can become successful. Gladwell specifically mentions the "10,000 Hour Rule" which
states that anyone who wants to reach a definite level of mastery must perform 10,000 hours of practice until that level is reached. Some believe this
rule to be invalid as those who are successful are born talented. Though I recognize that some people are born naturally gifted, I still contend that
anyone who wants to become great at what they do, needs to do supplementary amounts of practicing as it utilizes one's potential to the fullest as
Gladwell... Show more content on Helpwriting.net ...
Gracyn, always having relied on her natural ability, was unaware of the hard work and practicing it would take for her to succeed and make one of the
teams. She began putting in much more effort, time, and practice. Consequently, she made the Ohio State University cheer team.Success is the initial
ability plus the extra practice one is willing to put in to achieve it. Extensive practicing leads to these behaviors becoming a way of life. There's an
old Latin saying "Repetitio mater studiorum est." which translates to "Repetition is the mother of all learning." Repetition is the key to proper
practice as it is the best way for a person to learn. The more a behavior repeats, it becomes habitual. There is a moment where you become so good at
something that you don't have to think about what you are doing, it comes naturally. A basic example of this is tying your shoes. We learned at a very
young age how to tie our shoes. We kept practicing and practicing until the point where it doesn't take any thought of what you are doing. Natural talent
paired with repetition creates a natural success.
Practice is beneficial only if the person genuinely is interested in what they are doing. Raymond T. Hightower, president of WisdomGroup software
company states, "The elite don't just work harder than everybody else. At some point the elites fall in love with practice to the point where they want
to do little else." Those people

The Importance Of Listening And Recommend Best Practices
Evaluate the Importance of Listening to Recommend Best Practices I.What is a Leader: You may have heard the question of where do leaders come
from. The answer to this question is perhaps vague and it seem to be a more difficult question than most may think. From a topic of vagueness comes
a variety of answers. However, the best thing about it, all the answers could possibly be correct. Leaders are perhaps uncovered at many different
levels and situations (Simmons, 2011). However, leaders in many organizations lead when forced into the spotlight and find out they are not equipped
to function effectively. Becoming a leader can be as simple as leading a small team, a group or a community organization (Jennings, 2012). The truth of
the matter... Show more content on Helpwriting.net ...
Scanlans difficulty to be effective was not because he did not possess the ability to listen but he allowed bias of a situation to selectively, not hear
what his peers were trying to convey. Scanlan (2011) goes on to say that, people are confused about listening most of the time. Moreover, the
confusion prevents the focus and distorts the direction as well as vision. In today's business, environments where individuals are more concerned with
the level of multitasking and listening becomes necessary only when someone requests. However, one does not have to be a manager of the
organization to understand the importance of listening. Perhaps even in a family one could attest that listening is perhaps one of the most difficult
aspects of making decisions effectively (Scanlan, 2011). III.Passive Listening You may be familiar with passive listening, passive listening is where
an is involved in a conversation however, multitasking by listening to several different conversations or events happening in the background (Bell &
Smith, 2010; Jennings, 2012). There has been perhaps a number of times you have slipped into this passive state of attention it seems as if you are
actively listening to a conversation but truly, there are other things happening that seem to be more worthy of your attention (Jennings, 2012; Scanlan,
2011). For example, have you ever had to sit through a board meeting or perhaps just a gathering with a

Reflection Paper On Spelling
Spelling: I was able to observe Nick's spelling growth over the course of my 8 week experience. My mentor teacher did not administer class spelling
tests, because the students are at various positions in the spelling module. Instead, Nick and four other classmates are taken to the back table of the
classroom (shown in the diagram in Appendix A) to complete spelling work on their whiteboards. The group that Nick is in is known as the advanced
students in the class, and they get spelling words that are in the 3rd grade curriculum. Because the work is completed on whiteboards and then erased, I
do not have any record of Nick's spelling scores. Although I do not have any physical documentation of Nick's spelling performance, I was able to
monitor Nick's spelling performance every time the spelling work was conducted. Typically, he would get the entirety of the spelling list correct,
except for one or two words that were incorrect. These mistakes were consistently problems with medial vowels in lengthy words. One thing that I
found interesting was that Nick would actually sound out the word while writing it. The words that he recognized with automaticity would be jotted
down immediately with accuracy. The unfamiliar words would leave Nick contemplating the order of the letters (usually the medial vowels) and
literally sounds the word out loud to himself. My mentor teacher truly loves this aspect of Nick's problem–solving, and consistently points it out to the
class as a

School Meals Programme And Free After School
Our school has implemented many schemes such as the Home–School Community Liaison Scheme, Learning Support Teacher Scheme, School Meals
Programme and Free after School Study to help all students and create a learning environment in which each student has equal oppurtunity.
The Home–School Community Liaison Scheme aims to improve co–operation between home, schools and communities to advance the educational
interests of disadvantaged children by encouraging, supporting and and facilitating partnership between parents and teachers. According to the HOME
SCHOOL COMMUNITY LIAISON Scheme (2016) The Home schools liasion offier also works with staff to develop an understanding of educational
disadvantage and promote innovative approaches and ... Show more content on Helpwriting.net ...
After school study for free
As a school we aim to create practical support for our students needa, along with one–to–one tuition, a warm place to go at the beginning and end of the
day, food, and the enrichment activities (sport, trips and cultural activities) that some families cannot afford.
There was more of a presence of meritocracy a number of years ago, and most schools have made decisions to end streaming classes. Purely from a
social inequity point of view this is a smart move. We have already established that working class students fare less well so by streaming they would
more than likely be in the one class. Unfortunately Smyth et al (2004) states that streaming of students is more prevalent in schools in disadvantaged
areas which is the case in our schools. As illustrated in Hart et al (2007) 'Government–sponsored initiatives to raise standards and improve practice in
schools have placed particular emphasis upon the need to differentiate by 'ability '. DEIS schools have a stem test for students entering the schools at
the beginning. It is clearly evident that the brightest students are put in a higher level of class with a breakdown of other students afterwards. The
schools reproduce such inequality that even those students that the test do not highlight are much after a later period. This myself I have witness,
where teachers are asked for the top three students of each. What

Research And Investigation Into Differential Validity And...
Research and investigation into differential validity and differential prediction has been ongoing, especially as it relates to cognitive ability tests. This
is due, in part, to the apparent validity differences inherent in cognitive ability tests between minority and nonminority groups. Test bias, differential
validity, and differentialprediction will be discussed, along with how each of these relate to cognitive ability tests. Test bias may occur in some
situations, and this can sometimes lead to adverse impact for various subgroups. The concepts surrounding differential validity can also have an effect
on ethical and global considerations for an organization, which will also be explored.
Differential Testing
Test Bias A primary... Show more content on Helpwriting.net ...
Therefore, although it would be ideal to use selection procedures that are highly valid, and display appropriate diversity, this may not always occur.
However, simply because a test shows lower scores for a minority group does not necessarily mean the test shows bias.
Differential Validity and Differential Prediction A relatively large mean difference found between various subgroups for general cognitive ability tests
is suggestive of bias regarding test scores (McDaniel & Banks, 2010). This perception seems to be supported by single–group validity, which in this
example, would indicate that general cognitive ability tests have validity for one subgroup, but not the other. Differential validity puts forward the
concept that a test has one validity for one subgroup, and a significantly different validity for another subgroup (McDaniel & Banks, 2010). There is an
issue with this line of logic though, single–group validity lacks the comparison needed to actually compare the two subgroups. Extensive research
backs this up, and it has been found that differential validity is very uncommon (Berry, Barratt, Dovalina, & Zhao, 2014; Cascio & Aguinis, 2011;
McDaniel & Banks, 2010). Therefore, different validities for various subgroups in not necessarily what is occurring with general cognitive ability tests,
at least not very often. Instead, the issue occurring with general cognitive ability tests regarding

Is Ability Grouping Worth It?
Is ability grouping worth it? Is it the way to go? Do you think your kid should be in a higher level class? Well, according to Education World,
"ability grouping increases the student 's achievements and goals by letting the teachers focus on the pace that the students should be learning at."
Some people think that ability grouping is a good thing to do, and some people disagree. Many schools around the world are switching to ability
grouping. About 60 percent of elementary schools are choosing to switch. I totally agree that we should keep ability grouping. Usually the kids in
ability grouping classes have a lot more self–confidence and determination than the kids that are not in ability grouping classes. Ability grouping helps
schools, students and teachers in many ways, by helping the teachers go at the pace they want, it helps the students get ready for high school and
college, and it helps the students learn, and challenge themselves more.
Ability grouping helps students to prepare for high school and or college, because when a student gets in high school they have to take so many
different classes in school, and if they were in accelerated classes as a kid they would do a better job in high school. For example, if a student was in
an accelerated class when they were in elementary school then they would of been challenged in that class and would make it to a higher level class in
high school. Also, if a student excels in high school, then they would have a better

Essay on Ability Grouping
Ability grouping is a widely spread practice used among many educators today. Between–class grouping is by far one of the most commonly used types
of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or
achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students into different classes or courses.
"Between–class ability grouping is where students spend most of the day in ability groups and use the same or similar curriculum substantially
adjusted to their ability levels" (Ability Grouping 3). "For example, in elementary schools, students from the same grade levels may be grouped by
ability for reading and ... Show more content on Helpwriting.net ...
This impacts their achievement level and in turn affects their self–esteem. Such consequences cause the students to lose interest in school, and in the
long run, many of these students begin to drop out. Although there are certain benefits to between–class ability grouping, they are outweighed by the
negative effects this type of grouping can produce. Ultimately, the focus should not be on how to label students, but rather, on the quality of the
education the students can receive while working with peers in specific subject areas.
Regrouping is another type of ability grouping. Students of the same age, ability and grade, but from different classrooms, are brought together for a
specific subject such as reading or math. According to their goals, activities, and individual needs, the students are grouped and then regrouped again.
There are two common regrouping strategies: teacher–led groups and student–led groups.
Teacher–led groups are effective in introducing material, summing up the conclusion made by the groups, and meeting the common needs of the
groups. These groups typically include whole class, small group, and individual instruction. Whole class instruction allows the teacher to introduce new
material to the entire class. It also allows students to use their prior knowledge to form new acquisitions. "Small groups can provide opportunities for
working with students who have common needs, such as reinforcement or enrichment" (Valentino, 2000, 1).
Individual

The Importance Of Ability Grouping
"Ability grouping is the practice of grouping children together according to their talents in the classroom, but is it an efficient way to handle differences
in students' abilities? Does this grouping benefit students or is it just unfairly labeling them? Research, logic, and emotion often clash when questions
such as these are asked." ("Is Ability Grouping ") Not only do opponents of ability grouping say that "...It not only fails to benefit any student, but also
that the program channels poor and minority students to low tracks where they receive a lower quality of instruction than other groups and this they
claim contributes to the widening of achievement gaps" ("NEA–Research Spotlight") Despite that fact, there are some reasons why it could also be a
good thing to have around as well, like that the practice allows teachers to tailor the pace and content of instruction much better to students' needs and,
thus improves student achievement. Also, teachers can provide needed repetition and reinforcement for low–achieving students and an advanced level
of instruction to those who are higher achievers. Ability grouping can also boost confidence, and each student who really needs the help can get the
individual attention they need. One example of why it could be a convenient strategy to use is that the teachers have the ability to adjust the pace of
instruction to students needs. Despite the fact that those against this strategy of teaching "...question whether or not this

Within-Class Ability Grouping Argumentative Analysis
In order to grasp the effectiveness of ability groups, it is necessary to point out the differences amongst them. Mathews (2013) states that ability
grouping is classified into two categories which are between–class ability grouping and within class ability grouping. Between class ability grouping is
essentially leveled groups (high, medium, low) across the grade level and is also known as "cluster grouping." Each group is assigned to a particular
classroom based on their academic ability or prior performance (gifted, special needs, and language learners). Within–class ability grouping is "the
assignment of students to groups within each classroom based on interest, skill, ability, and various other factors" (Mathews, 2013, p. 82). Within–class
They describe that overall the advantages of ability grouping outweigh the disadvantages of "reduced overall instructional time and unsupervised
seatwork" (Hallinan and Sorenson, 1987, p. 63). However, Hallinan and Sorenson (1987) point out that many studies show that ability grouping favors
students in the high group and disadvantages those who are in the lowest group. This is because high–ability groups are characterized by students who
have a positive attitude towards learning and who are highly motivated; while, students in the lowest group are those who are easily distracted and have
more behavior problems. If the teacher is spending the group's instructional time on discipline and redirecting, the group has a smaller amount of
instructional time and as a result the amount of learning taking place is

Ability Grouping Research Paper
All kids in America have to attend school. Teachers in the school want what is best for the kids. There has been a debate about whether or not we
should have ability grouping in schools. Some people believe that we should not have ability grouping, while others believe that we should have ability
grouping in schools. Regular schools without ability grouping do not have enough one on one time with the students and the teachers. According to
Digital Promise, teachers would be able to give more support to the students who need it. With ability grouping it allows students to move at their own
pace. According to New Approaches to Learning it states that the kids that do not understand the concept will fall behind because the class

Remote Sensor Systems ( Mems ) Technology Systems Of...
2. Clustering Technique: Sensor systems are profoundly disseminated systems of little, lightweight remote hubs, conveyed in several thousands to
screen the earth or framework by the estimation of physical parameters, for example, temperature, weight, or relative stickiness. Building sensors have
been made conceivable by the late advances in smaller scale electromechanical frameworks (MEMS) innovation. Group is a procedure to join
numerous systems. Remote systems are defenseless to security assaults because of the telecast way of the correspondence standard. In remote sensor
systems, reproduction hub assaults have ended up risky given that the aggressor can bargain one hub and produce many copies of this traded off hub
when he needs, from ... Show more content on Helpwriting.net ...
The assessment results exhibit which it performs strong imitation group identification ability.
3. Assaults in WSN: Wireless systems are helpless to security assaults because of the show way of the correspondence standard. Besides, remote
sensor systems have an additional weakness since hubs are every now and again set in a forceful or risky environment where they are not really
sheltered. Assaults on WSNs can be ordered from two distinctive levels of perspectives: Attack against security components.Assault against
fundamental components (like steering instruments). The assaults could be arranged on the preparation of the root of the assaults i.e. Inside or
External, and on the conduct of the assault i.e. Detached or Active assault. Thisgrouping is critical in light of the fact that the aggressor can misuse the
system either as inner, outer or/and also dynamic or latent assault against the system.
A. Inward/External Attack External aggressors are in a general sense outside the systems who need to access the system and once they access the
system they begin sending false parcels, dissent of administration with a specific end goal to upset the execution of the entire system. The way of the
assault is like the wired system assaults. As the name derives, interior assault is available in the system inside. Here, the assailant needs normal access
to the system and in addition take an interest in the run of the mill activities of

Ability Grouping In Australia
The literature also suggested that some schools in Australia practice ability grouping in order to address the learning needs of all students so that they
are able to achieve high student outcomes in school as well as in national examinations such as the Australia's National Assessment Literacy and
Numeracy (NAPLAN) tests.
Conclusion
A summary of the major agreements and disagreements about the focus area
The major point of contention in ability grouping is that it may create learning gaps and widen inequality of educational opportunities among the ability
groups. Whole class instruction has prevailed in schools for a long time with the belief that it presents the same stimulation and opportunity for all the
students. However, one cannot

Selection and Recruitment
EMPLOYMENT RECRUITMENT AND DEVELOPMENT
CRITICAL LITERATURE REVIEW
CRITICALLY EVALUATE VARIOUS SCREENING AND SELECTION METHODS AND RECOMMEND A SCREENING AND SELECTION
PROGRAMME FOR YOUR DEPARTMENT
This paper will critically evaluate and explore the key tools and techniques that are used in selection and recruitment process by the organizations.
Organizations have infact, a vast range of tools to consider in screening and selecting a workforce. This paper will analyze the theoretical principles
behind the relevant screening and selection method and then apply the theories to the Jandal Air Call Centre. The first section of this paper defines and
describes the key concepts of validity, predictive validity, utility and reliability ... Show more content on Helpwriting.net ...
Predictive validity is the ability of a measure to predict future job performance (Schmidt & Hunter, 1998). Low validity refers to validity in the range
of about 0.00 to 0.15. Moderate validity corresponds to validity in the range of about 0.16 to 0.30 and high validity is 0.31 and above (Heneman &
Judge, 2006).
The Validity and Utility of Selection Methods
Schmidt and Hunter (1998) pointed out that the most important element of any personnel assessment method is predictive validity, which is the ability
to predict future job performance, job–related learning and other criteria. According to Schmidt & Hunter (1998), the predictive validity coefficient is
directly proportional to the practical economic value which is also called utility of the assessment method. The research on personnel psychology
conducted within 85years revealed that the validity of measures of 19 different selection methods are used in decision making on hiring, training and
development assignments. However, some of these procedures work well and some do not work well.
Determinants of Practical Value (Utility) of Selection Methods
Validity of a hiring model and the variability of job performance are the determinants of its practical value which is the utility Schmidt and Hunter,
(1998). Furthermore, it says that at one extreme, if the variability is zero, then all applicants would have the same level of

Tracking in the U.S. Public Schools Essay
Tracking is the grouping of students by perceived academic abilities for instruction. As a pedagogical strategy, tracking was initially introduced into
U.S. public schools in the early 1900's as a way to educate and socialize the broadly changing population of urban, northern cities that swelled from
European immigration and poor southern black transplants seeking better opportunities. Societal beliefs of the time regarding distinct division of
classes and the requisite assimilation of immigrants into American culture resulted in new educational laws that popularized a system that segregated
classrooms into "slow, bright and deficient" (Ansalone, 2010, p. 4) levels of learners. Tracking was viewed and used as a practical strategy in... Show
more content on Helpwriting.net ...
The second assumption tracking makes is that the practice is equitable, accurate and appropriate. The third assumption claims student affect will be
negatively impacted if they are placed in inclusive groups with higher performing classmates. The last assumption claims teachers prefer tracking as an
instructional strategy because they prepare for and teach only one ability–level at a time. Many studies have been carried out to prove or disprove the
effectiveness of tracking and analyze any related social impacts. Following is a review of research for both sides of the debate.
In 1990, Slavin reported that tracking had only a small impact on academic achievement. Later, in 2000 and 2006 researchers revealed that average
learners had no change in knowledge gain but higher–track students showed academic improvement (Ansalone, 2010). While the research to support
impressive gains in academic achievement fall short, studies abound with statistics on the negative educational progress the high and low–tracking of
students has generated. Throughout the 1980's and 1990's Hallinan found that standardized test scores were significantly lower for students tracked
into low–ability classes than if they had been placed in inclusive or high–ability groups (Rubin, 2006). Furthermore, a startling 1987 report by Gamoran
showed the educational gap between high and low–track students was greater than the gap between high school dropouts and high school

The Job Analysis Of The O * NET System
With the growth in technology, organizations are no longer dependent on the advertisements in the local newspaper to render the perfect candidate
for the job. Social medial has provided a vast array of information in both providing sources and methods in the area of recruitment. One source that
has been proven to be very helpful and used by the federal government as a primary source of information concerning employees is the O*NET
system, occupational information network (Bethel University, 2013). The O*NET system can aid an organization in developing a job description for
any level of employment, in addition to suggesting salary ranges for a particular area. An additional source that could be utilized for any level of job
is a job... Show more content on Helpwriting.net ...
A structured interview could be conducted, providing a predetermined outline where answers of all being interviewed could be compared, and a
panel of peers could be established in order to deliver unbiased opinions. Writing samples could be required, along with letters of recommendation
(Schuman, 2014). In addition, interviews could be conducted by the means of Skype in order to reduce the expense of time and travel,
considering the candidates could be anywhere in the world. Reference checks should be performed to prove the education level, along with
employment history, and drug testing should also be included in the process. Preparing to hire an entry level machine operator would require the
development of a job description, which could be obtained by the use of O*NET, and a job analysis should be created in order to provide specific
expectations of the job (Bethel University, 2013). Sources such as CareerBuilder and indeed could be enlisted to advertise for the open position, in
addition to contacting local trade schools and vocational schools. Many businesses within the Jackson, Tennessee area participate in PIE, partner's in
education. Therefore, local high schools could also be notified of job openings, such as the entry level machine operator. Temporary agencies could
also be enlisted to hire entry level positions, providing a large pool of people

Do Schools Kill Creativity? By Sir Ken Robinson
What did you want to be when you were a kid? Did you want to be a politician? An accountant? A newspaper editor? Chances are you wanted to be
a princess or an astronaut, because kids rarely ever dream of having a job where they sit at a desk for 9 hours everyday. These jobs are more than
needed today, and many people find themselves taking interest in what these jobs encompass, but they don't typically strike children as their dream
job. Oftentimes, the more creative ideas deriving from a child's mind are squashed with great swiftness, before the idea has ever had the chance to
flourish. Education is just one cause of this war on the creativity of children. In the TED Talk titled "Do schools kill creativity?" Sir Ken Robinson
discusses the ... Show more content on Helpwriting.net ...
In simpler terms, schools care more about getting an answer correct than the fact that the student truly learns the topic or even that they attempted it in
the first place. Schools educate children to grant them access to college, and not to allow the talents of children to flourish. This causes, "many highly
talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued," as stated by Robinson. The inflation
of education has fostered an academic inflation. Jobs that needed a Bachelor's Degree twenty years ago may now need a Master's Degree or higher.
Degrees are becoming less and less useful for the same jobs. This results in more and more people with degrees finding themselves back at home
without a job like they were told they would

Equal Protection And Public Education : Ability Grouping...
Equal Protection and Public Education: Ability Grouping and Tracking The United States of America has a long and complicated history of
segregation and inequality. Though the country has fought fiercely to redeem itself by eradicating the practice of inequality in many areas, there are
still some concerns that remain. These concerns are present in the public education system, and relate to the time–honored practice of educators to
group and educate students by their ability level. This paper will discuss how students historically have been classified based on ability tracking and
grouping, the legal issues created by this classification, and what the Constitution requires in order to maintain equal protection rights for all citizens.
Classification for Ability Grouping and Tracking Ability grouping is the concept of placing students into learning groups within the classroom based
on their academic ability level (National Education Association, 2015). This happens more frequently at the primary level when students have only
one teacher and one classroom (Loveless, 2013). Ability grouping can be used to teach any subject but is most commonly used in English language
arts and mathematics (Loveless, 2013). Ability tracking uses the same concept of grouping students by their academic ability level, but tracking
happens at the middle and high school levels (Loveless, 2013). Tracking is the practice of testing students' ability levels, placing them in groups based
on these

Background Of Intelligence Testing During Wwi
Individuals can vary in multiple ways in regards to their personalities, mental abilities, emotional reactions, skill sets, etc. (Bauer & Erdogan,
2012). These differences in people are referred to as individual differences (IDs) and have been a significant area of study in Industrial
/Organizational (IO) psychological research due to their presumed effect on work related outcomes (Bauer & Erdogan, 2012). However, focus on
IDs greatly declined due to the lack of research supporting the predictive power of IDs in regards to work related variables, such as job performance,
as well as, adverse impact caused by the inappropriate use of ability testing (Daus, 2016; Bauer & Erdogan, 2012). Despite these reasons for the
decline in studying IDs, many arguments exist to support the importance and practicality of once again studying IDs. Rationales for studying IDs are
discussed.
Interest in the study of IDs rose partly due to the introduction of intelligence testing during WWI (Daus, 2016) and the development of the Big Five
model of personality (Barrick, Mount, & Strauss, 1993). When Robert Yerkes introduced intelligence testing into the selection procedures used by the
military, it allowed the military to efficiently and accurately place recruits into the appropriate positions based on their cognitive ability scores (Kevles,
1968). After the war ended, intelligence testing became much more commonplace in public areas outside of the military, such as schools, immigration
offices, and

Why Ability Assessments Don't Cross Cultures
You Can't Take It With You
Why Ability Assessments Don't Cross Cultures
Patricia M. Greenfield University of California, Los Angeles
A central thesis of this article is that ability tests can be analyzed as items of symbolic culture. This theoretical perspective, based in culturalpsychology
, provides psychological researchers and clinicians with the tools to detect, correct, and avoid the cross–cultural misunderstandings that undermine the
validity of ability tests applied outside their culture of origin. When testers use tests developed in their own culture to test members of a different
culture, testees often do not share the presuppositions about values, knowledge, and communication implicitly assumed by the test. These ... Show more
content on Helpwriting.net ...
The thesis of this article is that IQ and other ability tests are based on social conventions in each of these three cultural domains. These conventions are
presupposed or assumed by a test and its tester. However, for any test to function successfully, these conventions must also be shared by the participants.
If a test travels, so must the conventions on which it is based. Otherwise, cross–cultural misunderstanding results and validity is compromised. For a
test to travel freely, its foundational conventions must be universally understood by potential participants. In each of the three cultural areas––values,
knowing, and communicating––two or more foundational conventions are discussed. The transportability of cross–cultural tests either for comparative
research or for I thank L. MoniqueWard and JenniferJacobs for their comments on a draft of this article. I give special thanks to StevenLopez for
valuable suggestions concerningrevisions. Correspondence concerning this article should be addressed to Patricia M. Greenfield,Departmentof
Psychology,Universityof California, LosAngeles,CA 90095. Electronicmail may be sent via Internet to greenfield@psych.ucla.edu. 1115
utilitarian practice requires potential universality in each of these areas. However, as I show in this article, this requirement is often not met. Values
and meaning. For a test to travel freely, (a) there must be universal agreement on the value or merit of particular

Addie's Choices in Pivot Point by Kasie West
Addie was a Searcher. When she was faced with a choice, she could live through each option in her mind before making a decision. One day, her
parents announced their divorce and Addie was left to make a tough choice – stay with her mom in the super–secret paranormal compound or move out
with her dad to the outside world, blending in with people who didn't have mind abilities. In order to make the best decision, Addie made a Search
six weeks into the future to find out. The chapters in Pivot Point alternate between Addie's life in the compound and her life in the normal world.
In the chapters in which Addie stayed with her mom, she phoned her dad to ask what was wrong with her car because it was making weird noises.
While on the phone, she happened to overhear her dad receiving a package from the mailman. Upon arriving at school, a football hit her car and the
thrower turned out to be Duke Rivers, the school quarterback. Addie thought his aim was totally off but he just told her that his aim was perfect,
which meant he hit Addie's car on purpose. Later, Addie reluctantly agreed to attend a party with her best friend, Laila. At the party, Laila spotted
Duke and tried to hook Addie with him by literally pushing her into him. They talked for a while before Duke suddenly asked Addie out, to which
Addie immediately rejected. However, Addie's decision to exploit her mom's guilt from the divorce and rebel made her closer to Duke. Laila

Ability Grouping: Benefits and Drawbacks

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