Beyond IQ: Model of Academic Competence and Motivation (MACM)Kevin McGrew
The current slides supplement the on-line background paper “Beyond IQ: A Model of Academic Competence and Motivation” (Kevin McGrew, 2008), which is presented in the form of an Institute for Applied Psychometrics (IAP) Evolving Web of Knowledge (EWOK).
All materials are part of the Beyond IQ Project, which is housed at IQ’s Corner Blog
www.intelligencetesting.blogspot.com
http://tinyurl.com/3ygdsw
Updates and announcements can be found by routinely monitoring IQ’s Corner Blog.
These slides can be used without permission for educational and training purposes (not commercial use or for-profit activities)
CHC theory 101: From general intelligence (g) to CHC theoryKevin McGrew
The second in the CHC Theory 101 series. This brief module traces, in broad strokes, the history of psychometric theories of intelligence from Spearman's g to contemporary Cattell-Horn-Cattell (CHC) theory
Beyond IQ: Model of Academic Competence and Motivation (MACM)Kevin McGrew
The current slides supplement the on-line background paper “Beyond IQ: A Model of Academic Competence and Motivation” (Kevin McGrew, 2008), which is presented in the form of an Institute for Applied Psychometrics (IAP) Evolving Web of Knowledge (EWOK).
All materials are part of the Beyond IQ Project, which is housed at IQ’s Corner Blog
www.intelligencetesting.blogspot.com
http://tinyurl.com/3ygdsw
Updates and announcements can be found by routinely monitoring IQ’s Corner Blog.
These slides can be used without permission for educational and training purposes (not commercial use or for-profit activities)
CHC theory 101: From general intelligence (g) to CHC theoryKevin McGrew
The second in the CHC Theory 101 series. This brief module traces, in broad strokes, the history of psychometric theories of intelligence from Spearman's g to contemporary Cattell-Horn-Cattell (CHC) theory
Re-examining traditional residential programming in light of contemporary theory and research; innovative programming model and delivery system highlighted.
1. Bloom’s Taxonomy of Mental Tasks
Making judgments and supporting arguments; requires previous levels of
cognition as well as understanding of personal/professional criteria.
Key words: Evaluate, Judge, Critique, Justify, Recommend, Criticize, Assess,
Evaluation Disprove, Rate, Resolve, Refute, Discriminate, Appraise
Typical of Grad
School Level: Combining information to form a different and original product; requires
Meaningful previous levels of cognition as well as creativity and originality.
Learning Key words: Create, synthesize, New, Design, Hypothesize, Invent, Develop,
Synthesis Compose, Estimate, Theorize, Elaborate, Test, Improve, Invent, Devise
Originate/Original, Fuse, Amalgamation, Blend
Identifying structural components; determining arrangement, logic,
and semantics.
Analysis
Key words: Analyze, Categorize, Compare, Contrast, Separate, Dissect,
Deconstruct, Simplify, Theme(s), Motive(s), Inferences, Assumptions,
When you study, Examine, Investigate, (sometimes “Evaluate” is misused to mean Analyze)
Typical of
College Level
Using comprehension of knowledge to solve problems;
transferring to theoretical ideas or different contexts.
what level of mental activity Application Identifying connections and relationships and how they apply.
Key words: What if? Use, Compute, Solve, Demonstrate, Apply,
Construct, Build, Experiment with, Solve, Relate
Summarizing, paraphrasing, interpreting,
translating.
are you using? Comprehension Key words: Why, How, Explain, Summarize,
Paraphrase, Describe, Illustrate, Interpret, Classify,
Outline, Map, Rephrase, Infer, Understand
Typical of High
School Level:
Rote Learning Rote learning, memorizing information verbatim,
but not necessarily understanding the material.
Knowledge
Key words: What, Remember, List, Label, State,
Define, Choose, Find, Label, Select, Match, Recall,