Patrice Marshall was worried about Antoine Toussaint, one of the One week later, Antoine was in a different frame of mind. brightest but quietest students in her class of 34 eighth-graders. The district superintendent had recently announced that eighth- graders would have to take a new IQ test. Now, with the test only two days away, Ms. Marshall considered her students. She be- lieved that the test would work just fine for most of the class, but she knew something about Antoine that she was afraid could af- fect his performance: Just two days earlier Antoine's father had been rushed to the hospital following a heart attack, and he was still in critical care. Over the weekend, his father had recovered completely and had come home from the hospital. On Monday, she asked Antoine to stay after school and retake the IQ test in her office. Ms. Marshall left him undisturbed while she graded papers and did her daily paperwork at her desk. When she graded his test, she found she had been right. An- toine had improved his test score considerably. Ms. Marshall was certain that this result was the correct one. She had more faith in her instincts than in the IQ test, and in the end, her faith was justified. When the day of the test arrived, the class sat quietly and worked busily. Antoine seemed comfortable, apparently keeping his mind on the test. Still, Ms. Marshall worried. When she looked at the test papers, her heart sank. Antoine's score was well below the level she expected. IQ was supposed to be accurate, unchanging, fixed-but she knew Antoine was more intelligent than the test showed. Could the test be wrong? What was a responsible teacher to do? Ms. Marshall took an extraordinary step. The district al- lowed teachers some discretion in re-administering tests to students who had missed school, and she intended to take ad- vantage of this loophole to give Antoine a second chance. She "sat on" Antoine's test paper, acting as if he had somehow missed the test. 1. What would account for a substantial difference in Antoine's IQ scores between the two times he took the test? Could the test have been designed to prevent such a change in score? 2. What do Antoine's scores suggest about the reliability of the test? What do they suggest about its validity? What does the score change suggest about the common view that IQ scores are accurate and unchanging? 3. Do you think Ms. Marshall was educationally right to suppress Antoine's first score? Was she morally and ethically right? Should she have acted differently? 4. Is it fair to administer important, high-consequence tests to persons who may not be at their best on a given day? Is there a practical way for test administrators to deal with this situation?

Patrice Marshall was worried about Antoine Toussaint, one of the One week later, Antoine was in a different frame of mind. brightest but quietest students in her class of 34 eighth-graders. The district superintendent had recently announced that eighth- graders would have to take a new IQ test. Now, with the test only two days away, Ms. Marshall considered her students. She be- lieved that the test would work just fine for most of the class, but she knew something about Antoine that she was afraid could af- fect his performance: Just two days earlier Antoine's father had been rushed to the hospital following a heart attack, and he was still in critical care. Over the weekend, his father had recovered completely and had come home from the hospital. On Monday, she asked Antoine to stay after school and retake the IQ test in her office. Ms. Marshall left him undisturbed while she graded papers and did her daily paperwork at her desk. When she graded his test, she found she had been right. An- toine had improved his test score considerably. Ms. Marshall was certain that this result was the correct one. She had more faith in her instincts than in the IQ test, and in the end, her faith was justified. When the day of the test arrived, the class sat quietly and worked busily. Antoine seemed comfortable, apparently keeping his mind on the test. Still, Ms. Marshall worried. When she looked at the test papers, her heart sank. Antoine's score was well below the level she expected. IQ was supposed to be accurate, unchanging, fixed-but she knew Antoine was more intelligent than the test showed. Could the test be wrong? What was a responsible teacher to do? Ms. Marshall took an extraordinary step. The district al- lowed teachers some discretion in re-administering tests to students who had missed school, and she intended to take ad- vantage of this loophole to give Antoine a second chance. She "sat on" Antoine's test paper, acting as if he had somehow missed the test. 1. What would account for a substantial difference in Antoine's IQ scores between the two times he took the test? Could the test have been designed to prevent such a change in score? 2. What do Antoine's scores suggest about the reliability of the test? What do they suggest about its validity? What does the score change suggest about the common view that IQ scores are accurate and unchanging? 3. Do you think Ms. Marshall was educationally right to suppress Antoine's first score? Was she morally and ethically right? Should she have acted differently? 4. Is it fair to administer important, high-consequence tests to persons who may not be at their best on a given day? Is there a practical way for test administrators to deal with this situation?

Ciccarelli: Psychology_5 (5th Edition)

5th Edition

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:Saundra K. Ciccarelli, J. Noland White

Chapter1: The Science Of Psychology

Section: Chapter Questions

Problem 1TY

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Question

1. What would account for a substantial difference in Antoine’s IQ scores between the two times he took the test? Could the test have been designed to prevent such a change in score?

2. What do Antoine’s scores suggest about the reliability of the test? What do they suggest about its validity? What does the score change suggest about the common view that IQ scores are accurate and unchanging?