CHC theory 101: Introduction to "big picture" context

Putting cognitive ability testing in

proper perspective:

The “big picture” context

Dr. Kevin S. McGrewInstitute for Applied Psychometrics (IAP)

© Institute for Applied Psychometrics (IAP) Dr. Kevin McGrew 4-25-14

“In an ever-changing world, psychological testing remains the flagship of applied

psychology”Embretson, S. E. (1996). The new rules of measurement. Psychological Assessment, 8 (4), 341-349.

But…this strong applied testing technology needs to be placed in the proper “big picture” perspective


• Minds differ still more than faces(Voltaire, 1746)

• Each mind has its own method (Emerson, 1841)

• In a world as empirical as ours, a youngster who does not know what he is good at will

not be sure what he is good for(Fridenberg, 1959)

The Law of Individual Differences


• To appreciate the personal individual difference “terrain” or “landscape” of each person’s abilities. • Understand each persons unique personal profile (e.g., ability mountain peaks and valleys).

• Measure and identify each person’s peaks (potentials, exceptionalities, capacities, strengths) and their valleys (deficiencies, weaknesses, deficits, weaker abilities) in order to design educational programs to allow them to reach their fullest potential or capabilities.

A major purpose of psychological testing

The very big picture:

Bronfenbrenner's ecological

systems model

Beyond IQ


Local Community

School DistrictSocial Agencies

National PolicyNational PolicyCulture

Friend

NeighborhoodPeer Group

WorkOrganization

Family system

Parents

Staff

School

TeacherClassroom

Child

Personal Competence Systems

C P SE PH

Adapted from Masten (2003)

Distal(far away)Influences

Proximal(close/near)Influences

Beyond IQ


ConceptualDomain

PracticalDomain

Social - Emotional

Domain

PhysicalDomain


Cognitive and achievement batteries sampleonly a portion of a child’s total competencies

Beyond IQ


ConceptualDomain

PracticalDomain

Social - Emotional

Domain

PhysicalDomain


The best measures of cognitive abilities explain 40-50 %of school achievement

Cognitive assessment tools are valuable, yet fallible (not perfect), tools

Beyond IQ© Institute for Applied Psychometrics (IAP) Dr. Kevin McGrew 4-25-14

Local Community

School DistrictSocial Agencies

National PolicyNational PolicyCulture

Friend

NeighborhoodPeer Group

WorkOrganization

Family system

Parent

Child


C P SE PH

This is why cognitive assessment toolspredict/explain 40-50% of school achievement

Adapted from Masten (2003)

Staff

School

TeacherClassroom

Beyond IQ

© Institute for Applied

Psychometrics (IAP) Dr. Kevin

McGrew 4-25-14

Beyond IQ


The McGrew Motivation and

Academic Competence

Model(MACM)

McGrew Motivation and Academic Competence Model (MACM)

Orientations Towards Others (Social Ability)

Cognitive(Social Aware-

ness)Behavioral

-Prosocial Behaviors-Problem or maladaptive behaviors

How does the student need to behave towards others to succeed

on the task?

--Pro-social goal setting--Social cognition

Volitional Controls(Cognitive

Strategies & Styles)

Self-RegulatedLearning

Strategies

ConativeStyles

-Planning & activation

-Monitoring-Control & regulation-Reaction & reflection

What does the student need to do to

succeedon the task?

-Learning styles-Motivation styles-Self-protection styles

Conative Abilities

OrientationsTowards Self(Motivations)

Motivationalorientations

-Academic motivation-Intrinsic motivation -Academic goal orientation -Academic goal setting

Does the student want to do the task and for what

reasons?

Interests & Attitudes

-Academic attitudes-Academic interests & values

Self-Beliefs

-Locus of control -Academic self- efficacy -Academic self- concept-Ability conception

What are the students typical ways of

responding to the task?

Does the student think they can do the task?

Model is a revision of McGrew ‘s Model of Academic Competence and Motivation (McGrew et al., 2004; McGrew. 2007) which is grounded in Snow’s model of academic aptitude (Corono, 2002). Due to space limitations the model only lists general categories under the two areas under Social Ability and excludes the domains of physical, cognitive, affective/emotional and personality.

Institute for Applied Psychometrics (IAP), 01-05-13 – Dr. Kevin S. McGrew

Beyond IQ

Simplified MACM-based adaptation and extension of Snow’s dynamic model of conation in the academic domain (Corno, 1993)

Self-RegulatedLearning Strategies

ConativeStyles

Orientations Towards Self (Motivations)

Motivationalorientations

Interests & Attitudes

Self-Beliefs

Achievement Outcomes

Commitment to action

“Crossing the Rubicon”

Phrases used to describe this stage

-Arena of planning and pre-decision-making-Contemplating and deliberating over options-Processes involved in decision to pursue goals-WishWantIntentions

Volitional Controls(Cognitive Strategies & Styles)

Phrases used to describe this stage

-Arena of implementation and management-Carrying out plans and intentions-Action control strategies -Mindfullness (mindful effort investment)-Self-regulation of cognition and emotions

Reciprocalinteractions &

feedback

-Can I do the task?-Do I want to do the task and why?

-What do I need to do to succeed on the task?

COMMITMENT PATHWAY TO LEARNING Contemplate and plan Decide & Commit Implement and monitor

Performance feedback

Institute for Applied Psychometrics (IAP), 01-05-13 – Dr. Kevin S. McGrew

Beyond IQ

Conceptual Abilities(Cognitive and achievement)

We are focusing on just one personal competence domain within a larger system of proximal (close) and distal (far) influences on

the child

Our test instruments only “sample” select conceptual abilities within this one domain


Gs

Ga GvGfGq

GrwGlr

GwmGc

abilityconstruct

Human cognitive abilities

are hypothetical constructs

• Hidden attributes• Unseen phenomena• Not visible• Not directly observable• Latent• Are used to explain behavior

Gf = Fluid Reasoning

The Theoretical Domain The Measurement Domain

Gf

Tests are designed to produce visible or observable behavior that can be

quantified or measured. The test items are indicators of the attribute that

produce the hidden cognitive ability

A ????

B ????

What type of test and item formats do we want to use?

Mea

sure

men

t Dom

ain Universe of possible Gf item types and formats

C ????

D ????

Theo

retic

al D

omai

n

GfFluid reasoning

How do we make the unobservable (hidden) Gf abilities visible or observable?

This is a key test development question

“Tests do not think for themselves, nor do they directly communicate with patients. Like a stethoscope, a blood pressure gauge, or an MRI scan, a psychological test is a dumb tool, and the worth of the tool cannot be separated from the sophistication of the clinician who draws inferences from it and then communicates with patients and professionals”

Meyer et al. (2001). Psychological testing and psychological assessment. American Psychologist

Developing or administering a cognitive battery is only the first step……………..


“Intelligent” intelligence testing is required after a test is developed and is put into practice


Education

CHC theory 101: Introduction to "big picture" context