CHC theory 101: Introduction to "big picture" context

Putting cognitive
ability testing in
proper perspective:
The “big picture”
context
Dr. Kevin S. McGrew
Institute 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 District
Social Agencies
National PolicyNational Policy
Culture
Friend
Neighborhood
Peer Group
Work
Organization
Family system
Parents
Staff
School
Teacher
Classroom
Child
Personal Competence Systems
C P SE PH
Adapted from Masten (2003)
Distal
(far away)
Influences
Proximal
(close/near)
Influences
Beyond IQ
© Institute for Applied Psychometrics (IAP) Dr. Kevin
McGrew 4-25-14

Conceptual
Domain
Practical
Domain
Social -
Emotional
Domain
Physical
Domain
Personal
Competence Systems
Cognitive and achievement batteries sample
only a portion of a child’s total competencies
Beyond IQ

Conceptual
Domain
Practical
Domain
Social -
Emotional
Domain
Physical
Domain
Personal
Competence Systems
The best measures of cognitive abilities explain 40-50 %
of school achievement
Cognitive assessment tools are valuable, yet
fallible (not perfect), tools
Beyond IQ

Local Community
School District
Social Agencies
National PolicyNational Policy
Culture
Friend
Neighborhood
Peer Group
Work
Organization
Family system
Parent
Child
Personal Competence Systems
C P SE PH
This is why cognitive assessment tools
predict/explain 40-50% of school achievement
Adapted from
Masten (2003)
Staff
School
Teacher
Classroom
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-Regulated
Learning
Strategies
Conative
Styles
-Planning & activation
-Monitoring
-Control & regulation
-Reaction & reflection
What does the
student need to do to
succeed
on the task?
-Learning styles
-Motivation styles
-Self-protection
styles
Conative Abilities
Orientations
Towards Self
(Motivations)
Motivational
orientations
-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-Regulated
Learning
Strategies
Conative
Styles
Orientations Towards Self
(Motivations)
Motivational
orientations
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
-WishWantIntentions
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
Reciprocal
interactions &
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 Gv
Gf
Gq
Grw
Glr
Gwm
Gc
ability
construct
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?
MeasurementDomain
Universe of possible Gf item types and formats
C ????
D ????
TheoreticalDomain
Gf
Fluid 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

CHC theory 101: Introduction to "big picture" context

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CHC theory 101: Introduction to "big picture" context