• set standards

• Sample group that takes the test early and scores are used to create the bell curve

• Repeatability/consistency of the test
• test-retest reliability: comparing a person's score when they have taken the test 2+ times

• does the test measure what it was meant to measure?
• Content validity: range of material covered on test
• Construct validity: measures hypotheticals (ex: SAT- will this person do well in college?)

• measures ability or potential 
• ex: SAT measures potential success in math & english for college

• Measures what a person has learned
• ex: Civics EOC measures what you learned in Civics class

• ability to gather & use info in productive ways

• A person's ability to solve abstract problems & learn new skills

• Ability to use already existing knowledge
• (using vocabulary words in language)

• Theorizes there are different ways in which people learn best
• liguistic- word smart
• logical- math smart
• spatial- picture smart
• Music
• Kinesthetic- body smart
• Interpersonal- good with other people
• Intrapersonal- like to learn alone
• Naturalistic- science

• Ability to understand one's own emotions & other's emotions

• 3 Types of intelligence exist
• Componential- analytical smart
• Experiential- creative smart
• Contextual- pratical smarts (common sense)

• created an intelligence test to identify children with learning disability/mental retardation
• Stanford Intelligence Quotient (IQ)
• (mental age/chronological age) x 100

• when graphed looks like a normal bell curve

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• % of intelligence that is genetic

• performances on intelligence tests have been increasing steadily throughout the century
• used to prove that environment may impact intelligence level

• theorized the Eight Mulitple Intelligence

• created first intelligence tests to identify mental retardation in students