Individual differences
- 2. OBJECTIVES At the end of the unit, trainee students will be able to: 1. Elaborate the meaning and nature of individual differences. 2. Bifurcate the areas of individual differences. 3. Identify the causes of individual differences. 4. Provide remedial measures for individual differences through general educational provisions and special educational provisions. 5. Take care of slow learners and finally be able to measure individual difference through various evaluation tests and techniques.
- 4. 遺看稼岳
- 6. NATURE OF INDIVIDUAL DIFFERENCES The findings of modern psychological tests and measurements have adequately demonstrated that individual cannot fall into distinct categories in respect of any physical or mental trait. On the other hands all measures of individual, whether they be physical, mental, emotional show that they tend to distribute themselves according to the law of the normal probability curve. The normal curve is bell shaped and bilaterally symmetrical on each side of its central tendency the mean. Just as many persons are above the average as are below it Starting with the lowest score there is a gradually increasing number of persons making each next higher score gradually decreases until the highest score is reached.
- 8. Areas of Individual Differences
- 26. Educational Provisions Whatever may be the causes, children differ in their learning abilities. It is the duty and responsibility of any school system to provide for these differences. Every child is helped to rise at the height of his own abilities The following are a few of the important steps that a school might take up in this direction General Provisions Special Provisions
- 27. General Provisions Every Individuals ability should be assessed as accurately as possible. Identification of special talents Educational provisions must be continuous Adequate facilities and materials are needed Competent school staff is needed Individualization is necessary Need of Adult Education
- 28. Special Provisions Provisions For the Gifted / Talented Children Educating the Gifted Children Provisions for the Slow Learners Identifying the Slow-Learner Periodic Medical Examination Learning Handicaps in exceptional Children Placement with a Teacher Avoid Competition Remedial Teaching Non-Promotion A Disadvantaged Child
- 29. MEASUREMENT OF INDIVIDUAL DIFFERENCES Measurement is the assignment of a number to an object or event according to rule. This may represent something physical or a vocational aptitude test and receive your score in medical or engineering aptitude test. In order to draw meaningful comparison, measurement, must be meaningful. In order to have meaning, all measurements must satisfy two basic criteria: Reliability Validity
- 30. Test of General Intelligence Tests of Aptitude These tests measure the possibilities of success in future performance. Measures the following abilities. (i) Verbal Reasoning (ii) Numerical Ability (iii) Abstract Reasoning (iv) Space Relations (v) Mechanical Reasoning (vi) Clerical Speed and Accuracy (vii) Language Usage
- 31. 遺看稼岳 Interest Inventories Interest inventories that can be used to measure differences among individuals in their interest. Test of Personality Used to measure personality structure and adjustment, and difficulties of individuals.
- 32. Competence-Based Tests Multiple-Choice Tests or Essays Computer Assisted Testing (CAT) The Portfolio Approach Grade Equivalent Scores 遺看稼岳
- 33. Virtually any curriculum that is more than five years old requires a thorough evaluation This is most obvious in field such as science but should be done in all areas. This type of testing shown answers the following: (a) To what degree have the curriculums goals been reached? (b) Is the curriculum content appropriate in view of the missions objectives. (c) Has the instruction been truly based on the curriculum. (d) Has the assessment measured the taught curriculum or planned. Curriculum Testing