Using the theory of successful intelligence as a framework for developing assessments in AP physics

Assessment of gifted students for identification purposes: New techniques for a new millennium

“…Thus, it is possible to reduce group differences, not only in tests of aptitudes, but also, in tests of achievement. Recently, we have found very similar results for AP Physics as those we found for AP Psychology and Statistics (Stemler, Sternberg, Grigorenko, Jarvin, & Sharpes, 2009).…”

Selection and study performance: comparing three admission processes within one medical school

“…Applicants were required to answer questions about the content of the lecture, describe and analyse the presented ethical issues and recognise (un)professional behaviour. In the scientific reasoning block, applicants were asked to read a scientific article about which they were then required to answer questions that tested analytic, creative and practical skills . The fourth block consisted of an MMI‐like series of short assignments in which applicants were asked to reflect on the assignments in their first‐round portfolio, carry out a role‐play that focused on communication skills, and a three‐phase role‐play in which they collaborated with two fellow applicants.…”

“…In the scientific reasoning block, applicants were asked to read a scientific article about which they were then required to answer questions that tested analytic, creative and practical skills. 21,22 The fourth block consisted of an MMIlike 5,23 series of short assignments in which applicants were asked to reflect on the assignments in their first-round portfolio, carry out a role-play that focused on communication skills, and a three-phase role-play in which they collaborated with two fellow applicants. In this scenario, three applicants first had to prepare a problematic interaction with an actor.…”

Using Creativity to Reduce Ethnic Bias in College Admissions

“…Creativity's inclusion is unsurprising given past research; when faculty members are asked which factors are important for success in graduate school, creativity invariably is included (Enright & Gitomer, 1989;Powers & Fowles, 2000;Walpole, Burton, Kany, & Jackenthal, 2001). Grigorenko et al's (2009) findings about the predictive power of ratings, however, give one pause. Sternberg and Williams (1997) used ratings from a graduate school advisor; the predictive power of these scores may be because of the advisor's advanced knowledge of a student.…”