Standards
APA National Standards for High School
Psychology Curricula
STANDARD AREA IIIB: PERSONALITY AND ASSESSMENT
Content Standards After concluding this unit, students understand: IIIB-3. Assessment tools used in personality
Content Standards With Performance Standards and Suggested Performance Indicators Students are able to (performance standards): IIIB-3.1 Distinguish between objective and projective techniques of personality assessment.
Students may indicate this by (performance indicators):
a. Naming popularly used self-report measures and projective tests b. Comparing the validity and reliability of objective and projective assessment techniques Students are able to (performance standards): IIIB-3.2 Describe tests used in personality assessment. Students may indicate this by (performance indicators):
a. Explaining key features of tests, such as the Minnesota Multiphasic Personality Inventory (MMPI-2), the Thematic Apperception Test (TAT), the NEO-PI-R, California Psychological Inventory, and 16 Personality Factors (16PF) b. Identifying the possible applications of personality assessment
STANDARD AREA IVA: LEARNING
Content Standards
After concluding this unit, students understand:
IVA-1. Characteristics of learning
Content Standards With Performance Standards and Suggested Performance Indicators
CONTENT STANDARD IVA-1: Characteristics of learning
Students are able to (performance standards):
IVA-1.1 Discuss learning from a psychological viewpoint.
Students may indicate this by (performance indicators):
c. Distinguishing learning from performance
d. Demonstrating the use of theories of learning in applied examples STANDARD AREA IVE: INDIVIDUAL DIFFERENCES Content Standards After concluding this unit, students understand: IVE-1. Concepts related to measurement of individual differences IVE-1.1 Define and understand the nature of test constructs, such as intelligence, personality, and creativity. Students may indicate this by (performance indicators):
b. Comparing and contrasting personality characteristics of two persons IVE-3. Nature of intelligence Students are able to (performance standards): IVE-3.1 Link intelligence to the use of cognitive skills and strategies. Students may indicate this by (performance indicators):
c. Contrasting the skills that people typically acquire in school with those that people acquire outside of school and discussing the skills most likely to be related to scores on intelligence tests e. Discussing the relationship between intelligence and musical, artistic, and other special abilities CONTENT STANDARD IVE-4: Nature of intelligence testing Content Standards With Performance Standards and Suggested Performance Indicators Students are able to (performance standards): IVE-4.1 Explain why intelligence tests predict achievement. Students may indicate this by (performance indicators):
c. Explaining why intelligence tests and other aptitude tests correlate with ability to do a job, but tests of motivation and personality increase the ability to predict how well individuals will actually perform d. Exploring how ethnicity and gender can moderate achievement predictions based on intelligence tests Students are able to (performance standards): IVE-4.2 Explain issues of using conventional intelligence tests. Students may indicate this by (performance indicators):
a. Describing the abilities commonly measured by intelligence tests b. Identifying valid uses of conventional tests c. Discussing the research on the cultural context of intelligence tests. d. Exploring the consequences of using labels derived from testing, such as "genius," "normal," or "developmentally delayed"