Measuring Formal Intelligence in the Informal Learner: A Case Study of Hmong American Students and Cognitive Assessment.
The purpose of this study was to illustrate the impracticality of using mainstream formalized methods of intellectual assessments to assess Hmong American children, who came from an informal learning environment. One hundred and fifty-four Hmong American students, ages 5- 18, and 51 Caucasian studen...
| Published in: | Hmong Studies Journal Vol. 18; pp. 1 - 32 |
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| Main Authors: | , |
| Format: | Article |
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Mark Pfeifer
2017
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=126995095&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 126995095 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10911774 30VA jtl: Hmong Studies Journal issn: 10911774 maglogo: N pubinfo: dt: 2017 vid: 18 pid: 33197 pub: Mark Pfeifer artinfo: ui: 126995095 ppf: 1 ppct: 31 formats: fmt: @attributes: type: P size: 9.9MB tig: atl: Measuring Formal Intelligence in the Informal Learner: A Case Study of Hmong American Students and Cognitive Assessment. aug: au: Romstad, Carl Zha Blong Xiong affil: Designs for Learning, 2233 University Avenue West, Suite 450, St. su: United States Academic achievement Special education Teaching methods Social history Hmong (Asian people) Cognitive styles sug: subj: Academic achievement Special education Teaching methods Social history United States Hmong (Asian people) Cognitive styles keyword: English language learners Hmong American students IQ tests special education English language learners Hmong American students IQ tests special education ab: The purpose of this study was to illustrate the impracticality of using mainstream formalized methods of intellectual assessments to assess Hmong American children, who came from an informal learning environment. One hundred and fifty-four Hmong American students, ages 5- 18, and 51 Caucasian students, ages 5-14, were assessed using the Kaufman Assessment Battery for Children – Second Edition (KABC-II), along with 46 Hmong American students, ages 7-14, who were assessed using the Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V). Results showed that Hmong American students scored one standard deviation below the national mean on both the KABC-II and the WISC-V. These low scores were observed from samples of kindergarteners, kindergarten through 3 grade, and students in the upper-level grades compared to a sample of Caucasian students from the same area. Some implications and future research directions are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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