Intelligenge Testing & Grouping

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Intelligenge Testing & Grouping

Definition: Intelligence Testing
In reviewing the text, I found the definition of intelligence testing to be very simple; testing used to measure intelligence. Two definitions found on an Internet site at dictionary.com are: (a) A standardized test used to establish an intelligence level rating by measuring a subject's ability to form concepts, solve problems, acquire information, reason, and perform other intellectual operations. (b) A psychometric test of intelligence; they used to think that intelligence is what an intelligence test tests.” In defining intelligence, there has always been the question of whether intelligence is measured as one phenomenon or if it has many variables that are combined. For example, is it how “smart” a person is? Or is it a mixture of survival, mathematical, social and other abilities. There are many debates regarding weather measuring intelligence is determined from test scores and results or if it is measured by the person ability to process and problem solve.
Uses of Intelligence Testing
In an educational setting, intelligence and achievement tests are administered routinely to assess individual accomplishment. They are used to improve instruction and curriculum planning. High schools use these test to assist in the students future educational planning. Elementary schools utilize screening and testing procedures to help determine readiness for reading and writing placement. Intelligence can be measured, though imperfectly, by intelligence tests, among them the Standford-Binat Intelligence and the Wechsler scales. These tests are intended to determine an individual's intelligence quotient (IQ). Intelligence tests usually provide an estimate of global cognitive functioning as well as information about functioning within more specific domains. Compared to measures of virtually all other human traits, intelligence test scores are quite stable. However, the degree of stability increases with age such that early childhood and preschool measures of intellectual function are far less predictive of later functioning than assessments taken during middle childhood. Furthermore, despite their relative stability, intelligence test scores may change as a function of important environmental factors. Therefore, intelligence test scores are descriptive of a child's functioning at that point in time. This could change with alterations in the child's psychiatric status, environmental conditions, or educat...

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