Abstract

Achievement tests and intelligence tests have been used in many instances to provide experts with a gauge on the intellectual aptitude of an individual. There are tests that are programmed to be accomplished by children and in the same way that there are tests designed for the completion by adults. How do these tests allow for the framing of the intelligence of an individual?

Intelligence Tests

            Intelligence can be defined as the generic mental ability of an individual to be able to comprehend, solve simple or complex problems, think and learn (MSN Encarta, 2008). The element of intelligence can draw from various mental operations, inclusive of memory, perception and decision-making, among others (Encarta, 2008). In our society, the definitions of intelligence are to differentiate the various levels of mental aptitude (Encarta, 2008). These words can range from bright and smart to dull and stupid, and the various “in-betweens” (Encarta, 2008).

            In the book Assessment in Counseling: A guide to the use of Psychological Assessment Procedures (1991), authors Albert Bullard Hood and Richard W. Johnson state that individuals vary in their styles in solving problems (Albert Hood and Richard Johnson, 1991). In their book (1991), they also state that the individual problem solver vary in their statement of the problem and in the portion of the method that they wish to utilize in the solution of that problem (Hood and Johnson, 1991). But is intelligence testing just for the solutions of problems? In essence, is this the only purpose for the administration of these tests?

            Intelligence tests are usually given as a separate test from that given in schools (University of Michigan-Department of Psychology). Also, it should be noted that intelligence tests were more centralized on the thinking processes of an individual rather than the knowledge of the individual being tested (Michigan). In this regard is the differentiating factor in the administration of intelligence tests (Michigan). In the administration of intelligence tests, intelligence tests are used to gauge the individuals’ inherent ability to think in contrast to establishing the amount of knowledge that an individual possesses (Michigan).

            Achievement tests, on the other hand, are mandatory assessments that measure the intellectual capacity of an individual and the ability of the person at the time that the person was tested (CBS Interactive, 2009). The most routine of achievement tests calculate verbal aptitude and mathematical capacity (CBS, 2009). Also, an achievement test is utilized to determine the individual’s capacity to learn and is used as a barometer on whether the person would profit form a certain educational or training regimen (Northern Kentucky University, 2008). These tests are usually done in the conduct of academic career counseling and placement situations (Northern Kentucky, 2008).

            A vital use of using achievement tests is in the determination of possible learning disabilities (Ann Logsdon, 2009). Regulated achievement tests can be used to measure reading and mathematical abilities, either in part or in general (Logsdon, 2009). These procedures can be used in all levels of educational attainment and even through an individual’s adult life (Logsdon, 2009). In the administration of the achievement tests coupled with aptitude tests, certain standards were laid down (CBS, 2009).

 These standards were laid down in the period of designing the test given to a significant number of the test populace (CBS, 2009).  Common achievement tests would be inclusive of the Wechsler intelligence test and the Stanford-Binet scales of intelligence (CBS, 2009).

            The Stanford-Binet test has since become the most widely known intelligence, given its worldwide acceptance and utility (Hood and Johnson, 1991). The 1916 version of the test bore a number of flaws and was revised, the new test being released in 1937 (Hood and Johnson, 1991). In 2003, the test was again revised, following revisions in 1950 and 1986 (Hood and Johnson, 1991). The Wechsler intelligence scale, named after David Wechsler, was originally released in 1939, with revisions in 1955 and 1981 (Hood and Johnson, 1991).

References

CBS Interactive. (2009). Business definition for achievement test. Retrieved January 13, 2009, from http://dictionary.bnet.com/definition/achievement+test.html

CBS Interactive. (2009). Psychological tests. Retrieved January 13, 2009, from

http://findarticles.com/p/articles/mi_g2601/is_0011/ai_2601001136

Hood, A.B., Johnson, R.W. (1991). Assessment in counseling:  A guide to the use of psychological assessment procedures. University of Michigan.

Logsdon, A. (2009). Achievement testing-testing achievement in learning disability diagnosis. Retrieved January 13, 2009, from http://learningdisabilities.about.com/od/glossar1/p/achievementtest.htm

MSN Encarta. (2008). Intelligence. Retrieved January 13, 2009, from

http://encarta.msn.com/encyclopedia_761570026/Intelligence.html#s3

Northern Kentucky University. (2008). Achievement. Retrieved January 13, 2009, from

http://www.nku.edu/~hatchettg/305/Aptitude%20&%20Achievement%20Testing.ppt

US History Encyclopedia. (n.d.). Intelligence tests. Retrieved January 13, 2009, from

http://www.answers.com/topic/intelligence-test

University of Michigan-Department of Psychology. (n.d.). Role of intelligence testing in society. Retrieved January 13, 2009, from http://sitemaker.umich.edu/356.loh/mechanics_of_intelligence_testing