Intelligence Definition and Measurement Essay Example

an explanation or definition of intelligence but rather focused on identifying its characteristics (Cohen ; Swerdlik, 2010). Wechsler, famous for the Wechsler Intelligence Scales designed for children and adults, defined intelligence as "the aggregated or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment" (Cohen ; Swerdlik, 2010, p. 280).

According to Cohen ; Swerdlik (2010), the author emphasizes that each person's intelligence is unique and should be evaluated using assessments that gauge cognitive abilities. Piaget asserted that intelligence is a result of biological growth, beginning in early childhood and evolving as individuals acquire cognitive skills to adapt to their environment.

Piaget does not provide a specific definition but instead discusses the development of intelligence (Cohen & Swerdlik, 2010). Two intelligence assessments were chosen: the Wechsler Adult Intelligence Scale – Fourth Edition and the Stanford-Binet Intelligence Scales, Fifth Edition. The Wechsler Adult Intelligence Scale is in line with Wechsler's concept of intelligence and evaluates different subtests that pertain to behavior, cognition, and problem-solving abilities.

The Stanford-Binet Intelligence Scales assess an individual's intelligence level, acknowledging the presence of distinct and individualized intelligence in each person (Wechsler, 2008). Originally known as the Binet-Simon test, it was developed by Binet and Theodore Simon. Subsequent revisions led to its name being changed to the Stanford-Binet Intelligence Scales. This evaluation is rooted in Binet's theory of intelligence and evaluates cognitive abilities such as reasoning, judgment, memory, and abstraction.

According to the Kids IQ Test Center (n. d.), they provide a thorough assessment that consists of 15 subtests covering different areas like comprehension, copying, vocabulary, and pattern analysis. They also use two achievement measures for evaluation:

the Wechsler Individual Achievement Test, Third Edition and the Stanford Achievement Test, Tenth Edition. The Wechsler Individual Achievement Test, developed by Pearson in 2009, is designed with the recognition that intelligence varies among individuals and includes 16 subtests.

The SAT, also known as the Stanford Achievement Test, is a widely used assessment tool for high school students to gauge their learning and knowledge. It aligns with Wechsler's definition of intelligence, which recognizes variations in individuals' knowledge and intelligence levels. This comprehensive test encompasses 13 levels spanning various subjects such as math, reading, comprehension, spelling, science, and language. It caters to students from kindergarten all the way up to twelfth grade (Harcourt Assessment, Inc., 2003). The Wechsler Adult Intelligence Scale takes into account crucial aspects like reliability, validity, normative procedures, and bias.

< p > The Wechsler Adult Intelligence Scale was examined for reliability through internal consistency, test-retest stability, and interscorer agreement. All three tests of reliability indicate “strong evidence for score reliability” (Wechsler, 2008, para. 6). Additionally, the validity of the Wechsler Adult Intelligence Scale was assessed using test content, internal structure, relationships with other tests (including earlier versions of this test), and comparisons among distinct groups. Each measure of validity indicates that all sections of the test are correlated with one another and accurately measure their intended constructs. < /p >

The test is correlated with previous editions of this test (Wechsler, 2008) and has normative procedures. These procedures involve selecting 2,200 participants based on various factors such as age, sex, race, ethnicity, level of education, and location. Additionally, a smaller sample group was chosen to represent individuals with special abilities and disabilities including intellectually gifted individuals,

those with intellectual disabilities, and those with mental disorders. This smaller group serves as a reference point for other similarly special individuals. Moreover, the test is unbiased as it does not consider criteria such as language barriers, physical and mental limitations,and current medication use.

This test also provided a sample group and norms to compare the results of individuals with special needs (Wechsler, 2008). The Stanford-Binet Intelligence Scales underwent reliability tests including the split-half method, test-retest reliability method, interscorer agreement, and Spearman-Brown formula. Each reliability test demonstrated strong score reliability. Validity testing of the Stanford-Binet Intelligence Scales was conducted through content-related, criterion-related, concurrent, and construct validity methods.

The measure was validated in all tests and showed its intended purpose and correlation with the Wechsler tests and previous editions of the Stanford-Binet Intelligence Scales (Roid, 2003). The normative procedures involved a total of 4,800 individuals from various age groups, ranging from 2 to over 85 years old. Factors such as age, sex, race, ethnicity, socioeconomic level, and location were taken into account during the selection process. The sample group included 1,400 children aged 2-5, 1,000 children aged 6-10, 1,322 adolescents and young adults aged 11-20,and1,o78 adults aged21-over80.

The test may be seen as biased due to its failure to consider participants with mental and physical medical conditions, limited English speaking and reading abilities, or other medical conditions (Roid, 2003). A comparison can be made between the goals of intelligence and achievement assessments. The main goal of the Wechsler Adult Intelligence Scale, Fourth Edition is to update theoretical foundations, enhance developmental appropriateness, improve user friendliness, increase clinical use, and enhance psychometric features (Wechsler, 2008).

The primary objective of the Stanford-Binet

Intelligence Scales, Fifth Edition is to be a comprehensive and individually administered test of intelligence and cognitive abilities (Roid, 2003). The goal of the Wechsler Individual Achievement Test, Third Edition is to provide a more detailed academic assessment and intervention recommendations, especially for students who may have specific learning disabilities' (Pearson, 2009, para. 1). Lastly, the SAT, Tenth Edition aims to measure academic achievement and ensure that individuals with special learning needs are not left behind as required by the No Child Left Behind Act (Harcourt Assessment, Inc., 2003).

The Wechsler Intelligence Scales are available in versions for children aged 6 and above, adolescents, and adults. Trained examiners administer this assessment within a time limit of 90 minutes. It includes verbal scales that evaluate general knowledge, language, reading, and memory, as well as performance scales that measure spatial orientation, sequencing, and problem-solving abilities (IUPUI, 2011). On the other hand, the Stanford-Binet Intelligence Scales assess verbal and nonverbal knowledge using three booklets.

The assessment duration can range from 15 to 45 minutes, depending on the extent of testing and the areas being measured (Roid, 2003). Initially designed for ages 4 to 19, the Wechsler Individual Achievement Test has been updated to include ages 20 to 50. This test is administered using pen and paper and can take up to two hours (Pearson, 2009). The SAT can be administered either on paper or on a computer. It does not have a time limit, in order to reduce test anxiety among test-takers (Harcourt Assessment, Inc. 2003).

The purposes of the Wechsler Intelligence Scales include school placement, identifying learning disabilities or developmental delays in individuals, determining intellectual levels, and tracking intellectual

development (The Free Dictionary, 2010). On the other hand, the Stanford-Binet Intelligence Scales serve purposes such as clinical assessment, neuropsychological assessment, early childhood assessment, placement in special education classes, career assessment, and diagnosing developmental disabilities (Roid, 2003).

The Wechsler Individual Achievement Test is used to assess academic level and identify specific learning qualities in individuals (Pearson, 2009). Similarly, the SAT evaluates educational achievement in individuals aged 5 to 19, testing their knowledge of course materials and identifying the need for special educational courses, including advanced or remedial classes (Harcourt Assessment, Inc., 2003).

When utilizing intelligence assessments and achievement assessments in educational environments, it is crucial to consider the ethical implications that may arise. If these assessments are used to categorize individuals, it could potentially lead to legal consequences as it is prohibited to use assessments for labeling purposes. Additionally, when comparing test scores of minority students with those of the majority, there is a risk of placing minority students in lower ability classes.

Segregating classes and schools can be a consequence of this. If assessment results are given to unintended parties, invasion of privacy may occur. Additionally, privacy can be invaded when individuals are placed in lower or higher learning classes based on intelligence and achievement assessment results (ERIC Digests, 1985). In conclusion, there are various forms of intelligence and achievement tests, including verbal, written, and computerized ones.

Choosing the most appropriate assessment from a range of similar options can be challenging. It is important to remember that no single assessment should be solely relied upon for determining an individual's intelligence or achievement level. Assessments should be used in conjunction with other practices (Cohen & Swerdlik, 2010; ERIC Digests,

1985; Harcourt Assessment, Inc., 2003).