Testing for Intelligence?

            There are countless opinions both for and against intelligence testing, which type of test best measures intelligence and how much weight should be put on the results.  Berger writes, “Beyond the fact that scores change, a more fundamental question is whether any single test can measure the complexities of the human brain.  This criticism has been targeted particularly at IQ tests when the underlying assumption is that there is one general thing called intelligence….Children may instead inherit a set of abilities, some high and some low, rather than a general intellectual ability”, (2012).

            Advantages of standardized testing include that they “yield quantifiable information (scores, proficiency levels, and so forth), results can be used in screening programs (e.g., identifying those students in need of further assessment).  Second, standardized test results provide information regarding an examinee’s areas of strengths or weakness.  Third, standardized test results allow a student to be compared to age- or grade-peers.  Finally, standardized tests can be used to assess student’s progress over time….The most important advantage of results from a test administered in a standardized fashion is that the results can be documented and empirically verified”, (Flanagan, Mascolo, & Hardy-Braz, 2003-2009).

            Flanagan, Mascolo, & Hardy also list several disadvantages of standardized testing.  “(1) standardized test items frequently are unrelated to those tasks and behaviors required in the classroom setting, (2) standardized test results reflect behavior or ability that has been measured during a single point in time and, as such, are greatly influenced by noncognitive factors (e.g., fatigue, attention, and so forth); (3) standardized test results do not provide the type of information required for making curricular modifications or instructional change, and (4)standardized administration procedures often prevent the examiner from obtaining useful information regarding the conditions under which the examinee may be able to improve performance (e.g., could a student with a language deficit benefit from clarification of test directions?)”, (2003-2009).

            When considering a commitment to viewing young children holistically, I believe that we should take all areas of development into consideration when measuring or assessing intelligence.  This should include the areas of cognitive, physical, language, and social-emotional.  The use of standardized tests may also come into play once entering school, but should not be the only means of assessment.  Observations, samples of work and interviews should also be taken into account when looking at a child’s level of development and areas of strength, weakness and to track growth as an individual. 

            As early childhood professionals, we need to learn that measuring the mind of children, as is their development, an ongoing, ever-changing process.  We must continue to stay up-to-date with research and new developments in the field and be open to new methods while implementing those that have been relied upon up to now.  We must use the information we can gain from multiple sources (e.g., observation, testing and assessments, samples of children’s work) and integrate it to develop an instructional plan that will facilitate and ensure optimal learning and development in all areas for each child as a unique individual.

References

Berger, K. (2012). The developing person through childhood. New York, N.Y: Worth Publishers.

Flanagan, D., Mascolo, J., & Hardy-Braz, S. (2003-2009). Standardized testing. Retrieved from http://www.education.com/reference/article/standardized-testing/