Assessment of Intelligence and Achievement Tests
Non Verbal IQ Test refers to an intellectual assessment test for evaluating the essence of intelligence without setting expressive or receptive language stipulation on either the examiner or the examinee. These tests are intended to gauge general ability relations without the verbal communication effect. Multi Dimensional Intelligence Test is a test designed to measure emotional intelligence. It measures personality and willingness traits, to regulate, perceive and understand emotions in the self and others. It involves assessment of scales to determine non purposeful responding. These scales include empathy, critical thinking, motivating emotions, nonverbal emotions, mood transmitted attention, recognition and regulation of emotions in self and in other people and institution (Floreano & Mattiussi, 2008, p. 263). Alternatively, there are other tests that measure intelligence according to an entity’s achievements, especially in the academic settings. Wechsler Individual Achievement Test measures the success of adolescents, children, college students and adults, between the ages of four to eighty five. It enables the determination of various academic skills or only a specific area that is required. This achievement test evaluates the abilities in statement reading, character writing skills, Mathematics reasoning and the verbal language expressions. Terra Nova (Third Edition) Achievement Test refers to a series of standardized assessments used to test student’s learning and achievements, in science, mathematics, reading and spelling, science and vocabulary. It requires students to demonstrate their work, and receive credit if they understand a standard, that is beyond the multi choice ability test (Floreano & Mattiussi, 2008, p. 265).
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Criticisms of the Intelligence Definitions
The intelligence evaluation tests have been disapproved because of their limited capacity to determine intellect. For instance, the non-verbal intelligent test demonstrates the intelligence capacity of an individual, whereas different people demonstrate diverse abilities and behaviors at different settings. Likewise, individuals display distinguished emotions on various occasions and situations. Thus, measuring intelligence according to emotions can be invalid, since people vary in how they control their emotions. In addition, comparing intelligence of different students can produce negative results because some students have mental incapacities, while others understand better, and may have outside knowledge helping them comprehend questions. The intellectual measures to the mentally challenged students should be a combination of verbal and non verbal tests, for a clear connection of the examiner and the examinees abilities. Psychometric properties should be used in the evaluations, to distinguish the proper tests for each student, in relation to their understanding. (Smith & Stanley, 1983, p.367).
The Triarchic Theory of intelligence distinguishes between three intelligent components, demonstrating an individual’s ability to connect personal and learned intellectual abilities. Analytical intelligent tests an individual’s ability to solve academic difficulties, such as analogies. It tests the person’s internal intelligence that is natural and inborn, and it relates to the dimensional intelligence test that assesses the personality traits, understanding and perception, regulation of emotions and how the students express themselves. In the Triarchic Theory, creative intelligence relates to the multidimensional emotional intelligent test, where the individual is required to incorporate critical thinking, to connect the external reality to the internal world. In relation to the individual intelligence test, the theory measures a person’s success, according to their personal standards. It is used in the educational settings, where psychologists determine intelligence of students according to their score, extroverion, empathy and social- cultural contexts (Smith & Stanley, 1983, p.360).
References
Floreano, D., & Mattiussi, C. (2008). Bio-inspired artificial intelligence: theories, methods, and technologies. MIT press.
Smith, G. A., & Stanley, G. (1983). Clocking g: relating intelligence and measures of timed performance. Intelligence, 7(4), 353-368.