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• W339957198 abstract "Most if not all school counselors have become familiar with various measures of human intelligence, either in graduate course work, on-the-job experience, or both. One would be hard pressed to find a school counselor without at least the most rudimentary understanding of the assessment of human intelligence. For many counselors, the Weschler Intelligence Scale for Children Revised and the newly developed third edition (WISC-R, WISC-III; Weschler,1974, 1991) represents the most common form of intellectual assessment in the schools. During the past five decades, school counselors and school psychologists have overwhelmingly relied on the Weschler scales for programming and for making decisions about special education services (Esters, Ittenbach, & Han 1997; Wilson & Reschly, 1996). One recent study reported that school counselors ranked the WISC-R as the most useful and the most widely used standardized test in counseling (Giordano, Schwiebert, & Brotherton, 1997). In fact, of the top 10 standardized tests ranked according to usefulness, four were intelligence tests. These four intelligence tests, primarily the Weschler series, have served schools well for many years. They were not, however, developed with a clear understanding of what intelligence actually is. With the advent of newer and more sophisticated theories of intelligence, the testing community has begun to demand that instruments which purport to measure human intelligence be not only psychometrically defensible, but grounded in sound theory. Contemporary views of intelligence developed in recent years have given rise to newer, arguably better measures of the human intellect than the Weschler scales and similar instruments. The present article provides readers, particularly school counselors, with an overview of several contemporary theories and the assessment instruments inspired by them. Since the primary interest here is the quantification of human intelligence, we discuss those theories of intelligence derived from empirical studies in the psychometric tradition. The authors intend to present the school counselor with a primer on human intelligence as interpreted from the psychometric perspective. The Role of Theory In Test Development A theory of intelligence is useful to educators and school counselors only if it leads to a better understanding of how children learn or if it assists in predicting future performance. This, put in terms of modern practice, means identification and measurement of the particular construct of interest, in the present case, intelligence. In education and counseling, decisions are based on assessments, either informal or formal. In presenting general principals of assessment, Linn and Gronlund (1995) note that one of the first considerations when devising an assessment instrument is to specify clearly what is to be assessed. They go on to add that specification of the characteristics to be measured should precede the selection or development of assessment procedures (p. 6). Unfortunately, in regard to the traditional assessment of human intelligence, this basic tenant of assessment has been violated. In other words, some tests designed to measure human intelligence were developed without a clear definition of the very construct they were intended to measure. In 1905, Alfred Binet and Theodore Simon were commissioned by the French Ministry of Public Instruction with the charge of devising a method to identify children who might not benefit from traditional instruction (Hunt, 1993). What resulted was the first formal test of intelligence they called the Measuring Scale of Intelligence (Binet & Simon, 1905). This first formal intelligence assessment instrument has gone through numerous revisions, translations, and reformations to become the Stanford-Binet, Fourth Edition ( SB-IV; Thorndike, Hagen, & Sattler,1986), one of the most popular intelligence test batteries to date. …" @default.
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• W339957198 title "Contemporary Theories and Assessments of Intelligence: A Primer" @default.
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