Achievement and Intelligence Tests
Achievement tests measure more specific areas compared to general intelligence tests. They are meant to focus on measuring skill levels within certain specific talent ranges. Often known as standardized tests, achievement tests break down traditional intelligence assessment into very definitive categories. Typically, schools use achievement tests for state standards reporting, and the commonly taken SAT and ACT are standardized tests that represent achievement evaluation, rather than general intelligence testing. These tests are helpful when educators or researchers want to focus in a certain academic category, or to measure the general skill levels of large groups of students against state and national averages. Still, there are some major issues with achievement tests, primarily the fact that they often do not allow for the incorporation of higher level critical thinking skills or problem solving abilities.
On the other hand, intelligence tests have a much broader subject matter when compared to achievement tests. These types of tests measure the progress of learning and problem...
Intelligence testing should not be required for candidates prior to running for public office. Firstly, the assumption that higher traditional measures of intelligence will result in better governance is highly debatable and flawed. Second, the ability to govern may be better determined by a measurement of emotional intelligence, rather than standard IQ measurements. Third, moral character may be a better measure of the ability to govern than intelligence. Americans often complain that
Used in a variety of professional settings including educational and human resources contexts, aptitude and achievement tests can seem similar. Both are standardized assessments that measure performance on specific parameters, and both are frequently administered within group settings such as the workplace or school. The main difference between aptitude and achievement tests is that the latter assesses mastery of a specific lesson or course. For example, standardized achievement tests are
The questions seen on the test prove to be inventive and good quality (Brown YEAR). Although the goal of the test is not to reflect an entire curriculum, it aims at "focus[ing] deliberately on skills and conceptual strategies of knowing rather than upon the content of the knowledge," (Brown YEAR). Thus, the Bristol Tests aim to gauge a student's capabilities of knowledge and methodologies of storing and retaining that
Intelligence One recent study defined purpose as "an extraordinary achievement" (Moran, 2009, p. 143), yet the there are many individuals in the world who believe that the purpose of intelligence is to prevent surprise. Contemplating the contradiction, the question that could be asked is "how then does an extraordinary achievement translate into everyday intelligence?" This author believes that the purpose of intelligence is not to prevent surprise, instead that the purpose
Intelligence Testing It is often essential to measure the human intelligence so as to provide special attention to the deficient ones. Being an abstract concept it is absurd to think of expressing its magnitude in numbers. However, expressing in terms of imaginary units psychologists could visualize to accord ranks and quantify the intelligence. The intention of measuring intelligence originated ever since the era of Chinese emperors during 2200 BC when it
Intelligence Testing Intelligence and achievement are very different. Intelligence is a measure of one's aptitude, or ability, which is in essence a measure of potential. It is actually only a measure of potential in one skill area -- the cognitive. Intelligence testing is usually focused on things like problem solving and pattern recognition. Intelligence testing continues to be an evolving field as well, with the definitions of intelligence being challenged and
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