Tests of Intelligence - Essay Example

Developed by David Wechsler, this is an intelligence test for children between the ages group 6 to 16, meant to generate scores of IQ based on a comprehensive test model that includes ten core subtests and five supplemental tests. All these tests are verbal, and each of them carries equal weightage. The main testing spheres include verbal comprehension, perceptual reasoning, processing speed, and working memory. Application of WSIC in the sphere of IQ testing has been more successful than in clinical testing for attention-deficit hyperactivity disorder (ADHD) and other learning disabilities in children.

Stanford-Binet Intelligence Scales: 5th edition (SB-5):This test was founded by Alfred Binet and has undergone many modifications, the present one being 5th edition. This intelligence test is modeled to test using both verbal and nonverbal methods, aimed to assess reasoning, knowledge, analytical reasoning, visual-spatial processing, and memory. The SB-5 is proven to be better in terms of assessing individuals and is more reliable (Becker, 2003). Practical implications of WSIC and SB-5 Tests:Based on a study conducted by Watkins et al. (1998), it was inferred that the WSIC test cannot distinguish between children with learning disabilities and those without disabilities.

Further, the test could not predict academic achievement among children with learning disabilities. In this regard, the SB-5 is more suitable as it distinguishes children with different levels of intelligence and learning abilities.Reliability and validityResearch indicated weak reliability scores for WSIC, with low internal consistency reliability criterion; inconsistent results across time were also observed, thus complicating individual decisions and assessments. Owing to the deviation of subtest measurements from normative methods, ipsative methods based on transformation to person-relative metrics have opted.

However, these are not empirical, and are intuitive; because of this, the results so obtained are psychometrically incongruent. Instability of subtests measurements makes the test less reliable. Statistical differences of group mean scores will not help in individual interpretations, thus making the test results invalid. Clinical utility is low (Watkins, Glutting & Youngstrom, 2005). The reliability of SB-5 was found to be highly attributed to the low variation among individuals who were tested more than once.

This test can be applied to test intelligence at all levels (Becker, 2003), and the results obtained are deemed valid.Biasness: The verbal method of WSIC makes it prone to examiner bias leading to scoring bias (Babad, 1975). The SB-5 test is empirically proven to be free of bias in terms of predictive accuracy at an individual level (Reynolds et al, 1980). In general, most of the intelligence tests, group comparisons pose issues based on cultures, ethnic groups, and gender. For example, definitions for intelligence vary in different cultures; practical and academic intelligence also differ in their meaning and stages of development; the test results are also dependent on the type of environment and societal status.

Language becomes a barrier to non-English speaking children when conducted in Standard English. These differences also create stereotype threats related to ethnicity and gender, which further influence result in interpretations (Santrock, 2006).