William Cope
May Thet Khine Nyein
Obie Ellmoos.png "Nathan Luise")
Nathan Luise
Olive SabiitiAssessment for Learning MOOC’s Updates
Testing intelligence and knowledge - WISC
Testing intelligence is a process done to measure the ability of an individual to learn efficiently. This type of evaluation is appropriate in the middle of a psychological assessment, to determine one's capacity to learn accordingly to one's age.
On the other hand, testing for knowledge refers to measuring how much information a person has about a certain topic. This type of evaluation is appropriate for measuring how well a student memorized the information provided in a school or university course.
A very well-known intelligence test is the Weschler Scale. In this opportunity, I'm going to talk specifically about the Wechsler Intelligence Scale for Children (WISC), meant for kids between the ages of 6 and 16. There are four different categories: Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed (Kaufman et al., 2006). This scale consists of different tests that are set to measure children's intelligence, divided into the before mentioned categories.
It's one of the most famous intelligence scales because of how well it relies on data to accurately give information about someone's abilities, and in which subject they need most help. For example, children with ADHD tend to perform lower in Working Memory and Processing Speed (Jacobson et al., 2011).
However, the scale has some weaknesses of its own. For example, it doesn't take into consideration cultural differences, which might impact the result overall. Also, social knowledge and skills aren't measured or recognized, which also has an impact on intelligence.
Jacobson, L. A., Ryan, M., Martin, R. B., Ewen, J., Mostofsky, S. H., Denckla, M. B., & Mahone, E. M. (2011). Working memory influences processing speed and reading fluency in ADHD. Child neuropsychology: a journal on normal and abnormal development in childhood and adolescence, 17(3), 209–224. https://doi.org/10.1080/09297049.2010.532204
Kaufman, A. S., Flanagan, D. P., Alfonso, V. C., & Mascolo, J. T. (2006). Test Review: Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). Journal of Psychoeducational Assessment, 24(3), 278–295. doi:10.1177/0734282906288389
Dear Paloma ,
I want to express my appreciation for your astute observation regarding the distinction between intelligence and knowledge. Your assertion that testing knowledge is essentially assessing one's ability to memorize information they have been taught, while intelligence testing evaluates an individual's capacity to learn, is both enlightening and thought-provoking.
I concur with your perspective, and it has led me to ponder the broader applications of testing knowledge beyond traditional academic settings. While you mention the context of universities or schools, I believe that assessing knowledge should also extend to other areas of life, such as the workplace. In professional environments, evaluating employees' ability to retain and apply the knowledge they have acquired through training and education is crucial for their ongoing development and overall competence.
Moreover, the relevance of knowledge testing permeates various facets of daily life, as individuals consistently gather and accumulate information. Our ability to retain and effectively utilize this knowledge significantly influences our decision-making, problem-solving, and overall adaptability to new situations.
I must admit that your submission has been intellectually stimulating, emphasizing the dynamic nature of intelligence as the capacity to learn continuously. It highlights the importance of being receptive to new concepts, making connections, and embracing novel challenges. This notion of intelligence, in contrast to the passive accumulation of facts, underscores the inherent value of lifelong learning and personal growth.
In conclusion, your discerning differentiation between intelligence and knowledge, along with the insightful extension of knowledge testing to diverse spheres of life, has undeniably enriched our understanding of cognitive processes. Acknowledging the significance of both intelligence and knowledge enhances our appreciation of the multifaceted nature of human cognition and its profound impact on individual development and success.
Thank you for your valuable contribution to this academic discussion. I look forward to engaging in further scholarly exchanges with you.
Sincerely,
Fredrick Odongo
@Paloma Izquierdo