Intelligence Definition and Measurement Paper

The definition of intelligence has been debated for years within the psychology field. Intelligence does not have a standard definition of which it comprises. Psychologists such as Howard Gardner and Robert Sternberg established their own definitions of intelligence. Howard Gardner focused on multiple intelligences which described eight dissimilar intelligences that are constructed on expertise and aptitudes that are appreciated among diverse cultures. Gardner’s eight distinct intelligences consisted of visual-spatial intelligence, verbal-linguistic intelligence, bodily-kinesthetic intelligence, logical mathematical intelligence, interpersonal intelligence, musical intelligence, intra personal intelligence, and naturalistic intelligence (Cherry, 20313).

Robert Sternberg founded the Triarchic Theory of Intelligence. He described intelligence as “mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life” (Cherry, 2013). Sternberg referred to intelligence as successful which includes three dissimilar features. Sternberg’s three features of successful intelligence includes analytical intelligence which refers to problem-solving, creative intelligence which refers to being able to adapt to new conditions by using prior experiences and existing expertise, and practical intelligence which refers to power to adjust to an altering environment. Kaufman Brief Intelligence Test (KBIT)

The Kaufman Brief Intelligence test is used to test the intelligence of individuals from the ages of 4-90. This test can be used administered in a variability of ways such as for screening intentions and evaluating cognitive functioning. The test presents an IQ compound score, made up of tasks measuring verbal ability and nonverbal problem solving. According to Kaufman & Kaufman (2012), the verbal score is made up of two tasks, one which assess receptive vocabulary/general knowledge (Verbal knowledge) and the other evaluating comprehension, reasoning, and vocabulary knowledge (Riddles). A pro side of this test is that it can be administered in dissimilar languages and the test provides ethnical fairness. The Kaufman Brief Intelligence Test also provides reliability and validity. The internal consistency reliabilities were effective by showing .89 to 96 with consistency escalating with age. The verbal and nonverbal coefficients were lesser but they were still accepted. However, the test-retest consistency was .90 which resulted in escalating performance by 4 points. The validity examinations profited reasonable to above average correspondences in requisites of construct and concurrent validity. Universal Nonverbal Intelligence Test (UNIT)

The Universal Nonverbal Intelligence Test intended use is to provide a just, inclusive, standardized, and norm-referenced evaluation of overall intellect with only wordless administration and rejoinder formats. The Universal Nonverbal Intelligence Test wanted to make sure that the test provided just to all pupils, regardless of ethnic group, culture, gender, dialect, country of foundation and earshot condition. The test can be administered to ages ranging from Kindergarten to senior year of high school. According to Bracken & McCallum (1998), the Universal Nonverbal Test is a multidimensional measure of intelligence, yielding several broad-based indices of intelligence.

The test can also be given in three different aspects which include the abbreviated battery, standard battery, and the extended battery. The abbreviated battery is 10-15 minutes long and it is used as the screener, the standard battery is 30 minutes long and its purpose is to test diagnostic decisions, and the extended battery is 45 minutes and the purpose of it is to test diagnostic eligibility. The test-retest reliabilities plummet short of the suggested level of .90 at the ages of 5-7 (.78), ages 8-10 (.85), ages 11-13 (.89), and ages 14-17 (.87). Concurrent validity studies with the WISC-III, KBIT, and TONI-2 showed good correlation in mid to high.80’s (Bracken & McCallum, 1998). Comparison and Contrast

The Kaufman Intelligence Test and the Universal Nonverbal Intelligence Test both have similarities within each other. Both tests can be administered in different aspects and also the purpose of both tests is to test for cognitive functioning without cultural bias. The Kaufman Intelligence Test is only based on two quotients while the Universal Nonverbal Intelligence Test is based on eight quotients. The Universal Nonverbal Intelligence Test can also be graded by hand or by using a scantron. The Kaufman Intelligence Test is based on verbal abilities while the Universal Nonverbal Intelligence Test is a nonverbal mediation. The Kaufman Intelligence test can be administered to individuals ranging from ages 4-90 while the Universal Nonverbal Intelligence Test can only be administered to children and adolescents from the grades of kindergarten to the twelfth grade. Wechsler Individual Achievement Test-Second Edition (WIAT-II)

The Wechsler Individual Achievement Test is used to assess the achievement of an individual that range from the ages of 4-85. The test consists of areas such as reading, math, written and oral language, and 9 subtests. The Wechsler Individual Achievement Test is a revision of the former Wechsler Individual Achievement Test. The areas covered by the test remain the same, but the depth and range of subject matter has been increased, with some new items, and updates of content to reflect changes in curriculum standards and incorporate cutting-edge research in the acquisition and assessment of educational skills Specifically, the Listening Comprehension and Oral Expression subtests have been modified to coincide with skills demanded of the student in the classroom (Wechsler, 2005). The reliability of the test is normally increasing above .85 with the exception of the written expressions portion and the listening comprehension portion. The internal consistencies of the tests were high as well except for the oral language. The validity of the previous version and the second edition of the Wechsler Individual Achievement Test correlate with each other. Kaufman Test of Educational Achievement

The Kaufman Test of Educational Achievement can be administered to children and adolescents from grades 1-12. Comprehensive and Brief are the forms on the test. The Brief Form globally samples the areas of reading, mathematics, and spelling, whereas the Comprehensive Form measures more specific skills in the areas of reading decoding and comprehension, mathematics applications and computation, and spelling (Kaufman & Kaufman, 1985). The reliability coefficients range from .87 to .95 for all ages. Internal consistency revealed powerful consistency. The validity of the tests compared with other tests showed powerful correlations of measures. Compare and Contrast

The Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement both show results of an individual’s achievement. Both tests can be used in a research environment. The tests are also used for reading and mathematics. The Wechsler Individual Achievement Test, Listening Comprehension and Oral Expression subtests have been modified to coincide with skills demanded of the student in the classroom while the Kaufman Test of Educational Achievement only has the Comprehensive Form measures more specific skills in the areas of reading decoding and comprehension, mathematics applications and computation, and spelling.

Reference

Bracken, B., & McCallum, S. (1998). Universal Nonverbal Intelligence Test. Retrieved from http://assess.nelson.com/test-ind/unit.html

Cherry, K. (2013). Theories of Intelligence. Retrieved from http://psychology.about.com/od/cognitivepsychology/p/intelligence.htm

Kaufman, A., & Kaufman, N. (1985). Kaufman Test of Educational Achievement. Retrieved from http://www.ecasd.k12.wi.us/student_services/assessments/KTEA-II.pdf

Kaufman, A., & Kaufman, N. (2012). Kaufman Brief Intelligence Test, Second Edition (KBIT-2). Retrieved from http://www.ecasd.k12.wi.us/student_services/assessments/KBIT-2.pdf

Wechsler, D. (2005). Wechsler Individual Achievement Test – Second Edition (WIAT-II). Retrieved from http://www.ecasd.k12.wi.us/student_services/assessments/WIAT-II.pdf