Uses of Intelligence Assessment

There was a tendency at various times during the twentieth century to regard
intelligence assessment as an answer to questions of placement and
classification in almost every area of human experience. The most effective
and scientifically valid uses of tests, however, have been in predicting performance
in scholastic endeavor, in revealing disguised or latent ability to assist
in career counseling, in determining the most appropriate developmental
programs for handicapped or mentally handicapped individuals, in locating
specific strengths and weaknesses in an individual, in measuring specific
changes associated with special programs and forms of therapy, and in comparing
a child’s mental ability with that of other children observed in a similar
situation to establish a profile of cognitive skills.

One of the most widespread and effective uses of intelligence tests is the
determination of possible problems in a child’s course of basic education.
As reported by Lewis Aiken in Assessment of Intellectual Functioning (1987), a
typical case involved an eight-year-old boy with a suspected learning disability.
He was given the WISC-R test in 1985, and his full-scale IQ was figured to
be 116, placing him in the high average classification. This provided an assessment
of general intelligence and scholastic aptitude. His verbal IQ was
127, placing him in the ninety-seventh percentile, indicative of exceptional
verbal comprehension. This suggested that he could reason very well, learn
verbal material quickly, and process verbal information effectively. His performance
IQ of 98 placed him in the average category, but the magnitude of
the difference between his verbal and performance IQs is very unusual in
children of his age. It pointed to a need for additional interpretive analysis
as well as further study to reveal the reasons behind the discrepancy. Close
scrutiny of the test results showed that low scores on the arithmetic, digit
span, and coding subtests might indicate a short attention or memory span,
poor concentration, or a lack of facility in handling numbers. While no absolute
conclusions could be drawn at this point, the results of the test could
be used in conjunction with other procedures, observation, and background
information to determine an appropriate course of action.