Brief history of intelligence testing

Abstract

The article examines the history of the use of standardized intelligence tests on the example of the works of F. Galton, A. Binet, and T. Simon. Features of the most common tests are described: Stanford – Binet – 5 (SB5), Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV), Woodcock – Johnson Tests of Cognitive Ability III, Cognitive Assessment System (CAS), Wechsler Intelligence Scale for Adults (WAIS), Comprehensive Test of Nonverbal Intelligence (CTONI), Universal Test of Nonverbal Intelligence (UNIT), Kaufman Assessment Battery for Children (KABC). The article also raises the problem of methodical preparation of children for IQ testing. Features of the testing procedure in connection with their standardization are described. Particular attention is paid to the typology (variety) of test tasks and the professional competence that the examiner (expert) must possess.

Standardized intelligence tests have come under some criticism. However, their long history of use and their predictive power provide evidence that they are a reliable indicator of expected school achievement. Therefore, it is important to have sufficient knowledge and skills and some understanding of their basic characteristics, as well as the testing process, if the problem arises of conducting testing or being examined.