On the Relevance of Intelligence: Applications for Classrooms? Intelligence Testing: The Good, the Bad and the Ugly.

N

12

Educational Diagnosis; Educational Theories; Elementary Secondary Education; Gifted; Identification; Intelligence; Intelligence Tests; Nature Nurture Controversy; School Districts; Self Efficacy; Special Education; Student Evaluation; Test Use; Testing Problems

The relevance of intelligence testing for schools within one district, the Sacramento (California) school district and the state of California is explored, and applications of intelligence theory in district schools and classrooms are discussed. Intelligence, for purposes of this discussion, is the aggregate capacity of each student's intelligence, the combination of abilities that are quantitatively different, and the way the student uses these abilities to deal with the environment. California allowed group and individual intelligence testing until the 1960s, but no longer allows group intelligence testing for students. Individual students are tested to identify the gifted or for other educational diagnoses. In the Sacramento City Unified School District intelligence tests are used for the same purposes, to identify the gifted and special education students. Self-efficacy theory and the theory of multiple intelligences are being applied in the intelligence assessment of students in the district. Much that is good is being recognized about intelligence, but many practices reflect the negative influences of believing that intelligence is fixed at an early age. (Contains 7 references.) (SLD)

1996

ED387503