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Briefly, intelligence defined as the ability to learn from experience, to adjust to the environment, and to use metacognition ability to understand and manage own cognitive
processes. Intelligence involves the ability to think, solve problems, analyze situations, and understand social values, customs, and norms.
Two main forms of intelligence are involved in most intelligence assessments: a. Verbal intelligence is the ability to comprehend and solve language-based problems;
and b. Nonverbal intelligence is the ability to understand and solve visual and spatial
problems. Intelligence is sometimes referred to as intelligence quotient IQ, cognitive functioning,
intellectual ability, aptitude, thinking skills and general ability. Intelligence testing is the estimation of a students current intellectual functioning through performance of various tasks
designed to assess different types of reasoning. There are 2 two general characteristics to describe a clever or intelligent man:
a. Problem solving abilities sees all aspects of a problem, poses problems in an optimal way, gets to the hearth of problems, makes good decisions
b. Verbal abilities has a good vocabulary, reads with high comprehension, is verbally fluent, converses easily, is well read
Common Types of Intelligence Tests also called instruments are published in several forms:
a. Group intelligence tests, usually consist of a paper test booklet and scanned scoring sheets. Group achievement tests, which assess academic areas, sometimes include a
cognitive measure. In general, group tests are not recommended for the purpose of identifying a child with a disability. In some cases, however, they can be helpful as a
screening measure to consider whether further testing is needed and can provide good background information on a childs academic history.
b. Individual intelligence tests may include several types of tasks and may involve easel test books for pointing responses, puzzle and game-like tasks, and question and
answer sessions. Some tasks are timed.
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c. Computerized tests are becoming more widely available, but as with all tests, examiners must consider the needs of the child before choosing this format.
3. IST Intelligence Structure Test
The IST is an intelligence test battery according to the structural model of intelligence. The battery measures Verbal, Numerical and Figural intelligence. Each area of intelligence is
assessed through three subtests. a. The Verbal Intelligence sub-tests are Sentence Completion, Verbal Analogies and
Similarities. b. The Numerical Intelligence subtests are Numerical Calculations, Number Series and
Numerical Signs. c. The Figural Intelligence sub-tests are; Figure Selection, Cubes and Matrices.
The inclusion of three sub-tests in each area means several different types of item are used to measure each area. Thus the battery avoids the error of simply equating one particular
type of item with an individual area of ability. This version of IST contains the verbal, numerical and figural spatial ability modules. The following additional components of the
complete battery are currently being developed for the UK edition: 1. Verbal memory,
2. Figural memory, 3. Logical thinking,
4. Figural-visual knowledge, 5. Numerical knowledge,
6. General knowledge. The complex structure on which the battery is based is reported in Beauducel, Brocke and
Liepmann 2001 and Liepmann, Beauducel, Brocke and Amthauer 2007. The full battery also differentiates fluid intelligence and crystallized intelligence. The IST thus allows
intellectual abilities to be assessed in a contemporary and well-differentiated manner. Description of the scales or characteristics
1.
The item groups Sentence Completion, Analogies and Similarities serve to assess Verbal Intelligence:
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a. Sentence Completion SC: each item is a sentence with a word missing. The task is to choose from five given alternatives the word that correctly completes the
sentence. b. Analogies VA: The respondent must identify the relationship between two words
and then apply the rule governing the relationship by choosing from among 5 possible alternatives a word that shows a similar relationship to another given
word. c. Similarities VS: From a group of six words, the task is to choose those two
words for which there is a common collective term. 2. The item groups Calculations, Number Series and Numerical Signs are used to assess
numerical intelligence. a. Calculations CA: These items require mathematical operations with real
numbers. They are presented in a nonverbal manner in order to eliminate as far as possible any verbal components.
b. Number Series NS: In each item, a series of numbers formed according to a specific rule are presented. The task in each case is to find the next number in the
series. c. Numerical Signs SI: In these items, an equation using rational numbers is
presented from which the mathematical operators have been omitted. The items are solved by choosing correctly from the four basic mathematical operators add,
subtract, divide, multiply. 4. The item groups Figure Selection, Cubes and Matrices are used to assess figural-
spatial intelligence. a. Figure Selection FS: In each item geometrical shapes are shown, together with
some pieces resulting from cutting up one of the shapes. The task is to identify which of the whole shapes can be produced by fitting together the pieces.
b. Cubes CU: Pictures of cubes are presented with only 3 of the 6 faces visible. Each item shows one of the original cubes after it has been rotated through space.
The task is to identify which cube has been rotated.
