Intelligence and achievement tests are critical assessment tools in both educational and occupational settings, and are consistently used by psychologists to inform treatment planning. And yet, the evaluation of intelligence has sparked both controversy and debate throughout history. Many individuals believed intelligence was largely determined by genetics, while others viewed intelligence as a learned set of traits and abilities shaped by an individual’s interaction with their environment. For many years, IQ tests were used to further cultural and ethnic discrimination among disadvantaged groups. While intelligence and achievement tests attempt to capture an individual’s innate intellectual capacity and future potential, research suggests intelligence and achievement tests do not capture important facets of intelligence, such as emotional/social intelligence, practical knowledge, and creativity. Given the multi-faceted nature of intelligence, educational systems have adopted IQ and achievement tests that capture a broad range of skills and abilities. In addition, research continues to inform the development of more accurate and culturally appropriate measures. Current assessment and educational policies reflect attempts to maximize equal opportunities, and are the product of continual revision, improvement, and re-standardization of IQ and achievement tests. When understood within the context of an individual’s unique abilities, intelligence and achievement testing can be extremely useful in helping an individual capitalize on cognitive strengths and identify areas of growth.
