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UNIT 3
Measurement of General Intelligence
Contents

3.1 Introduction
3.2 Objectives
3.3 Meaning of Intelligence
3.4 Measurement of Intelligence
3.5 Types of Intelligence Test
3.6 Binet-Simon Tests
3.7 Wechsler Tests of Intelligence
3.8 Uses of General Intelligence Tests in Education
3.9 Summing Up
3.10 References and Suggested Readings
3.11 Answer to ‘Check Your Progress’
3.12 Questions and Exercises

3.1 Introduction

Greatest creation of nature is human being. Human being is enriched with numbers of
qualities and abilities. One such ability is general mental ability. All people of this universe
have general mental ability. As individual differences are there among each and every
individuals, general mental ability or intelligence of the individuals are also varied.
Intelligence is very important for human survival. Measurement of intelligence is a very
important area for psychologists as individual difference is there in intelligence.
Psychologists developed different types of tests to measure the intelligence of human being.
In this unit, we shall discuss about meaning of intelligence, measurement of intelligence,
types of intelligence tests, Binet-Simon test and Wechsler test and uses of intelligence tests in
education.

3.2 Unit Objectives

After going through this unit you will be able to-

 Know the meaning and definition of intelligence.

 Know the concept of measurement of intelligence and its types.
 Develop understanding about Binet-Simon test and Wechsler test.
 Understand the uses of general intelligence test in education.

3.3 Meaning of Intelligence

Intelligence is a general mental ability through which people can adjust with the
environment by solving different problems. For better adjustment and effective living, human
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being has to adjust with the environment in a proper way. People can able to learn new thing
with the help of intelligence. As intelligence is a vast concept, there is no clear view about the
meaning of intelligence. Different psychologists define intelligence from different
perspective. Some psychologist opined intelligence as ability to learn and some are opined it
as an ability of adjustment. Again some psychologists viewed it as a determiner of behaviour
of individual.

Some important definitions of intelligences are mentioned below:

 According to Terman, “An individual in intelligent in proportion as he is able to carry

on abstract thinking.”
 According to Binet, intelligence is “judgement or good sense, initiative, the ability to
comprehend and to reason well and to adapt one’s self to circumstances.”
 In the words of Stern, “Intelligence is the general mental adaptability to new problems
and conditions of life.”
 According to Cyril Burt, “Intelligence is the power of readjustment of relatively novel
situation by organising new psycho-physical co-ordination.”
 William James defined intelligence as “the ability to adjust oneself successfully to a
relatively new situation.”
 In the opinion of Prof. Henry E. Garrett, intelligence is “the abilities demanded in the
solution of problems which require the comprehension and use of symbols, i.e. words,
numbers, diagrams, equations, formulas.”
 Jean Piaget opined that, “Intelligence is the ability to adapt to one’s surroundings.”
 In the words of Frank N. Freeman, “Intelligence is represented in behaviour by the
capacity of the individual to adjust himself to new situations, to solve new problems,
to learn.”
 To quote Colvin, “An individual possesses intelligence in so far as he has learned or
can learn to adjust himself to his environment.”
 The comprehensive definition of intelligence is provided by American psychologist
David Wechsler. In his opinion, “Intelligence is the aggregate or global capacity in the
individual to act purposefully, to think rationally and to deal effectively with the
environment.”

The definitions mentioned above clearly reflect that the concept of intelligence is very
vast. To summarise, it is said that intelligence is

(i) Ability to learn. With the help of intelligence, people can learn according to his/her
own pace. The people who have high intelligence can learn very quickly.
(ii) Ability to adjust. People can adjust in a new situation very easily with the help of
intelligence. Intelligent people can deal effectively with the novel situation.
(iii) Ability to carry on abstract thinking. Only intelligent people can think in an
abstract way. Abstract thinking means the use of concepts and symbols.
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From the above mentioned meaning and definitions of intelligence, we can summarise
the nature and characteristics of intelligence in the following way:

1. Intelligence is an innate natural power as it is termed as native ability.

2. Intelligence helps the people to adjust with an environment properly.
3. Education is depending on intelligence but intelligence is not depending on education.
All literate people are not intelligent and in the same way all illiterate people are not
dumb.
4. Study, analysis and thinking of abstract concept are based on intelligence. Without
intelligence, it is not possible to think in an abstract way.
5. Other mental abilities of an individual like thinking, imagination, creativity is related
with intelligence.
6. It is not easy to measure intelligence of an individual.

3.4 Measurement of Intelligence

It is not an easy task to measure the native ability of an individual. Generally

intelligence tests are developed to measure intelligence of an individual. Main aim of these
tests is to measure the ability or potentiality present in human being for future success.
Development of intelligence test is not new in the field of psychology. In the primitive age,
intelligence people are identified on the basis of size of head, weight of the body and height
& figure of an individual. At that time, a person is called intelligent if he had large head and
athlete body.

Later on, this type of measuring intelligence is changed. In the year 1879, Wilhelm
Woundt established a psychological laboratory in Leipzig town of Germany. In this
laboratory, lots of experiments on innate capacity of an individual were conducted by Cattle,
Gilbert and Ebbinghaus. They try to measure intelligence of a person by measuring memory,
sensory discrimination, muscular strength etc.

Francis Galton is another psychologist who established a laboratory in the year 1884.
He tried to measure different psycho-physical aspects of human being. American
psychologist Cattell also tried to study the individual differences of individuals. In the year
1890, he first used the term ‘Mental Test’.

In the first part of 20th century, Cyril Burt of England and Alfred Binet of French
studied intelligence test in a comprehensive way. They had tried to measure intelligence in a
quite different way from those who attempted earlier. Burt could not prepare a detail series of
intelligence test but Binet prepared the most workable series of intelligence tests. In the year
1905, Binet developed the most acceptable scale of measuring intelligence. He along with his
colleague Simon developed intelligence test in Stanford University of French. This test was
further revised in 1908 and 1911. After the death of Binet, this scale was re-standardised by
Terman in 1916. There are lots of revisions of this intelligence test. After that, lots of
intelligence tests are developed by different psychologist to measure this general mental
ability.
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CHECK YOUR PROGRESS

Q 1: Define intelligence.
Q 2: In which year, Francis Galton established a laboratory?
Q 3: Who first used the word ‘mental test’?

3.5 Types of Intelligence Test

On the basis of intelligence tests developed by different psychologists time by time,

intelligence tests are divided into following heads:

1. On the basis of its form or content

a. Verbal Intelligence Test
b. Non-Verbal Intelligence Test
c. Performance Test
2. On the basis of administration
a. Individual Intelligence Test
b. Group Intelligence Test
3. On the basis of scoring
a. Age Scale
b. Point Scale

These types are discussed below:

1. a. Verbal Intelligence Test:

Verbal tests are oldest intelligence test. When intelligence of an individual is

measured by tests where oral or written language is used is known as verbal intelligence test.
In this test, the testees express their thoughts, judgement, reasoning, comparison, analysis,
problem solving by using language. Language is most important component of this type of
test. Oral or written instructions are given in this type of tests and testees also responded by
using oral or written language. Some verbal intelligence tests are: memory test, vocabulary
test, comprehension test, information test, association test, reasoning test etc.

Merits of Verbal intelligence Test: Certain merits of verbal intelligence test are
mentioned below:

 Concepts and thoughts of an individual clearly expressed with the help of language.
 This test clearly measures the abstract thinking and reasoning of an individual.
 Confusion created during the application of these tests is cleared by the use of verbal
or oral instruction.

Demerits of Verbal intelligence Test: Certain demerits of verbal intelligence test are
mentioned below:

 This test not measures the native intelligence of an individual.

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 This type of tests is not applicable to young children and illiterate people.
 Validity and reliability of this test is not accurate.

1. b. Non-Verbal Intelligence Test:

Non-verbal test of intelligence are developed to minimise the drawbacks of verbal

test. Nature of this test is opposite to verbal test. Different types of pictures, geometry, graphs
are included in this test. This test is developed to measure intelligence of illiterate people,
people with verbal deficiency and children. They can solve different problems related to the
media mentioned above. Some non-verbal intelligence tests are: Chicago Non-Verbal test,
Army Beta test, Roven’s Progressive Matrics test etc.

Merits of Non-Verbal intelligence Test: Certain merits of non-verbal intelligence

test are mentioned below:

 This type of tests is applicable to young children and illiterate people.

 This type of test is applicable for the people who have language difficulty.
 This test is helpful for measuring intelligence of physically challenged people.

Demerits of Non-Verbal intelligence Test: Certain demerits of non-verbal

intelligence test are mentioned below:

 All mental aspect of an individual is not measured with the help of non-verbal test.
 Abstract concepts are not measured by this type of test.

1. c. Performance Test:

Performance test is one type of non-verbal test. Performance test is developed to

measure those mental abilities which are not possible to solve by using verbal test. Main
content of this test is task performance and problem solving. In this test, intelligence is
measured by the ability, skill and result of testee while performing a task. Language ability is
not required in this type of test. This test is applied to all type of people especially illiterate
people, children and people with verbal difficulty. This test is also applicable for foreign
people with different languages. In this test, oral language is used only in case of instruction.
But in non-verbal test, instruction is given by providing booklet. Performance test is
conducted individually but non-verbal test is conducted in a group. Examples of some
performance test are: Pinter-Patterson scale, Proteas Maze test, Alexander Pass-a-long test,
Koh’s Block Design test, Bhatia Performance test etc.

Merits of Performance Test: Certain merits of performance intelligence test are

mentioned below:

 This type of tests is very effective especially for young children and illiterate people.
 Cultural influence is not there in performance test. So, this test is applicable in any
part of the world without modification.
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 This test is used to identify different abnormalities of people.

 This test is also used in educational and vocational guidance.

Demerits of Performance Test: Certain demerits of performance intelligence test are

mentioned below:

 Only limited mental traits are measured in performance test.

 This test is very expansive in terms of time.

2. a. Individual Intelligence Test:

Individual intelligence test means intelligence or general mental ability of a particular

person is tested at a time. An individual test may be verbal, non-verbal or performance type.
In some situations, it is needed to test the mental ability of people separately. To find the
quality of a human being and to realise his/her personal problems, it is necessary to apply
individual test. Individual intelligence test is divided into two types, viz. Individual verbal
test and individual non-verbal test. Stanford Binet scale, Wechsler Bellevue Intelligence test,
Pass-a-long test, Block Design test are some examples of individual test.

Merits of Individual Intelligence Test: Some good points of individual test are:

 Results of individual test are highly reliable and valid.

 Innate abilities of an individual are possible to identify with this type of test.
 A good rapport is established between tester and testee in this test.

Demerits of Individual Intelligence Test: Some demerits of individual test are

mentioned below:

 This type of test require long time and also very slow. This test is time consuming.
 Expert people are required to conduct this test.

2. b. Group Intelligence Test:

The tests which are administered on a group of people are known as group
intelligence test. With the help of this test, it is easy to measure intelligence of a large number
of people. This test is very useful when we measure intelligence of a group of people in a
short span of time. Group intelligence test is divided into two types, i.e. group verbal test and
group non-verbal test. Army Alpha test and Army Beta test are some examples of group
intelligence test.

Strengths of Group Intelligence Test: Following are the merits of group intelligence
test:

 This test is less time consuming and economic.

 This test is very much quick and easy to administer.
 A large number of people can be studied in group test.
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Weakness of Group Intelligence Test: Following are the drawbacks of group

intelligence test:

 Good rapport is not established between tester and testee in this type of test.
 This test is not highly reliable and valid.
 It is not possible to observe the mental state of the testees in this test.

3. a. Age Scale:

There are some tests of intelligence where scoring procedure is different. On the basis
of respondent’s reaction, mental age is used as scores in this test. That means where mental
age of respondents is used as scoring of the test is known as age scale. In this test, mental age
is given for every correct response. Instead of year, month system is used in mental age e.g.
for 6 year, mental age is 6 and for 6 years 6 months mental age is 6.5. In this test, items of the
test are classified on the basis of age. In Binet-Simon Scale, age scale is used.

Merits of Age Scale: Following are the merits of age scale:

 Test items are prepared on the basis of age of the respondents.

 Qualitative evaluation of respondents is possible in age scale.
 This scoring procedure is widely used in whole world.

Demerits of Age Scale: Age scale has some limitations. These limitations are
mentioned below:

 Reliability and validity of this type of test is not satisfactory.

 It is very difficult to prepare test items on the basis of age of the respondents.
 It is not possible to measure intelligence of adult people effectively with the help of
age scale.

3. b. Point Scale:

Point scales are those intelligence scales, where point or number is used instead of
mental age. For each correct response, one specific number is given. These tests are
homogeneous and unique in nature. Test items of these tests covers wide range and these tests
are available for all age group of people. Numerical evaluation of mental ability of individual
is possible in these tests. At present, lots of intelligence tests are developed where point scale
is used. One example of point scale is Wechsler Bellevue Intelligence Test.

Merits of Point Scale: Merits of point scale are mentioned briefly in the following
way:

 These tests are homogeneous in nature.

 Statistical analysis of results is possible in these tests.
 Point scale is related with numerical evaluation.
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Demerits of Point Scale: Demerits of point scale are mentioned briefly in the
following way:

 Qualitative evaluation of respondents is totally ignored in this test.

 Continuous development of task or test items is not possible in this test.

Verbal, non-verbal or performance test, group or individual test and point or age
scale- all these types of intelligence tests are widely used at the present time. Specific type of
intelligence test is used as per requirements.

CHECK YOUR PROGRESS

Q 4: Give one example of individual intelligence test.
Q 5: Write two differences between age scale and point scale.

3.6 Binet-Simon Tests

Alfred Binet is known as the father of intelligence testing as he developed the most
scientific intelligence test. In the beginning of 20th century, Binet and his colleague Theadore
Simon developed a scale of intelligence test which is also relevant in present time. At that
time, French Government appointed Binet and Simon to study about mental disabled
children. After that, Binet and Simon immediately developed a scale to measure intelligence
in the year 1905.

 Binet-Simon Scale, 1905:

The first systematic scale for measuring intelligence was developed in the year 1905.
There are 30 items in this scale. Test items are arranged in ascending order of difficulty.
These items are helpful to measure high level of mental ability, which was not possible in
previous time. Test items of this scale were prepared to classify students from general to
lower level. Items of this scale mainly prepared on the basis of different aspects like
judgement, comprehension and reasoning. As this scale was the first attempt by Binet and
Simon, so there are certain limitations of it. Functions of this scale were not accurate.

 Binet-Simon Scale of 1908:

The scale of 1905 was criticised by some psychologist as there were certain
limitations of that scale. So, Binet and Simon revised the previous scale after 3 years and
developed the modified scale in the year 1908. In this scale, total numbers of items are
increased from 30 to 59. These items are classified into different categories for the children of
age group 3 to 13 years. Some items of previous scale were skipped in this scale and some
new items were added. In this revision, the concept of ‘mental age’ was used.

STOP TO CONSIDER
Mental age: Mental age is a concept of intelligence testing. This concept was first used
in Binet-Simon scale of 1908. Mental age of an individual can be estimated by test
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performance.

 1911 Revision of Binet-Simon Scale:

Binet-Simon revised scale of 1908 was attracted by different psychologists of

different countries like Belgium, Germany, England, Italy, Switzerland and USA. On the
basis of the recommendations provided by psychologists of different countries, minor
modification of 1908 scale was made. More items were added in this revision. Items of this
revision were extended to adult people also but there were no test items for the age group of
11, 13 and 14 years.

 Revision of 1916:

For measuring intelligence, Binet-Simon scale was very popular in almost all the
nations. All the nations revised and translated the Binet-Simon scale for use in their
respective country. But, America faces problems in this regard. For that, L.M. Terman and
his associates re-standardised the Binet-Simon scale in Stanford University of United States
in the year 1916. This revision was known as Stanford Revision of Binet-Simon Scale. Total
90 items were there in this test for age group of children 3-14 years. Two new stages were
also included in this revision i.e. Average Adults and Superior Adults. This revision was very
popular in the world and reliability co-efficient of this revision was also very high (.80-.95).

Main focus of this revision was Terman used the concept of Intelligence Quotient
(I.Q.) in this revision.

STOP TO CONSIDER
Intelligence Quotient (I.Q.): In the year 1911 Stern and in 1912 Kulklmann suggested to use
the concept Intelligence Quotient. This concept was first used by Terman in Stanford
Revision of Binet-Simon scale in the year 1916. I.Q. is depend on mental age of an
individual. Formula of calculating I.Q. is-
I.Q.=MA/CA×100
Where,
MA= Mental Age
CA= Chronological Age

 Revision of 1937:

For removing the drawbacks of 1916 revision scale, Terman again revised the scale
with another psychologist Merril in the year 1937. This scale was published in two forms- L
Form and M Form. L indicates Merril and M indicates Terman in this scale. There were
altogether 129 items in each form of this scale. The reliability and validity co-efficient of this
scale was high very. Reliability co-efficient range is .90 -.98. This scale was time consuming
as numbers of test items were very big.

 1960 Revision:
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In 1960, Binet-Simon scale was again revised. All the good statements of L-Form and
M-Form of 1937 revision were included in this revision. Age range of the respondents in this
scale was 2 years 6 months to 18 years. In this scale instead of IQ, Deviation IQ (DIQ) was
used.

 1986 Stanford Revision:

Fourth Stanford revision of Binet-Simon scale was published in the year 1986. Robert
Thorndike, Elizabeth Hagen and Jerome Sattler were the psychologists behind the revision of
this scale. In this scale, instead of Binet’s Age scale, Point scale was applied. Test items of
this revision were broadly divided into four sub heads namely Verbal Reasoning,
Abstract/Visual Reasoning, Quantitative Reasoning and Short Term Memory. Age group of
the respondents in this revision was 2 years to 23 years.

 Stanford Revision of 2003:

Fifth edition of Stanford revision of Binet-Simon Scale was developed in the year
2003. This revision tried to measure multiple dimensions of abilities. There were ten sub
groups in this scale including verbal and non-verbal domains. In this revision 2 years to 85+
years of respondents were included.

Binet-Simon Scale is very popular and effective at present also. For that, different
psychologists tried hard to minimise the drawback of this scale.

3.7 Wechsler Tests of Intelligence

Apart from Binet-Simon Scale, Wechsler’s Intelligence test is another individual

intelligence test which is very popular and widely used test. American psychologist David
Wechsler developed this test. He was basically a clinical psychologist in a hospital of
Bellevue. This test is known as Wechsler Bellevue Intelligence Test. Wechsler was interested
on to study the people who have low intelligence capacity. This test was developed in the
year 1939. Latest revision of this scale was published in the year 1981. Again in the year
1949, Wechsler developed an intelligence scale for children and name of that test was
‘Wechsler Intelligence Scale for Children or WISC’ and in 1955, he developed another scale
of intelligence specifically for adults which was known as ‘Wechsler Adult Intelligence Scale
or WAIS’. In the original Wechsler scale, point scale was used instead of age scale. There
were total 11 sub tests in this scale. Nature of these sub tests were verbal and performance
type. These sub tests are mentioned below:

1) Verbal Scale:

There are 6 sub tests in verbal scale. These are:

(i) Information: Total 27 test items are there in this test. These items are mainly related
with knowledge and memory of the respondents.
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(ii) Comprehension: To measure general knowledge and judgement capacity of the

respondents, there are 14 test items in this test.
(iii) Arithmetic Reasoning: There are 14 items in this scale. These items measured the
mathematical power, problem solving technique, attention of the respondents.
(iv) Digit Span: Through this test, backward and forward memory of the respondents is
measured.
(v) Similarities: To find the similarities between two or more things, this sub test was
developed. 22 test items are there in this test.
(vi) Vocabulary: Vocabulary of the respondents is to be measured with the help of this
sub test. Total 42 items are there in this test where words are arranged in easy to
difficult way.
2) Performance Scale:

There are 5 sub tests in performance test. These are:

(i) Digit Symbol: In this test, the respondents are required to use symbols as a substitute
of digits.
(ii) Picture Completion: Total 21 pictures are there. All the pictures are incomplete. The
respondents have to complete the pictures in this test.
(iii) Block Design: In this test, respondents have to prepare different blocks with the help
of wooden or plastic cubes of different colours.
(iv) Picture Arrangement: In this test, there are different pictures which should be
arranged serially by the respondents to create a story.
(v) Object Assemble: In this test, the respondents should collect different parts to make
whole thing.

For completion of this test, almost one hour was required. Scoring process of this test
was very easy. All rules and scoring procedure is clearly written in the test manual.
Reliability of this test was very high (.90) and validity of this test was .80 to .93.

Though this test is very popular and widely used but there are some limitations too.
These are:

 Scoring conversion procedure is not effective in this test.

 Some test items are very old where revision is needed.
 This test is not based on any specific intelligence theory.

CHECK YOUR PROGRESS

Q 6: How many test items are there in Binet-Simon scale of 1905?
Q 7: Mention one advantage of latest revision of Stanford Scale of 2003.
Q 8: Who is David Wechsler?
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3.8 Uses of General Intelligence Tests in Education

In the field of education and psychology, intelligence test is widely used. Uses of
intelligence test in education can be categories in the following way:

1) Classification: Intelligence test can be used to classify students on the basis of mental
ability. Teaching-learning process faces lots of problems if different abilities of
students are available in a single classroom. Teaching of this type of classroom is not
effective for brilliant as well as dull students as teacher mainly concentrate on large
number of average students. Therefore, intelligence tests are essential to classify the
students on the grounds of mental ability.
2) Selection: Intelligence test is used to select efficient people for different type of tasks.
Efficient students and teachers are to be select for admission in the institution, to
provide instruction and guidance. Again for administrative works and co-curricular
activities also different types of people are selected. Intelligence test is used to select
these people for above mentioned tasks.
3) Prediction: Intelligence test is used for prediction also. This test provides prediction
about the future achievement of the children. It also helps the students to select career
for their future life as education is directly related with work life.
4) Educational Guidance: Intelligence test is also used for educational guidance.
Intelligence test classifies students on the basis of their ability. This classification
helps to provide educational guidance according to their abilities. To have better idea
about the capacity and abilities of the students, the guide or instructor widely applies
different types of intelligence tests.
5) Teachers’ Self Analysis: Intelligence test is also useful for self analysing and self
evaluating the tasks of teachers. On the basis of the performance of the students
teachers must change his/her teaching methods. So, in that case, intelligence test is
important.
6) Vocational Guidance: Intelligence tests are widely used in vocational guidance also.
As individual differences are there among all individuals, all are not equally capable
for all types of vocation. Therefore, to select the best for vocation, intelligence tests
are used. On the basis of the result of intelligence tests, vocational guidance is to be
provided to the students.
7) Research: Intelligence tests are widely used in the field of research also. These tests
are effectively used mainly in educational, psychological and sociological research.
For solving different research problems of these areas, intelligence tests are used.
8) Diagnosis: To find out the educational problems of the students, intelligence tests are
used. To find out the problems of students as well as to provide effective remedies,
these tests are administered. In psychological laboratories, psychologists deliberately
apply intelligence tests for diagnosis purposes.

For the above mentioned aspects, intelligence test is very essential. Now-a-days,
standardised intelligence tests are widely used in teaching-learning situation.
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3.9 Summing Up

 Intelligence is defined as ability to learn, ability to adjust and ability to carry on

abstract thinking.
 In the year 1905, Binet developed the most acceptable scale of measuring intelligence.
He along with his colleague Simon developed intelligence test in Stanford University
of French.
 On the basis of its form or content intelligence test is divided into three types such as
verbal intelligence test, non-verbal intelligence test and performance test; again on the
basis of administration, it is divided as individual intelligence test and group
intelligence test. And on the basis of scoring, it is divided as age scale and point scale
 The first systematic scale for measuring intelligence was developed by Binet-Simon
in the year 1905 which was later developed in the year 1908 and 1911.
 L.M. Terman and his associates re-standardised the Binet-Simon scale in Stanford
University of United States in the year 1916. This revision was known as Stanford
Revision of Binet-Simon Scale.
 American psychologist David Wechsler developed Wechsler Bellevue Intelligence
Test. This test was developed in the year 1939. Latest revision of this scale was
published in the year 1981. In this scale, there were total 11 sub tests which were
verbal and performance type in nature.
 Intelligence tests are widely used in education for classification, selection, prediction
of students. These tests are also used for educational guidance and vocational
guidance.

3.10 References and Suggested Readings

 Sharma, R. A. (2005). Essentials of Measurement in Education and Psychology.

Meerut: R. Lall Book Depot.
 Goswami, Marami (2013). An Introduction: Educational Measurement and
Evaluation. Guwahati: Ashok Book Stall.
 Rajat, D. S. (1970). Measurement, Evaluation and Statistics in Education. New Delhi:
Raj Book Depot.
 Mangal, S. K. (2004). Advanced Educational Psychology. New Delhi: Prentice Hill of
India Pvt. Ltd.
 Asthana, Bipin (2009). Measurement and Evaluation in Education and Psychology.
Agra: Shri Vinod Pustak Mandir.
 Bhatia, K. K. (1995). Measurement and Evaluation in Education. Ludhiana: Prakash
Brothers.

3.11 Answers to Check Your Progress

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Answer to Q. No. 1: David Wechsler opined, “Intelligence is the aggregate or global

capacity in the individual to act purposefully, to think rationally and to deal effectively with
the environment.”

Answer to Q. No. 2: 1984

Answer to Q. No. 3: Cattell.

Answer to Q. No. 4: Wechsler Bellevue Intelligence test.

Answer to Q. No. 5: Two differences between age scale and point scale are:

(i) Test items are prepared on the basis of age of the respondents in age scale; on the
other hand in point scale, test items are prepared on the basis of measurement of tasks.
(ii) Qualitative analysis is possible in age scale whereas quantitative analysis is possible
in point scale.

Answer to Q. No. 6: 30

Answer to Q. No. 7: One advantage of Stanford revision of 2003 is that age group of
the respondents range from 2 years to 85+ years.

Answer to Q. No. 8: David Wechsler was an American psychologist. He was

basically a clinical psychologist in a hospital of Bellevue. He developed an intelligence test
which was known as Wechsler Bellevue Intelligence Test.

3.12 Questions and Exercises

Short-Answer Questions

1. Who did first use the term ‘intelligence quotient’?

2. Write two merits of individual intelligence test.
3. Write two differences between verbal and non-verbal intelligence test.
4. What is age scale?
5. How to classify students in different groups?

Long-Answer Questions

1. Explain the concept of intelligence.

2. Write an essay on measurement of intelligence.
3. Describe the classification of intelligence tests.
4. Explain the Binet-Simon scale of intelligence.
5. Discuss the Wechsler intelligence test.
6. Write the uses of intelligence tests in education and psychology.

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