Тестирование интеллекта направлено на оценку общей умственной способности, включая логическое мышление, абстрактное мышление, память, внимание и способность к обучению. Такие тесты предлагают задания, требующие решения новых задач, выявления закономерностей, анализа информации, часто абстрактного характера. Примерами тестов интеллекта являются шкалы Векслера, тест Амтхауэра и матрицы Raven’a. Последние, например, представляют собой серию матриц с пропущенным элементом, где испытуемый должен выбрать вариант, логически завершающий последовательность. Такие тесты позволяют оценить аналитическое мышление, пространственное воображение и логический вывод. Их преимущество в высокой надежности, независимости от образования и широком применении в научных исследованиях. Однако они ограничены в оценке конкретных знаний и не учитывают мотивацию или эмоциональный интеллект.

Тестирование знаний фокусируется на оценке объема и глубины усвоения конкретной информации по определенной предметной области. Это могут быть экзамены, контрольные работы или опросы, где проверяется знание фактов, понятий, принципов и умение применять их на практике.

Когда какой подход уместен? Тесты интеллекта полезны при отборе кандидатов на работу, требующую высоких когнитивных способностей, в научных исследованиях и при диагностике когнитивных нарушений. Тесты знаний применяются для оценки успеваемости, сертификации специалистов и отбора кандидатов на должности, требующие определенных знаний.

Когда подход может быть неуместен? Тесты интеллекта не подходят для оценки творческих способностей, коммуникативных навыков или эмоционального интеллекта, а также для оценки знаний в конкретной области. Тесты знаний, в свою очередь, не могут оценить общую умственную способность или потенциал к обучению.

Вывод: Оба подхода имеют свои преимущества и ограничения. Оптимальный выбор зависит от конкретной цели оценки. Комбинирование этих подходов позволяет получить более полную картину когнитивных способностей человека. Важно помнить, что ни один тест не дает абсолютно точной оценки, и результаты следует интерпретировать с учетом других факторов. Кроме того, тесты должны быть адаптированы к возрасту, уровню образования и культурным особенностям испытуемых.

• Адиль Садриев

There are three main differences between intelligence tests and knowledge tests:
_ Purpose and focus: Intelligence tests aim to measure general cognitive abilities, while knowledge tests assess specific skills relevant to certain tasks or occupations.
_ Scoring and norms: Intelligence tests use a standardized scoring system, while knowledge tests do not have a general scoring method but rather have interpretations that are more appropriate for specific contexts.
_ Applications and utility: Intelligence tests are more common in educational and psychological contexts, while knowledge tests are widely used in career counseling and the workplace.
To sum up, Intelligence tests provide detailed information about a person's overall cognitive ability, while knowledge tests provide a more targeted assessment of specific skills and potential.
One of the example of Intelligence test is Wechsler Adult Intelligence Scale – IV (WAIS-IV). The author of the original WAIS defined ‘intelligence’ as; “The global capacity of a person to act purposefully, to think rationally, and to deal effectively with his/her environment.” The current version of the Wechsler Adult Intelligence Scale – (WAIS-IV) was released in 2008. It can be administered to people between the ages of 16 and 90. It is composed of 10 core subtests and five supplemental subtests. There are five aspects of intelligence that are identified:
_ Full Scale IQ (FSIQ) is considered the most valid measure of overall cognitive ability;
_ Verbal Comprehension Index (VCI) is designed to measure verbal reasoning and concept formation;
_ Perceptual Reasoning Index (PRI) is designed to measure fluid reasoning in the perceptual domain with tasks that assess nonverbal concept formation, visual perception and organization, visual-motor coordination, learning, and the ability to separate figure and ground in visual stimuli;
_ Working Memory Index (WMI) is the ability to sustain attention, concentrate, and exert mental control;
_ Processing Speed Index (PSI) is the ability to process simple or routine visual material without making errors.
These five indexes were constructed to have means of 100 and standard deviations of 15 IQ points. An IQ of 100 defines the performance of the average adult at that age. About two-thirds of all adults obtain IQs between 85 and 115 (1 standard deviation below and above the mean). About 95 percent score between 70 and 130 (2 standard deviations on either side of the mean). More than 99 percent obtain scores between 55 and 145 (3 standard deviations from the mean).

The Wechsler Adult Intelligence Scale is widely used for a number of reasons. Some benefits include the following:
_ The test is well-established and has good test-retest reliability;
_ It accurately measures a person's current intellectual status and functioning;
_ Research suggests that the WAIS can be a useful clinical tool for assessing mild, moderate, and severe traumatic brain injury (TBI).

While the WAIS can be a useful clinical tool, it does have some limitations and drawbacks. Some of these include:
_ The test does not assess non-academic skills that can play an important role in success and well-being, such as motivation, creativity, emotional intelligence, and social skills;
_ The test can provide a relative measure, but it does not offer a full view of a person's abilities, talents, or potential;
_ The tests cannot be utilized with individuals with vision, auditory, or motor impairments;
_ Versions of the test for non-English speakers are limited. There are currently two Spanish versions (one for Spanish speakers from Spain and one for Spanish speakers from Mexico);
_ Scores on subtests may also differ for neurodivergent adults. People may score higher or lower on certain subtests depending on their unique traits and characteristics;
It may not be suitable for older adults, especially those over the age of 89.

• Nguyễn Phương

@Stephanie Pablo @Sarah Jean Cole

• Nguyễn Phương

Testing intelligence and testing for knowledge are two distinct approaches with different goals. Testing intelligence measures a person’s ability to think, solve problems, and understand new concepts. This type of test, such as an IQ test or logic puzzles, is appropriate when you want to assess someone’s capacity to learn and adapt to new situations. However, it may not be suitable if the goal is to evaluate how well someone remembers specific information. On the other hand, testing for knowledge focuses on assessing how much a person knows about a particular subject. This includes exams and quizzes that check the recall of facts, concepts, and information learned from a course or book. Knowledge tests are ideal for determining if someone has mastered the material taught in a class, but they might not effectively measure creative thinking or problem-solving skills in unfamiliar contexts. Therefore, it’s important to choose the right type of test based on what you aim to measure: intelligence for problem-solving and adaptability, and knowledge for understanding and recall of specific information.



One well-known intelligence test is the Stanford-Binet Intelligence Scale. This test measures different abilities like reasoning, problem-solving, and understanding new ideas. It includes tasks such as solving puzzles, answering questions about words and numbers, and remembering sequences of items. The test gives a score called an IQ (Intelligence Quotient), which shows how a person’s abilities compare to others.

The strengths of the Stanford-Binet test are that it can help identify people who might need extra help or those who are gifted. It is also widely used and has a long history, so it is well-researched and trusted. However, there are weaknesses too. The test might not be fair to everyone because it can be influenced by a person’s background, such as their culture or education. Also, it mainly measures certain types of intelligence, like logical and verbal skills, but might not capture other important abilities like creativity or practical skills.

• Cymber Orvie Quevedo

Testing intelligence and testing for knowledge are two distinct approaches with different goals. Testing intelligence measures a person’s ability to think, solve problems, and understand new concepts. This type of test, such as an IQ test or logic puzzles, is appropriate when you want to assess someone’s capacity to learn and adapt to new situations. However, it may not be suitable if the goal is to evaluate how well someone remembers specific information. On the other hand, testing for knowledge focuses on assessing how much a person knows about a particular subject. This includes exams and quizzes that check the recall of facts, concepts, and information learned from a course or book. Knowledge tests are ideal for determining if someone has mastered the material taught in a class, but they might not effectively measure creative thinking or problem-solving skills in unfamiliar contexts. Therefore, it’s important to choose the right type of test based on what you aim to measure: intelligence for problem-solving and adaptability, and knowledge for understanding and recall of specific information.



One well-known intelligence test is the Stanford-Binet Intelligence Scale. This test measures different abilities like reasoning, problem-solving, and understanding new ideas. It includes tasks such as solving puzzles, answering questions about words and numbers, and remembering sequences of items. The test gives a score called an IQ (Intelligence Quotient), which shows how a person’s abilities compare to others.

The strengths of the Stanford-Binet test are that it can help identify people who might need extra help or those who are gifted. It is also widely used and has a long history, so it is well-researched and trusted. However, there are weaknesses too. The test might not be fair to everyone because it can be influenced by a person’s background, such as their culture or education. Also, it mainly measures certain types of intelligence, like logical and verbal skills, but might not capture other important abilities like creativity or practical skills.

• Cymber Orvie Quevedo

As a mathematics teacher with seven years of experience teaching college students in the Philippines, I have come to appreciate the important distinctions between testing intelligence and testing for knowledge. Intelligence tests, such as the Wechsler Adult Intelligence Scale (WAIS) or Raven's Progressive Matrices (RPM), aim to measure an individual’s cognitive abilities, including abstract reasoning, problem-solving, memory, and processing speed. These tests are designed to assess innate intellectual potential rather than acquired knowledge. In contrast, knowledge tests are focused on evaluating how well students have learned and understood specific content, concepts, and skills taught in a particular subject. Examples of knowledge tests include subject-specific exams, quizzes, and standardized assessments, which measure the retention and application of acquired information.

In my experience, intelligence tests are appropriate when diagnosing learning disabilities, identifying gifted students, and conducting educational research. They provide valuable insights into a student’s cognitive strengths and weaknesses, which can inform tailored educational interventions and support. However, it is crucial to recognize that intelligence tests are not suitable for measuring subject-specific knowledge or making high-stakes decisions such as college admissions. These tests do not reflect a student's mastery of curriculum content or practical skills relevant to their field of study, which are critical in an academic setting.

On the other hand, knowledge tests are essential for assessing learning outcomes, determining course placement, and certifying qualifications in specific subjects like mathematics. These tests provide specific feedback on students' understanding and retention of the material, helping educators identify areas where further instruction is needed. However, relying solely on knowledge tests to assess cognitive potential or general problem-solving abilities would be inappropriate, as they are too focused on specific content. As a mathematics teacher in the Philippines, understanding these differences ensures that I use the appropriate assessment methods to support my students' learning and development effectively.

• Sarah Jean Cole

@Marynel Comidoy,@Joseph Rizon,@May Flor Castillo,@Stephanie Pablo,

• Sarah Jean Cole

Testing intelligence and testing for knowledge serve distinct purposes within the educational and psychological assessment landscape, and understanding their differences is crucial for effective evaluation. Intelligence testing, exemplified by instruments like the Wechsler Adult Intelligence Scale (WAIS), focuses on assessing a person’s cognitive abilities, such as reasoning, problem-solving, and the capacity to learn new information. These tests aim to measure innate intellectual potential rather than the specific knowledge an individual has acquired. Conversely, knowledge testing evaluates what a person has learned and retained from specific educational content or experiences. Standardized tests, quizzes, and exams are common methods for measuring knowledge, providing a snapshot of a student’s understanding of particular subjects.

The purpose of intelligence testing often extends to identifying an individual's potential for future learning, cognitive strengths, or weaknesses, and categorizing their intellectual abilities, such as identifying giftedness or learning disabilities. On the other hand, knowledge testing aims to assess comprehension, retention, and the application of specific information taught in educational settings. This method is commonly used to measure student learning outcomes and inform teaching practices. Additionally, intelligence tests typically include abstract reasoning questions that are not tied to specific curricular content, while knowledge tests are content-specific, assessing information related to a defined curriculum, such as historical facts, mathematical principles, or scientific concepts.

The appropriateness of each approach can vary based on context and objectives. Intelligence testing is appropriate in educational settings to identify students who may require special education services or advanced placement, as well as in research contexts to explore cognitive abilities across diverse populations. However, it can be problematic if used to label or limit individuals based on perceived potential, particularly due to potential cultural biases that may disadvantage certain groups. In contrast, knowledge testing is suitable for evaluating student progress, informing instructional decisions, and determining curriculum effectiveness. It provides a clear measure of what students have learned and retained. Nonetheless, relying solely on knowledge tests can lead to an overemphasis on memorization rather than fostering critical thinking and deeper understanding. High-stakes testing environments can also induce stress and may not accurately reflect a student's comprehension or capabilities.

Summing it all, both intelligence and knowledge testing possess unique strengths and weaknesses. The choice between the two should be guided by specific educational goals, the context of assessment, and an awareness of the potential biases and limitations associated with each approach. By carefully considering these factors, educators can better tailor their assessment strategies to support student learning and growth.

@May Flor Castillo,@Marynel Comidoy,@Cindy Deguito,

• Christian Jay Fajartin

Testing intelligence and knowledge are two approaches to assessing an individual's cognitive abilities which serve different purposes and require different methods.
In the context of education, testing intelligence measures students’ general cognitive competence, including problem-solving, reasoning, and even abstract thinking. This usually involves standardized tests that present puzzles, questions, or tasks that require the application of logical thinking and reasoning. This type of test is essential to help the students identify their cognitive strengths and weaknesses and understand their cognitive level and capacity. In testing for knowledge, this approach assesses students' acquired learning and understanding of a particular subject or body of information to general knowledge. This usually involves exams, quizzes, or assessments that directly measure the recall and application of information. This type of test is integral to the learning process of students because it evaluates academic progress and certifies proficiency in specific areas of knowledge.
As educators, it is essential to keep in mind the two different testing approaches. This allows us to continuously track students’ progress and identify both their natural abilities and the knowledge and skills they've acquired through learning. By understanding the strengths and limitations of intelligence and knowledge tests, we can make informed decisions about how to support each student's individual needs and help them reach their full potential.
@May Flor Castillo,@Marynel Comidoy,

• Cindy Deguito

Testing intelligence involves measuring cognitive abilities, problem-solving skills, reasoning, and the capacity to learn and adapt, typically through IQ tests, aptitude tests, and other assessments focusing on abstract thinking, pattern recognition, and logical reasoning. Examples of such tests include Raven's Progressive Matrices and the Wechsler Adult Intelligence Scale (WAIS).

This approach is appropriate when evaluating a person's potential for learning, problem-solving, and adapting to new situations. It is helpful in educational settings to identify giftedness or learning disabilities and in job recruitment to assess cognitive abilities. However, it is inappropriate when the goal is to measure specific knowledge or skills related to a particular subject or profession, as intelligence tests may not reflect a person's expertise or proficiency in a specialized area.

On the other hand, testing knowledge assesses mastery of specific factual information, concepts, and skills acquired through education or experience, employing methods such as quizzes, exams, and practical demonstrations that test recall, understanding, and application of learned material. Examples here include school exams, professional certification tests, and trivia quizzes.

This is appropriate when assessing a person's understanding and proficiency in a specific subject or field, and it is ideal for academic evaluations, professional certifications, and job-specific skills assessments. However, it is inappropriate when the aim is to measure general cognitive abilities or potential for learning new skills, as knowledge tests may not accurately reflect a person's problem-solving abilities or adaptability.

• Anna Marie Pelandas

As a college teacher, I often observe a troubling pattern among my students: they study to pass the test, not to truly understand the material. In the short term, this approach may yield high scores, but it overlooks the deeper purpose of education—gaining knowledge that can be applied in real-world situations, long after the test is over. This distinction between learning for the sake of knowledge and preparing for exams is critical in the way we assess our students.
When we test for intelligence we are asking our students to do more than just recall facts; we are challenging them to think critically, solve problems, and adapt to new, unfamiliar scenarios. Intelligence testing goes into their capacity for reasoning, pattern recognition, and logical analysis. It is less about whether they know the right answer and more about how they arrive at it, how they think, and how they can apply that thinking in various contexts. This kind of testing pushes students to move beyond surface-level memorization and engage in deeper, more meaningful learning.
However, knowledge testing—which my students often focus on—is a different story. It is designed to measure how well students have mastered the material taught in class. It assesses their ability to recall facts, definitions, formulas, or procedures. And while this is important, the issue arises when students see the test as the ultimate goal, rather than a tool to gauge their understanding. They cram information, memorize what they need, and once the test is over, much of that knowledge fades away. The focus is short-term success, and the deeper, long-term value of knowledge is lost.
In an environment where students are primarily focused on testing for the sake of a grade, we miss out on nurturing intellectual curiosity. They become adept at playing the game of exams, but they may struggle when faced with real-world problems that require them to think critically, apply knowledge creatively, or solve complex issues. The challenge for us as educators is to strike a balance, encouraging our students not just to study for tests but to internalize and apply what they learn.
Both intelligence and knowledge testing have their place in education, but the former promotes a more holistic, enduring approach to learning. It is my hope that, with time and guidance, my students will move away from simply studying to pass and start studying to truly understand, knowing that the real test comes not in the classroom, but in life beyond it.
@Joseph Rizon,@Anna Marie Pelandas,

• Stephanie Pablo

As a college teacher, I often observe a troubling pattern among my students: they study to pass the test, not to truly understand the material. In the short term, this approach may yield high scores, but it overlooks the deeper purpose of education—gaining knowledge that can be applied in real-world situations, long after the test is over. This distinction between learning for the sake of knowledge and preparing for exams is critical in the way we assess our students.
When we test for intelligence we are asking our students to do more than just recall facts; we are challenging them to think critically, solve problems, and adapt to new, unfamiliar scenarios. Intelligence testing goes into their capacity for reasoning, pattern recognition, and logical analysis. It is less about whether they know the right answer and more about how they arrive at it, how they think, and how they can apply that thinking in various contexts. This kind of testing pushes students to move beyond surface-level memorization and engage in deeper, more meaningful learning.
However, knowledge testing—which my students often focus on—is a different story. It is designed to measure how well students have mastered the material taught in class. It assesses their ability to recall facts, definitions, formulas, or procedures. And while this is important, the issue arises when students see the test as the ultimate goal, rather than a tool to gauge their understanding. They cram information, memorize what they need, and once the test is over, much of that knowledge fades away. The focus is short-term success, and the deeper, long-term value of knowledge is lost.
In an environment where students are primarily focused on testing for the sake of a grade, we miss out on nurturing intellectual curiosity. They become adept at playing the game of exams, but they may struggle when faced with real-world problems that require them to think critically, apply knowledge creatively, or solve complex issues. The challenge for us as educators is to strike a balance, encouraging our students not just to study for tests but to internalize and apply what they learn.
Both intelligence and knowledge testing have their place in education, but the former promotes a more holistic, enduring approach to learning. It is my hope that, with time and guidance, my students will move away from simply studying to pass and start studying to truly understand, knowing that the real test comes not in the classroom, but in life beyond it.
@Joseph Rizon,@Anna Marie Pelandas,

• Stephanie Pablo