Volume 26, Issue 2 (1997)
The Practical Impact of Intellectual Assessment Issues
Jeffery P. Braden
The series “Issues in the Use and Interpretation of Intelligence Testing in the Schools” addresses many points of interest to practicing school psychologists. According to recent surveys (e.g., Reschly & Wilson, 1995), school psychologists spend more time in assessment than they do in other activities. And school psychologists spend more time conducting intellectual assessment than other forms of assessment. However, the links between issues and practice are often difficult to establish. I will try to establish three links between issues and practice for intellectual assessment: (a) technologies for intellectual assessment, (b) methods of intellectual assessment, and (c) theories of intellectual assessment. I conclude my remarks by arguing that practitioners should heed research that shows a strong relationship between general intellectual ability (not specific abilities) and learning.
NASP Members Log in
to download article.