Intelligence-Assessments

Intelligence assessments measure the intelligence quotient of an individual based on a set of norms relative to the general population. Achievement assessments, by contrast, measure acquired knowledge. Despite the value in assessing intelligence and achievement, both types of assessments have limitations. For example, some intelligence and achievement assessments may not be appropriate for certain populations because of the population from which they were normed. A counselor must take into consideration an individual’s cultural and ethnic background when both selecting and considering the results of either type of assessment. For this Discussion, select an intelligence or achievement assessment, and consider its strengths and limitations related to ethical and/or multicultural considerations.

Post by Day 4 a brief description of the intelligence or achievement assessment you selected. Then describe at least one strength and one limitation of the assessment related to diagnosis and treatment. Be sure to include ethical and/or multicultural considerations.
Note: Include the name and citation of the intelligence or achievement assessment you selected in the first line of your post. You will be asked to respond to a colleague who selected an intelligence or achievement assessment that you did not.

Resources: Whiston, S. C. (2017). Principles and applications of assessment in counseling (5th ed.). Boston, MA: Cengage Learning.

• Chapter 9, “Intelligence and General Ability Testing” (pp. 168-192)
• Chapter 10, “Assessing Achievement and Aptitude: Applications for Counseling” (pp. 193-213)