INTELLIGENCE TEST EXPLAINED

Press, Volume CIV, Issue 30873, 5 October 1965, Page 22

INTELLIGENCE TEST EXPLAINED

An explanation of the intelligence tests to be applied to all Standard 4 children in the Christchurch area was given yesterday by the District Senior Inspector of Schools (Mill. W. Findlay). This was in response to a report and leading article in “The Press” last week. Mr Findlay said:— “Public attention has recently been drawn to the contents of a portion of a circular which was sent to the head teachers of Christchurch schools by the District Senior Inspector of Primary Schools in which proposals for a testing programme for Standard 4 children were explained. The statement previously published has, understandably, left some queries in the minds of readers. Best Opportunities “In common with other districts in New Zealand, and in line with thinking in many other countries, the Canterbury Education Board and officers of the Education Department are concerned that all children should have the best possible educational opportunities. Much has been done to help the handicapped, the below average and the average pupils in our schools. “One group which is both difficult to identify and challenging to provide for comprises those few pupils in every thousand who are highly gifted intellectually. About five years ago an extensive survey was carried out in Christchurch schools and, as a result, a study centre was started for a few children found to be of very high intelligence. These children were brought together for part of each week under a teacher specially chosen to assist them. “Much interesting work was done in this way and many valuable lessons were learned. Nearly three years ago the first group of children moved on to secondary schools and it was decided that, instead of drawing a further group of children away from their schools, the techniques developed in helping them should now be disseminated to schools so that intellectually-gifted children, rather than being separated from their classmates, might be given programmes in their own schools which would extend and enrich them. As many of these children are those who seek higher education, particular attention was paid to the development of study skills. “Many factors contribute to success at school, and intelligence is only one of these Qualities of temperament resolution and will are of paramount importance and studies all over the world have found that many highlygifted children are in fact under achievers. The identification of these children and the provision of suitable programmes for them is a challenge to their teachers and one of the principal aims of the present testing programme is to assist in doing this. The proposed programme is planned in three stages. Routine Tests “The first stage is an elaboration of what goes on in every school at least twice in each year and is an evaluation of the capacity and level of attainment of each child. This rightly comes first because the sound judgment of a team of experienced teachers is the

most valuable criterion in assessing the capacities and levels of attainment of children. “In this case a set of 20 questions has been given to the teachers setting out the criteria for their evaluation. These questions were drawn up only after the fullest study of other evaluation programmes and after a trial in two large city schools. The first stage is not an examination for the children—it is simply a systematic record of what the school knows about the work and capacity of each child. Group Check “The second stage, and this is the one which has evoked some inquiries, is a testing programme in which a group intelligence test will be given to all Standa-d 4 children in Christchurch schools. These are standardised tests, specially recommended for this purpose. They will be administered and marked only by testers who, through university courses, are suitably qualified to undertake this work. “To give children an intelligence test at this stage is nothing new. It is standard practice for pupils entering intermediate schools, and many full primary schools also carry out their own testing programme at this time. “It is hoped that much valuable information will come from these first two stages but because the group tests will be verbal in nature they will not give the full picture for all children. Non-Verbal Tests “The third stage, which will follow an examination of the records from the first two, will be the further testing of some children with a test not dependent on reading. The results of this non-verbal test will supplement the knowledge already gained. ‘‘Many people have been concerned in bringing this programme about. An advisory committee set up by the District Senior Inspector of Schools made the first recommendations. This advisory committee is concerned with the identification and education of children of high intelligence and its function is to help the District Senior Inspector in this. “On this committee are Professor H. E. Field, professor of education, and Dr. P. J. Lawrence, reader in education at the University of Canterbury; Mr G. Guy, the principal of the Teachers’ College, Mr M. Hewitson, the District Senior Inspector of PostPrimary Schools, Mr O. Lewis, a representative of the principals of post-primary schools, Mr A. Pullar, a representative of the principals of intermediate schools, Mr R. O. Sinclair, the senior psychologist for the Education Department, and Mr B. J. Wilson, senior inspector of schools who has special responsibilities in this field. This committee meets at regular intervals and takes a strong interest in the work of the resource teacher for the education of children of high intelligence. “Once it was decided that this testing programme should be carried out, a special subcommittee consisting of Mr C T. Ford, reader in education, Mr B. Keeling, lecturer in education, Mr Sinclair and Mr J. Panchurst, of the Teachers’ College was set up to decide the most suitable test for the task and devise a suitable testing programme “Principals of intermediate schools met together and agreed that this testing programme should replace tests which they would normally have been carrying out towards the end of this year.

The whole programme was outlined to a meeting of the Christchurch Headmasters’ Association, who have appointed three of their members to help in the detailed arrangements. Dual Interest ' “The Canterbury Education Board, which administers all these schools, has a dual interest in the project. It has a strong concern that everything possible be done for our children of high intelligence and one of their teachers has been seconded to the duties of resource teacher to these children. “The board has given its full approval to the project and has in fact purchased the test materials for it to be carried out. “Many of the children who are tested will be changing school next year and going to intermediate schools and the tests results will be available to the principals so that they can provide the most suitable programmes for them. The evaluation sheet, supplemented by the testing programme should help them to do this more adequately through the additional information provided.”