Testing for Competence Rather than for Intelligence
Where Do We Go from Here?
Criticisms of the testing movement are not new. The Social Science Research Council Committee on Early Identification of Talent made some of these same points nearly IS years ago (McClelland, Baldwin, Bronfenbrenner, & Strodtbeck, 19S8). But the beliefs on which the movement is based are held so firmly that such theoretical or empirical objections have had little impact up to now. The testing movement continues to grow and extend into every corner of our society. It is unlikely that it can be simply stopped, although minority groups may have the political power to stop it. For the tests are clearly discriminatory against those who have not been exposed to the culture, entrance to which is guarded by the tests. What hopefully can happen is that testers will recognize what is going on and attempt to redirect their energies in a sounder direction. The report of the special committee on testing to the College Entrance Examination Board (1970) is an important sign that changes in thinking are occurring—if only they can be implemented at a practical level. The report's gist is that a wider array of talents should be assessed for college entrance and reported as a profile to the colleges. This is a step in the right direction if everyone keeps firmly in mind that the criteria for establishing the "validity" of these new measures really ought to be not grades in school, but "grades in life" in the broadest theoretical and practical sense.
But now I am on the spot. Having criticized what the testing movement has been doing, I feel some obligation to suggest alternatives. How would I do things differently or better? I do not mind making suggestions, but I am well aware that some of them are as open to criticism on other grounds as the procedures I have been criticizing. So I must offer them in a spirit of considerable humility, as approaches that at least some people might be interested in pursuing who are discouraged with what we have been doing. My goal is to brainstorm a bit on how things might be different, not to present hard evidence that my proposals are better than what has been done to date. How would one test for competence, if I may use that word as a symbol for an alternative approach to traditional intelligence testing?
对能力的测试，而不是智力
我们接下来何去何从？
测试运动的批评并不是新的。社会科学研究委员会的早期选材由这些同样的一些要点是近几年前（麦克莱兰，鲍德温，伦纳，＆斯特罗德贝克，19S8）。但是，在该运动的基础信念是如此坚定地认为，这种理论或经验的反对，几乎没有影响到现在。该测试运动继续发展和延伸到我们社会的每一角落。这是不太可能，它可以简单地停止，但少数群体可能有政治权力加以制止。对于测试明显的歧视那些没有谁接触到的文化，入口处是由测试守卫。会发生什么希望的是，测试人员将认识到什么是对，并试图重定向健全方向精力去。该特别委员会测试的大学入学考试委员会（1970年）的报告是一个重要的标志，在思想变化正在发生，只要他们能够在实际执行。该报告的主旨是，更加广泛的人才应该评估高考和报告，作为对学校的形象。这是朝着正确方向迈出的一步，如果每个人都牢记坚信，建立了“有效性的这些新措施”的标准实有没有在学校成绩，但“等级”在生活中最广泛的理论和实践意义。
但现在，我在现场。经批评了测试的运动已做，我觉得有责任提出其他建议。我怎样做的事情不同的或更好？我不介意提出建议，但我清楚知道，其中有些是作为开放的程序我一直在批评其他理由批评。所以，我必须提供一个相当谦逊的精神，他们，因为这至少是有些人可能是谁在追求与我们一直在做鼓励有兴趣的方法。我的目标是集思广益，就如何事情可能有所不同位，而不是提出确凿的证据，我的建议是比已经做了迄今更好。如何将一个测试的能力，如果我可以作为一种替代方法，传统的智力测验这个词的象征？
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