Intelligence Instruments Applied to South African School Learners: A Critical Review

Abstract

To establish reliability and validity of formal intelligence assessment instruments in a multicultural and multilingual society such as South Africa, context needs to be taken into consideration and existing psychological intelligence test instruments need to be surveyed carefully for cultural bias. The aim of this critical review of scientific literature was to critically appraise and synthesize data regarding intelligence instruments applied to South African school learners. The search initially yielded 405 studies of which 15 were finally included for thematic analysis. The following three main themes emerged from the included studies: Applicability of intelligence instruments administered to South African school learners; Contextual and demographic influences affecting performance on administered intelligence instruments; and Intellectual measuring instruments related to developmental and cognitive ability levels. It is recommended that the findings of this research study should be considered in the possible development of a strategic guideline to design an intelligence instrument applicable to South African school learners.

Experiences of experts in intelligence measurement of South African school learners

“…This would include the administration, creation, or adaptation of fair and unbiased assessment instruments applicable to a multilingual and multiethnic society (Laher & Cockcroft, 2014). The South African school learner population is diverse, not only in terms of culture, ethnicity, and language, but also because of past unequal socio-economic and educational opportunities (Laher & Cockcroft, 2017;Shuttleworth-Edwards, 2016;Van der Merwe et al, 2022). Despite almost three decades of restoration practices in the democratic South Africa, vast discrepancies remain among the school learners (National Planning Commission [NPC], 2020; Ogbonnaya & Awuah, 2019;Van der Berg et al, 2020).…”

“…There are different population sub-groups based on socio-economic variances, resulting in school learners having unequal access to essential services and disparate levels of quality environments found both at home and in school (Laher & Cockcroft, 2017;NPC, 2020;Ogbonnaya & Awuah, 2019;Van der Berg et al, 2020). Assessing the intelligence of multilingual and multiethnic local school learners from and within various environments poses challenges to both experts developing and/or adapting intelligence instruments, and psychometrists and/or psychologists administering the instruments (Foxcroft, 2004;Laher & Cockcroft, 2017;Lucas, 2013;Van der Merwe et al, 2022). According to the critical review conducted by Van der Merwe et al (2022), there is no specific reference made to published studies in South Africa on various tests that assess intellectual functioning of South African school learners.…”

“…Assessing the intelligence of multilingual and multiethnic local school learners from and within various environments poses challenges to both experts developing and/or adapting intelligence instruments, and psychometrists and/or psychologists administering the instruments (Foxcroft, 2004;Laher & Cockcroft, 2017;Lucas, 2013;Van der Merwe et al, 2022). According to the critical review conducted by Van der Merwe et al (2022), there is no specific reference made to published studies in South Africa on various tests that assess intellectual functioning of South African school learners. The current manuscript then asks the further question regarding what those using these tests say about their experiences.…”

“…The psychological assessment practice should be conducted in a dynamic and flexible manner, selecting 'a battery of assessment measures and procedures applicable to the needs of the specific client and in response to the specific referral question' (Elkonin et al, 2004, p. 282). This, however, is not entirely possible if most assessment instruments available to these experts are not applicable or outdated (Lucas, 2013;Mitchell et al, 2018;Van der Merwe et al, 2022). Key findings from the critical review by Van der Merwe et al (2022) reveal the inapplicability of many intelligence instruments when administered to diverse South African school learners.…”

“…This, however, is not entirely possible if most assessment instruments available to these experts are not applicable or outdated (Lucas, 2013;Mitchell et al, 2018;Van der Merwe et al, 2022). Key findings from the critical review by Van der Merwe et al (2022) reveal the inapplicability of many intelligence instruments when administered to diverse South African school learners. This renders them invalid, inappropriate, and unfair for many school learners.…”