But it is generally agreed that a person of high intelligence is
one who can grasp ideas readily, make distinctions, reason logically, and make use of verbal and
mathematical symbols in solving problems. Art intelligence test is a rough measure of a child's ca-
pacity for learning, particularly for learning the kinds of things required in school. It does not
measure character, social adjustment, physical endurance, manual skills, or artistic abilities. It is
not supposed to-it was not designed for such purposes. (72) To criticise it for such failure is
roughly comparable to criticising a thermometer for not measuring wind velocity .
The other thing we have to notice is that the assessment of the intelligence of any subject is
essentially a comparative affair.
(73) Now since the assessment of intelligence is a comparative matter we must be sure that
the scale with which we are comparing our subjects provides a 'valid' or 'fair' comparison. It is
here that some of the difficulties which interest us begin. Any test performed involves at least
three factors: the intention to do one's best, the knowledge required for understanding what you
have to do, and the intellectual ability to do it. (74) The first two must be equal for all who are
being compared , if any comparison in terms of intelligence is to be made. In school populations in
our culture these assumptions can be made fair and reasonable , and the value of intelligence test-
ing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for
prediction. No one is in the least interested in the marks a little child gets on his test; what we
are interested in is whether we can conclude from his mark on the test that the child win do better
or worse than other children of his age at tasks which we think require 'general intelligence' .
(75) On the whole such a conclusion can be drawn with a certain degree of confidence, but only if
the child can be assumed to have had the same attitude towards the test as the other with whom
he is being compared, and only if he was not punished by lack of relevant information which they
possessed .
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Ⅵ . Writing (15 points)
DIRECTIONS :
A) Title: FOR A BETTER UNDERSTANDING BETWEEN PARENT AND CHILD
B) Time limit: 40 minutes
C) Word limit: 120 - 150 words (not includtng the given opening sentence)
D) Your composition should be based on the OUTLINE below and should start with the giv-
en opening sentence.
E) Your composition must be written clearly in the ANISWER SHEET.
OUTLINE :
1 . Present situation: Lack of communication between parent and child
2 . Possible reasons:
1 ) Diff
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