Testing for intelligence is testing an individual's cognitive ability and problem-solving skills, while testing for knowledge is about specific content and skills.
Intelligence testing may be appropriate for assessing cognitive function in school settings as it can be one way to identify students who are either gifted and talented or who may need extra support. In health care, it can be used to identify individuals with cognitive impairments or those who have intellectual disabilities. In the workplace, it can be used to screen candidates for jobs in particular industries.

Intelligence testing may be inappropriate if it is used as a single measure on which to base decisions or to label people. It also may be inappropriate to use if it has not been standardized for that particular population; there may be cultural differences that render the results invalid. It also has to be accessible to the person being tested.

Testing for knowledge is appropriate for measuring student progress over time in a particular subject or area of study and to ensure that a particular standard is met for degree and certification programs. Knowledge testing can be used to measure the effectiveness of educational programs and interventions. It is also used to compare the progress of groups of students.

It is not appropriate to use knowledge testing as a measure of potential except in very specific circumstances, such as a pre-requisite for a class. It also should not be used in situations where students did not have appropriate access or exposure to the material they are being tested on.

One of the problems I see with intelligence testing is that it is almost impossible, even with modern tests, to not require some level of “general” knowledge in order to answer the questions correctly and that can lead to cultural bias.

• Mary E (Beth) Kent

The difference between testing intelligence and testing knowledge lies in what is being measured.

Testing intelligence focuses on assessing a person’s ability to reason, solve problems, think abstractly, and learn from experience. These tests usually include tasks like pattern recognition, logical reasoning, memory, and processing speed.
Testing knowledge, on the other hand, measures what a person has already learned or acquired through education and experience. It usually involves recalling facts, concepts, or procedures.
Each approach is appropriate in different contexts:

Intelligence tests are appropriate when we want to understand someone’s potential to learn or solve new problems—useful in cognitive assessments, job placements, or psychological evaluations.
Knowledge tests are more suitable in academic or training settings, where we aim to assess whether someone has mastered specific content.
However, using them in the wrong context can be problematic. For example, testing intelligence to evaluate someone's mastery of a school subject may not reflect their actual knowledge, while testing knowledge alone might overlook a person's ability to think critically or adapt to new challenges.

• Hari Gunawa Hari

As I have understood intelligence is something inborn but knowledge is our comprehension or realities which is to a great extant bond to cultural knowledge and social literacy of individuals. Hence, different kinds of IQ tests that lecturers in this MOOC elaborated on were not successful in measuring individuals intelligence since there were too much bond to cultural norms

• Mehran Talebi

Glyka Angel Raganas
Intelligence tests measure cognitive abilities like reasoning and problem-solving, suitable for assessing general potential or identifying learning disabilities, but inappropriate for evaluating specific knowledge or predicting success solely based on a single score. Conversely, knowledge tests assess understanding of specific information, ideal for evaluating learning in a subject or determining competence in a skill, but unsuitable for predicting future potential beyond the tested domain or equating knowledge with overall intelligence. The appropriate choice depends on the assessment's purpose, with a balanced approach often providing a more comprehensive evaluation.@Yasin Sancak,

• Glyka Angel Raganas

Glyka Angel Raganas
Intelligence tests measure cognitive abilities like reasoning and problem-solving, suitable for assessing general potential or identifying learning disabilities, but inappropriate for evaluating specific knowledge or predicting success solely based on a single score. Conversely, knowledge tests assess understanding of specific information, ideal for evaluating learning in a subject or determining competence in a skill, but unsuitable for predicting future potential beyond the tested domain or equating knowledge with overall intelligence. The appropriate choice depends on the assessment's purpose, with a balanced approach often providing a more comprehensive evaluation.@Yasin Sancak,

• Glyka Angel Raganas

Glyka Angel Raganas
Intelligence tests measure cognitive abilities like reasoning and problem-solving, suitable for assessing general potential or identifying learning disabilities, but inappropriate for evaluating specific knowledge or predicting success solely based on a single score. Conversely, knowledge tests assess understanding of specific information, ideal for evaluating learning in a subject or determining competence in a skill, but unsuitable for predicting future potential beyond the tested domain or equating knowledge with overall intelligence. The appropriate choice depends on the assessment's purpose, with a balanced approach often providing a more comprehensive evaluation.@Yasin Sancak,

• Glyka Angel Raganas

Intelligence tests measure cognitive abilities like reasoning and problem-solving, suitable for assessing general potential or identifying learning disabilities, but inappropriate for evaluating specific knowledge or predicting success solely based on a single score. Conversely, knowledge tests assess understanding of specific information, ideal for evaluating learning in a subject or determining competence in a skill, but unsuitable for predicting future potential beyond the tested domain or equating knowledge with overall intelligence. The appropriate choice depends on the assessment's purpose, with a balanced approach often providing a more comprehensive evaluation.@Yasmine Bey,

• Glyka Angel Raganas

In short, Tesing Intelligence tests a person's ability while Testing for Knowledge tests what a person has learned. Knowledge testing fits academic or skill assessments but can't evaluate learning potential. Each is inappropriate if used outside its intended purpose.

• Minh Phung Bui

Interesting how you put it, Care to give an example of how the misapplication of this assessment strategy would result in an inappropriateness

• Ripfumelo Mashele

Interesting how you put it, Care to give an example of how the misapplication of this assessment strategy would result in an inappropriateness

• Ripfumelo Mashele

Interesting how you put it, Care to give an example of how the misapplication of this assessment strategy would result in an inappropriateness

• Ripfumelo Mashele

Mengukur kecerdasan dan mengukur pengetahuan memiliki tujuan yang berbeda dalam sistem evaluasi pendidikan. Tes kecerdasan seperti Wechsler Adult Intelligence Scale (WAIS) dirancang untuk menilai kemampuan kognitif seserorang, termasuk keterampilan dalam memecahkan masalah dan belajar tentang hal-hal baru. Tes ini lebih menyoroti potensi intelektual bawaan individu daripada pengetahuan yang telah diperoleh. Berbanding sebaliknya, tes pengetahuan berfungsi untuk mengukur seberapa baik seseorang memahami dan mengingat materi yang telah diajarkan, pada umumnya melalui ujian standar, kuis, atau bentuk penilaian akademik lainnya. Tes ini memberikan gambaran tentang pemahaman siswa terhadap suatu mata pelajaran dan sejauh mana mereka dapat mengaplikasikan informasi tersebut dalam konteks pendidikan.

Pemilihan metode evaluasi bergantung pada tujuan dan kebutuhan tertentu. Tes kecerdasan sering digunakan untuk mengidentifikasi individu yang memerlukan layanan pendidikan khusus atau sebagai alat penelitian dalam memahami kapasitas kognitif seseorang. Namun, jika digunakan untuk memberi label atau membatasi individu berdasarkan skor yang diperoleh, tes ini dapat menimbulkan masalah, terutama karena adanya kemungkinan bias budaya yang memengaruhi hasilnya. Sementara itu, tes pengetahuan membantu mengukur kemajuan siswa dan efektivitas kurikulum, tetapi terkadang dapat terlalu menekankan aspek hafalan daripada pengembangan keterampilan berpikir kritis. Oleh karena itu, penting untuk memilih metode evaluasi yang sesuai dengan tujuan yang ingin dicapai, dengan mempertimbangkan kelebihan dan keterbatasan masing-masing pendekatan agar hasil yang diperolah lebih akurat dan adil

@Maria Vanesha,@Ardelia Indriani Putri,@Firda Rizqa Istianah,

• Damselina Setyoaji

The difference between testing intelligence and testing for knowledge is in their use. Intelligence testing is used to measure cognitive abilities such as reasoning, problem-solving, and abstract thinking. while testing for knowledge is used to assess acquired information, facts, and learned skills. intelligence testing is used for Hiring for a Problem-Solving Role, while testing for knowledge is used for Assessing a Student's Readiness for Advanced Studies.
The advantages and disadvantages of the two test tools are:
Strengths of Testing Intelligence:
Measures Cognitive Abilities Beyond Memorization
Predicts Potential and Learning Ability
Useful for evaluating critical thinking and creativity.

Strengths of Testing Knowledge:
Measures Subject Mastery
Useful for Certifications and Competency-Based Evaluations

Weaknesses of Testing Intelligence:
Lacks Contextual Knowledge
Weaknesses of Testing Knowledge:
Does Not Assess Critical Thinking or Problem-Solving
@Padma Aulia,@Firda Rizqa Istianah,@Rifki Ariyanto,@Ajeng Citra Larassati Ajeng,

• Fadilla Fadlan