The article suggests that intelligence testing effectively serves the purpose for which it was created and that it can yield a wealth of valuable information about a gifted child. The authors note that acknowledging that other measures are needed does not invalidate those measures currently used. (Author/CL)

Argues that despite limitations and abuse, IQ tests should play significant role in programs for gifted students. Substance of the Lippmann Terman debates of the 1920s is examined, followed by acknowledgment of major limitations of IQ tests and discussion of rationales for special programs for the gifted. Argument is made for use of IQ tests in an…

This review of the Screening Assessment for Gifted Elementary Students (SAGES) and the Screening Assessment for Gifted Elementary Students-Primary (SAGES-P) looks at test content, utility, and technical considerations. The tests are commended for their provision of gifted norms. Some reservations about the tests' validity and reliability data are…

Performance of 46 gifted and talented elementary students as displayed on the Achievement-Aptitude Profile of the Woodcock-Johnson Psycho Educational Battery suggested that the test is useful for identifying and assessing this population. The Woodcock-Johnson and the Wechsler Intelligence Scale for Children-Revised appeared to have concurrent…

The interview with Elizabeth Hagen, the co-creator of the Cognitive Abilities Test and a revisor of the Stanford-Binet Intelligence Test, deals with such issues in gifted education as general intelligence vs. specific abilities, validity of test scores at the preschool level, and misconceptions about retesting gifted students. (Author/CL)

The author reviews the use of the Raven Advanced Progressive Matrices (APM) as a general intelligence measure for selection of students to the Chicago public school magnet high school program. Advantages of the APM are cited, including its effectiveness in identifying gifted minority students. (CL)