Original Research

Experiences of experts in intelligence measurement of South African school learners

Ilze Van der Merwe, Petro Erasmus, Werner De Klerk
African Journal of Psychological Assessment | Vol 6 | a148 | DOI: https://doi.org/10.4102/ajopa.v6i0.148 | © 2024 Ilze van der Merwe, Petro Erasmus, Werner de Klerk | This work is licensed under CC Attribution 4.0
Submitted: 08 September 2023 | Published: 20 May 2024

About the author(s)

Ilze Van der Merwe, School of Psychosocial Health, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa
Petro Erasmus, School of Psychosocial Health, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa
Werner De Klerk, School of Psychosocial Health, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa

Abstract

This qualitative research study emerged from the essential need for reliable and valid intelligence test instruments for South African school learners, who are characterised as a diverse population with their variety in culture, ethnicity, and language, as well as having unequal socio-economic and educational backgrounds. The aim of this research study was to use a qualitative interpretive description research design to explore and describe the experiences of both experts in intelligence test development and/or adaptation as well as psychologists and psychometrists who have administered intelligence tests to South African school learners in various contexts. Twelve psychologists and/or psychometrists were interviewed, of which six were also experts in test development and/or adaptation, which yielded four themes after thematic analysis, namely, utilised intelligence measurements in the current South African school learner context are less relevant; the South African education system is a major issue specifically within lower socio-economic status (SES) contexts; it does not seem feasible to design or adapt suitable intelligence measures that are valid and reliable in the current South African school learner context; and key informants’ recommendations from their experiences.

Contribution: This research study contributes to the understanding of the measurement of intelligence of South African school learners in diverse contexts. Findings of this research study can guide the strategic process to design an intelligence instrument suitable for a South African population of school learners, informing fair assessment practices for multiethnic equalisation.


Keywords

experiences; intelligence assessment; development; school learners; South Africa; qualitative

Sustainable Development Goal

Goal 10: Reduced inequalities

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