ARE LEARNING TESTS THE BETTER VERSION OF INTELLIGENCE-TESTS

Under the rubrics Learning Potential Assessment, Learning Test Concept , Testing the limits, and Interactive or Dynamic Assessment, alternati ves or supplements to the conventional static intelligence test are di scussed and subjected to empirical scrutiny. Researchers hope that pro mpts built into the test will make it possible to determine the ''zone of proximal development'' (Vygotsky) and lead to a fairer and more va lid assessment. The authors begin by reviewing conventional attempts a t validation using external criteria such as school grades and teacher ratings. This is followed by a review of more recent research done in the construct validation tradition. In the latter, learning tests vs, conventional intelligence tests are compared with basic components of intelligence (measured by using elementary cognitive tasks) and knowl edge acquisition processes (in complex problem solving scenarios). Alt hough in these attempts at validation the learning tests turn out to b e superior to the static versions, much more research needs to be done in order to answer the question that headlines this article.