Criterion-Referenced Assessment of Intelligence as Adaptation to the Environment: Is It Possible, Plausible, or Practical?

Abstract

Criterion-referenced testing is usually applied to the assessment of achievement. In this article, we suggest how it can also be applied to the assessment of adaptive intelligence, that is, intelligence as adaptation to the environment. In the era of the Anthropocene, we argue that adaptive intelligence is what is most important not only for individual success, but also for success in terms of preservation of the world as we know it. We define criterion-referenced testing and compare it to norm-referenced testing. We then discuss two kinds of scoring of criterion-referenced testing, namely, with respect to external criteria and with respect to internal (theory-based) criteria. We then discuss past research on intelligence that could be viewed as criterion-referenced. Finally, we suggest how criterion-referencing could be applied to the assessment of adaptive intelligence.

Analysis of Occupational Therapy Students’ Pedagogical Practices for the Forging of Professional Identity and Development of Professional Intelligence: A Scoping Review

“…The teaching of these aspects facilitates decision-making, and the ability to resolve dilemmas that may arise and reinforces the development of other aspects that make up the professional identity (expectations, experiences or characteristics of the degree) Barbarà-i-Molinero et al ( 2017 ), as it happens with cultural intelligence and crystalised intelligence. These two parts of professional intelligence stem from experience and contribute to understanding what has been learnt from an experience and how it helps to develop their professional identity and intelligence ( Sternberg et al 2022a , 2022b ).…”

“…It involves a person’s ability to perform their job effectively, understanding the methods and techniques necessary for success, such as problem-solving, decision-making, innovation, communication, and empathy ( Sternberg 2020 , 2021a ). Adaptability and flexibility are also crucial skills for professional success ( Sternberg 2021a ; Sternberg et al 2022a ).…”

“…Occupational therapists require professional intelligence to adapt to the working environment and develop a common good within the discipline. The foundation on which professional intelligence develops is based on two elements: adaptive intelligence and practical intelligence ( Sternberg 2020 , 2021a ; Sternberg et al 2022a ). The former refers to the skill of adapting to changing situations, while the latter involves using knowledge and experience to solve problems and make decisions.…”

“…Both professional identity and professional intelligence are multi-dimensional concepts that can be developed and strengthened by each other. The dimensions that make up professional identity, such as reputation, approach, values, commitment, and adaptation ( Souto-Gómez et al 2020 ), are matched by the development of the dimensions and skills that make up professional intelligence, including leadership, interpersonal, intrapersonal, and cognitive skills ( Sternberg 2020 , 2021a , 2021b ; Sternberg et al 2022a , 2022b ). This generates a professional who has a good level of identity and is capable of adapting to various situations.…”

Promoting global ECD top‐down and bottom‐up

“…Because the evidence base of global ECD as published in The Lancet appears to be comparative in nature-comparing young children and their families on some outcome variables against a particular criterion or comparing them to the typical performance of a group-I argue it constitutes EV. This practice in psychology or psychometrics is called criterion-referenced evaluation (comparing performance of an individual against a predefined absolute standard) as opposed to norm-referenced evaluation (comparing performance of an individual to the typical performance of a similar population or sample) (Bond, 1996;Sternberg et al, 2022).…”