Are Learning Tests the Better Version of Intelligence Tests?

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Abstract
Under the rubrics Learning Potential Assessment, Learning Test Concept, Testing the Limits, and Interactive or Dynamic Assessment, alternatives or supplements to the conventional static intelligence test are discussed and subjected to empirical scrutiny. Researchers hope that prompts built into the test will make it possible to determine the “zone of proximal development” (Vygotsky) and lead to a fairer and more valid assessment. The authors begin by reviewing conventional attempts at 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 knowledge acquisition processes (in complex problem solving scenarios). Although in these attempts at validation the learning tests turn out to be superior to the static versions, much more research needs to be done in order to answer the question that headlines this article.