What are we measuring in international assessments? Learning? Probably. Intelligence? Not likely

Abstract

In the current manuscript, we provide a brief look into the evolution of intelligence testing, tracing its origins and methodologies from the mid-19th century. We then critically examine contemporary research that misinterprets international assessment data, which measures differences in learning, as proxies for differences in intelligence. The reviewed research perpetuates racial hierarchies and leans toward a deterministic view of intelligence, sometimes with eugenicist undertones. We further emphasize the methodological shortcomings of such research, cautioning against the inappropriate interpretations of international assessment data. We underscore that these assessments, while valuable in their intended context, are not validated measures of intelligence or cognitive ability and should not be misconstrued as such. Further, these scores should not be misinterpreted as an indication of what students are capable of learning. Finally, we show several examples of why international assessment results are not well-suited as proxies of intelligence, but, rather, how they might tap into learning.