Conclusions and Recommendations C . TESTS OF INTELLIGENCE i . The intelligence test has commonly been
regarded, by both laymen and specialists, as an instrument for the measurement of some inborn and fairly stable intellectual quality or ability . 2. In recent years, owing to the accumulation
of evidence of a contrary nature, this interpretation of the results of the test has been consider-
ably shaken. At present there seems to be no general agreement among students as to what it is that the test actually measures. 3 . The intelligence test has been employed in
the schools for three major but closely related purposes : for the diagnosis of educability at a particular moment ; for the classification of pupils
into "homogeneous" instructional groups ; and
for the guidance of children into vocational curricula and into occupations . Since the first use, though important at the lower levels of ability, falls outside the competence of the Commission, and since the second has been found by experi-
ence to be of little consequence., the intelligence 90