This article examines problems inherent in current practice: (1) defining the concept of intelligence"; (2) using tests which rely on school taught skills; (3) relying too exclusively on test scores; and (4) introducing the concept of chronological age into IQ ratings, further distorting results. Some positive alternatives are offered. (CJ)

Describes interpretation technique for providing detailed feedback to students about their performance on the Iowa Tests of Basic Skills. Students summarize their own performance on each major skill. The practical aspects of understanding the full use of routinely collected data make the approach desirable. (Author)