Validity and Reliability of Intelligence Measurement Instruments for Children and Adolescents: A Systematic Literature Review

Abstract

Intelligence assessment plays an important role in understanding children's and adolescents' cognitive abilities and supporting educational and psychological decision-making. However, the accuracy of assessment results depends on the validity and reliability of the instruments used, particularly when standardized tests are applied across different cultural and developmental contexts. This study aims to systematically review empirical evidence concerning the validity and reliability of intelligence measurement instruments in children and adolescents, with particular attention to construct validity, internal consistency, item functioning, and cultural adaptation. A systematic literature review approach was employed, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 framework. The review focused on empirical studies published between 2016 and 2026 that examined the psychometric properties of intelligence assessment instruments. The available empirical findings highlight two Indonesian studies. Natanael et al. (2023) evaluated Raven’s Coloured Progressive Matrices among 748 children aged 5–7 years and identified eight unsuitable items through Rasch model analysis. Meanwhile, a pilot study of the Indonesian adaptation of the Wechsler Intelligence Scale for Children–Fifth Edition, involving 221 children aged 6–16 years, reported good overall internal consistency but inadequate fit for the proposed second-order five-factor model and differences in item difficulty ordering. These findings indicate that reliability alone is insufficient to establish comprehensive validity. In conclusion, intelligence measurement instruments require continuous psychometric evaluation, culturally appropriate adaptation, and representative normative data to support accurate and contextually appropriate interpretations. Further research is needed to strengthen the evidence base for intelligence assessment in diverse child and adolescent populations.