Thanks for your clarifications, Frameist. You are correct that there can be many other factors which would warrant formal evaluation. If you read my other posts, you'll see that I often reference the need for a question to be answered or a problem to be solved as the drivers of evaluation. In this case, the OP did not report any particular concerns other than an appropriate match between cognition and instruction. But it is certainly helpful to remind readers that there are many reasons to evaluate (especially since most parents are not professional evaluators).
Obviously, I am generally pro-testing, or I would not be in my current profession! At the same time, it's important to empower parents as critical observers of their children. Evaluation data is only one source of information regarding a child, obtained during a short time frame under specific conditions, and should always be interpreted in the context of the human first, rather than interpreting the human in the light of the numbers. Involved parents--especially homeschooling parents--have a much broader and deeper experience of their children's learning needs and strengths, over more diverse contexts and a much longer time frame. I find that their insights are extremely helpful. As you are likely aware, research on gifted identification has found that parent nomination is much more accurate than teacher nominations, and not too far off of standardized testing.
In any case, the big picture is that the end game of parenting is a happy, healthy, holistically growing human who has satisfying relationships internally and externally. As you note so astutely, intellect is only one component of this.
