Flawed IQ Testing

In today’s modern world, recent scientific research has been conducted, which reveals that world-wide IQ test scores have risen, and continue to rise every year. In Alison Gopnik’s article, “Smarter Every Year? Mystery of the Rising IQs,” she discussed how these recent scientific discoveries relate to our society throughout the last century. It is evident that in our society a person’s level of intelligence is extremely important in our culture which is obsessed with being knowledgable. In her article, Gopnik addresses the historical evidence that supports the conclusion that people are getting smarter as the years go on because of today’s society. Gopnik effectively explains the fact that people’s IQs are rising every year, by using the results

Knowledge isn’t all about what people know or how well they are in school. IQ tests test the intelligence of the person; however they test the pure thinking capacity rather than what people know. This means that intelligence comes from the entire cognitive thinking ability and not what they

Intelligence testing is rather arbitrary as people can have many kinds of intelligence strengths and it's difficult to assign a measure of intelligence without flaws in the system. Though there are attempts at keeping standardization and norms to keep results unbiased and consistent there are still failings, which the most viable of those failings is that with intelligence testing and capital punishment such as the case of Daryl Atkins. Atkins was tested at an intelligence quotient of 59, which is about half the average score of 100 ("Module 7.5: Measures of Intelligence"., n.d.). The original jury had sentenced a mentally impaired man to death until it was taken to the Supreme Court where they ruled that it would be a cruel and unusual punishment,

There are a variety of topics that are interesting in life. This interest may then become a point of inquisition, where an individual may formulate a relationship between two variables, which may or may not influence each other. Next, a hypothesis is formed and tested. In this same manner, a school educator was interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator random sampled 30 ninth graders, ages 14 years old and administered the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). This writer will be expanding further on this topic and will formulate the null and alternative hypothesis, describe the four scales of measurement, describe whether if there is a correlation significant (positive, negative, or no correlation) enough between both variables, describe the strength of the relationship, describe what the results reveals about the hypothesis, and what conclusions can be drawn from the results.

In today’s modern world, recent scientific research has been conducted, which reveals that world-wide IQ test scores have risen, and continue to rise every year. In Alison Gopnik’s article, “Smarter Every Year? Mystery of the Rising IQs,” she discussed how these recent scientific discoveries relate to our society throughout the last century. It is evident that in our society a person’s level of intelligence is extremely important in our culture which is obsessed with being knowledgeable. In her article, Gopnik addresses the historical evidence that supports the conclusion that people are getting smarter as the years go on because of today’s society. Gopnik effectively explains the fact that people’s IQs are rising every year, by using the results of scientific research to support her point, and by explaining theories which state how the world’s social and economic environment are significant factors towards a person’s level of intelligence.

The Wechsler Intelligence Tests and the Stanford-Binet Intelligence Scales are strong measures of IQ; however, administrative errors may lead to misinterpretations. In either case, misinterpretations of low or high IQ scores will have significant impact on the client; whether this impact is positive or negative depends on the misinterpretations. Usually there are television shows that demonstrate errors in IQ testing. The intelligent character, who receives a low IQ score, will doubt his potential; but a high IQ score, for the character portrayed as less intelligent, may increase their potential. Now imagine what will happen to either character if the examiner came to them and explain the possibility of incorrect test scores. Some error due

Intelligence quotient-also known as IQ-is the measure of the mind's ability to retain and interpret analytical facts. Educational institutes are largely conditioned to determine what the IQ score of a person is through standardized testing. These forms of testing are commonly focused on a person’s ability in short-term memory, analytical thinking, mathematical ability and spatial recognition. The standardized testing used in educational institute only accounts for a certain percentage of their actual IQ level. A person’s IQ proves how intelligent a person is, respective to the many forms of of acquiring knowledge-work experience, project experience, using the internet. The projection an educational institute suggests on a resume for a job screening, is that of the person's academic ability within the general demographic of persons with a similar IQ level-determined by a form of standardized testing. There are many assumptions that this statement suggestions. This revolves around the notion that individuals are attending institutes that respectively correlate to their

     Since the development of the intelligence quotient, schools in every part of the world have been using the IQ test to categorize millions of students into three groups. These three groups, which are the gifted, the average, and the retarded, are falsifications that perpetuate in our world culture and cause many gifted students to be deemed retarded and vice a versa. Why then is the IQ test so heavily relied on in our school systems? For schools the answer is simple, an I.Q. test is a reliable predictor of a students later performance in academics. This answer is relatively true, but where the I.Q. test falls extremely short is with testing the multiple

Dweck has demonstrated that students develop a perception of intelligence and what it is. Some young people believe that intelligence is something that can change while others believe that intelligence is fixed and cannot be altered. Based on Dweck’s research, how a child perceives their intelligence level will affect how they perform in school (Dweck, 1986, 1988, 2006, 2010).

same IQ test for 100 years. We have had many chances to change the test ,but they think it is fine. This paragraph explains that standardized tests don’t measure all the skills people need in life.

Intelligence tests are inaccurate to measures true ability of a person because genes affect how a person responds to their surroundings, the tests cannot measure the person biological makeup or his true potential for being “smart”.

Standardized tests have become a recent controversial topic across the nation. Americans strive for a great education system, but fail to realize that testing is the main issue. It is believed that they are a simple way to evaluate students from all different areas. However, there are countless faults that cannot truly show students’ ability. Standardized tests in the United States do not accurately measure intelligence and should be modified to prevent issues in academics.

The two major intelligence quotient (IQ) tests that are administered to children are the Wechsler and the Standford-Binet. Tests are meant to measure human intelligence; however, there are many variants that can contribute to a test being skewed. Psychometrists, who administer the test, should understand and know how to deal with exceptional children. If a child is tired, sick, or just having a bad day, it could throw off the results of a test. Some children are extraordinarily smart, but do horrible on administered tests. The danger with giving these tests to every child is that you might make a child feel that they have a certain standard to live up to or down to (this is known as the Pygmalion affect). If the child has done poorly, they might feel that they are stupid and give up. Teachers, who know of their student’s scores, may not push the students with

The concept of intelligence is to measure a person’s IQ through by processing intelligence tests and questioning different subjects. I believe that these IQ tests are valuable in the sense of it can provide and inform us as individuals the differences we contain, the specific skills we can develop to achieve greater things, helping us understand the human intelligence and get the understanding on how anxiety may influence the cognitive functioning.

When IQ tests first came about, many of the questions were designed based on American Culture and discriminated highly against immigrants. It was commonly believed during that time period that those particular groups of individuals were not well suited for success and were denied a higher education. Similar to that of the World war years, children in the 21st century who have English as a second language struggle on standardized exams because of linguistic or cultural differences. Some standardized tests are primarily normed for middle to upper class cocasions making it extremely difficult for those who do not fit within the “norm” to do well. Besides for the fact that these exams aren’t properly normed for the overall population taking them, a lack of funding is also a predominant reason for poor testing results. Other issues such as learning disabilities like ADHD, Dyslexia or severe handicapping conditions will also affect the outcome of the child's test results and will unfairly put a teacher’s job on the line. No matter how severe a child’s disability may be, all children are required to take these standardized tests in order for the school to get funding from the state. There was an article released on March 5th 2014 about a disturbing video that showed teachers administering standardized tests to a group of kids that were barely functioning. In Long’s article she describes “These children had straps and buckles to keep their bodies upright in their wheelchairs and their eyes were either closed or unfocused. Most of them have the brain development and