Intelligence Quotient Test Is A Successful Development Created By French Psychologist Alfred Binet

Indeed, some research indicates that if a child who reads slowly has IQ scores that are above average, that child might receive services under IDEA based on the discrepancy between the IQ scores and the reading ability. On the other hand, another child who also reads slowly but has IQ scores that are average may not receive any services because of the lack of a significant discrepancy. Such approaches to assessment may clearly result in some children who need services not getting them while others who do not need them will receive them” (Pasternack, 2002).

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

     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

A further refinement of the Stanford-Binet scale and translation (for American culture) was published in 1916 by Lewis M. Terman, who adopted Stern’s proposal that an individual's intelligence level be measured as an intelligence quotient (I. Q.). The IQ score presumably represented an individual’s rate of mental development as a quotient, between "mental age" and actual "chronological age" times 100 (to remove the decimal). Terman's test, known colloquially as the Stanford-Binet test, formed the basis for modern intelligence

This papers division is into four paragraphs, three of which contain examples from re-search papers about the invalidity of IQ scores. The first paragraph contains the first example about the Flawed IQ score system and to show that IQ score differs from real intelligence .The second example, debates the validity of IQ test and does it really measure Intelligence. The third paragraph addresses the result of the experiment concluded about the validity of IQ tests .The last paragraph contains the final conclusion and analysis and the works cited is provided after the concluding paragraph.

Binet was involved in creating one of the more recent forms of intelligence test, referred to as the Stanford-Binet Intelligence Scale. A similar test is that formulated by Wechsler (Neisser et al. 1996). These led to the measure of IQ (“intelligence quotient”) being founded, where an individual’s “mental age is divided by their chronological age and multiplied by 100” (Gardner 2006, p. 3). The tests measure intelligence through verbal and non-verbal tasks, assessing scholastic aptitude, school achievement and specific abilities (Neisser et al. 1996, p. 78).

In order for a student to be diagnosed for any disability, there is a process that involves many people that are important in the child’s life. The school must conduct tests that measure the child’s academic success in the classroom, as well as tests that measure IQ (Wechsler Intelligence Scale for Children), work samples, developmental history (usually get this information from the parents), physical exams (vision, hearing etc.), psychological tests, adaptive skills (BASC) and other areas as needed. Testing is usually done by professionals from various disciplines. In order to qualify for special education services under IDEA, the disability must impact the child’s ability to be academically successful (IDEA, 2004).

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

According to Nesbitt (2005), other researchers misrepresented standardized tests by associating intellect with heritability. IQ testing to dissimilar cultural groups/people with disability opposes questions as to what IQ really measures. According to Arnold et al (2011), IQ testing generates a floor effect when pertained to people with lower IQ's. Example, in a practice IQ scores beneath a definite cut-off are still being utilized to conclude and categorize an individual’s intelligent disability. An alternative explanation to this matter would be to evaluate people from dissimilar culture groups and or those with mental retardation and incapacities with more than standardized tests. As for the natural bias for the mentally retarded, individuals should be assesses based on their needs, and the atmosphere influenced within their lives.

Human intelligence is one of the most complex and abstract things in the world, but because of one test created by Lewis Terman, a professor of psychology at Stanford University, we are able to see it as a small, simple number (Epstein, 1973). An Intelligence Quotient (IQ) Test scores human intelligence on a numerical scale. Within this scale there are several categories which people are placed in as shown in Table 1. These scores, categories, labels, are tidy, easy to remember, and can greatly influence one’s life. They can act almost like a name tag, and become an identifying factor wherever you go.

In the society of today, there are various educators who believe in assessment as proper method to measure the performance of a child in school as well as the overall achievement of a specific school system. The assessment may be presented in the form of verbal, written, or multiple choice, and it usually pertains to certain academic subjects in the school curriculum. Recently, many educators began to issue standardized tests to measure the intelligence of a common student body. (Rudner, 1989) These standardized tests were initially created to reveal the success in institutional school programs, and exhibit the abilities of students today. The standardized tests can reveal the strengths and weaknesses

In 1904, a French psychologist (Alfred Binet) created the first intelligence test in order to help the French Ministry of Education segregate children that may have difficulty learning in a regular classroom. At that time, he did not know that his test would be the basis for IQ tests administered over 100 years later. He has a Stanford University psychologist, Lewis Terman, to thank for expanding his work and creating the Stanford-Binet intelligence test that took root in the United States in 1916 and is still popular today. However, along with its popularity came criticism. Critics see the current version of the Stanford - Binet test and other intelligence tests, despite attempts to make them culturally fair, as limiting to individuals who are not from the major social norm. They claim that cultural bias in test questions is why certain races do not perform as well as others on the test.

special needs children). They wanted to devise a test to measure a variety of psychological abilities, which included imagery, attention, comprehension, imagination, judgments of visual space, and memory for various stimuli. Binet did not believe that simple sensory testing was a true and accurate way to determine a person’s intelligence. Binet never intended for his test to measure ones intelligence but to measure ones intelligence in regards to their behaviors.

His concept involved the idea that certain mental tasks are appropriate to certain ages, such as the ability to recite the names of the months: while expected of a ten year old, such ability would be rare in a three year old. Binet quantified intelligence as the Intelligence Quotient (IQ): the ratio of mental age to chronological age, multiplied by 100. Reasoning that low intelligence stemmed from improper development, Binet envisioned the test as a first step in treatment: a diagnostic instrument used to detect children with inadequate intelligence in order to treat them using "mental orthopedics."

Before the 1950s, most educators and school systems tended to follow Louis Terman’s example and based most decisions about gifted individuals on IQ and scholastic achievement scores. Standardized group intelligence tests, such as California Test of Mental Maturity, were often used to determine IQ. In these tests, educators were looking for exceptional ability in verbal or performance IQ, or a combination of the two. For the final identification, individual IQ tests such as the Wechsler scales and the Stanford Binet were used. Most school systems around this time considered an IQ of 130 or above to fall in the "gifted" range. This information comes from a book by Frederick B. Tuttle, Laurence A. Becker, and Joan A. Sousa (48).