Essay on Intelligence Tests Today

This question requires you to integrate a variety of sources into a coherent, well-written essay. Refer to the sources to support your position; avoid mere paraphrase or summary. Your argument should be central; the sources should support this argument.

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.

If you had that one piece of the puzzle that would have prevented the bombings of the twin towers in New York and the Pentagon on September 11 2001 would you know it? If you saw someone do something weird or suspicious before the attack on September 11 2001, would you have called the police? If someone had walked into a United States Embassy in a foreign country and said that they know someone was going to use a plane to destroy New York in two days, could this have stopped the attack? Intelligence Analysis puts the raw sources of information together, make predictions based on the data, and finally publish the results.

What is intelligence exactly? Intelligence is the ability to acquire and apply knowledge and skills or “the ability to learn and understand things to

For all responses to each assignment, provide the rationale for your answers and any assumptions that you are making.

Gottfredson, (1997) stated that intelligence is ‘a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience.

Question #4 is also from the 2003 AP Exam produced by The College Board and Educational Testing Service.

The Woodcock-Johnson IV Test of Achievement (WJ IV) is used for individual ages two to ninety years old. A major strength of this assessment is that it provides a broad coverage of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English as a Second Language students, the administrator can administer certain clusters of subtests to determine a child’s cognitive-academic language proficiency. Also, the test has many accommodations listed to help when testing English Language Learners, visual impairments, and other disabilities to provide the best testing environment for the student. A weakness of this assessment is that since so many subtests exist, it can become very easy to over

The issue of cultural bias in intelligence tests sparks debates every time the latter is created or administered, resulting to many researches into how the reliability and validity of an ability test may differ when assessed on groups from different cultural-linguistic backgrounds. The aim of this study is to test the reliability and validity of the PSYGAT Verbal IQ Test on university students from English-speaking backgrounds (ESB) and non-English speaking backgrounds (NESB) in relation to the Queendom Verbal IQ Test and Cultural Fair IQ Test. 445 third year psychology students aged 19 to 62 were involved in this

Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.

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,

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 1905 Binet and Simon tested their measurements on another fifty children whom their school teachers considered to be of average intelligence for their ages. This test was to enable Binet to examine the levels of intelligent behaviors between children of the same age. Some of the tests on Binets scale were very simple, including asking a child to follow the direction of movement of a lighted match, and then maybe slightly harder was to repeat back a three digit sequence of numbers or sentences. There were a few harder tests involved which would require a child to make a sentence out of maybe three or four words, or to reproduce a drawing from memory.

Discuss epistemology and its relevance to intelligence analysis. Select at least two principal “ways of knowing,” and describe their respective characteristics/attributes, strengths, weaknesses, and potential for improving the quality of intelligence analysis.

When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because