Iq Test Strengths and Weaknesses

Bibliography Brainmetrix.com. “Intelligence definition.” Brain Metrix. 2007. Web. 14 Jan. 2016. Breyer, Melissa, and 25 p. Which of the 8 kinds of intelligence do you have? MNN - Mother Nature Network, 13 Jan. 2016. Web. 13 Jan. 2016. Gariépy, Jean-François. What is intelligence ? 31 Dec. 2012. Web. 14 Jan. 2016. “Human intelligence | psychology.” Encyclopædia Britannica. N.p.: Encyclopædia Britannica, 7 May 2015. Web. 14 Jan. 2016. Inc, Merriam-Webster. Merriam-Webster’s School Dictionary. Springfield, MA: Merriam Webster,U.S., 9 Apr. 2015. Print. Kaufman, Scott Barry. What do IQ tests test? Interview with psychologist W. Joel Schneider. Scientific American Blog Network, n.d. Web. 20 Jan. 2016. Mann, Denise. “Does IQ test really measure intelligence?” WebMD. WebMD, n.d. Web. 20 Jan. 2016. McLennan community college university. “What is intelligence.ppt.” Mccu.org. n.d. Web. 14 Jan. 2016. Miller, Max, et al. What is intelligence? Big Think, 2 Sept. 2010. Web. 13 Jan. 2016. Muehlhauser, Luke. “What is intelligence? - machine intelligence research institute.” Analysis. Machine Intelligence Research Institute, 19 June 2013. Web. 14 Jan. 2016. “The Difference Between Intelligence and Common Sense.” Quora. 20 Jan. 2015. Web. 20 Jan. 2016. “The Three types of intelligence you need for success.” Psychology Today, 7 Oct. 2013. Web. 20 Jan. 2016. Citations, Quotes & Annotations Brainmetrix.com. “Intelligence definition.” Brain Metrix. 2007. Web. 14 Jan. 2016. (Brainmetrix.com) "While

For many researchers, the notion of Asian students are hereditary more intelligent than other race groups as believes by Arthur Jensen, an educational psychologist, is not a valid explanation for why Asian students perform better than their counterparts. While it is evident

     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

Throughout American history, the United States has been a cauldron where different diversities mix and mingle. In this hot pot of diversity, all of the ingredients (ethnicities) will not always conform to one and other; this could possibly lead to discrimination. This paper will be primarily focus on the discrimination towards Asian American youth of the 21st century and how it affects their academics. The research question guiding this investigation is “To what extent does the stereotyping of Asian American high school students as the model minority impact their performance on standardized tests such as ACT?” The focus will lead towards the stereotyping of Asian American students such as smart, math geniuses, or good at

The ACT test is a standardized test that is used when a student is applying to college. The ACT test is very similar to the SAT test, but it is scored up to 36 rather than 2400. I have not taken the ACT’s yet, but I plan on taking them this fall. I did however take the PSAT last year and I scored fairly well. I most likely will take the ACT more than once because I have heard you get much more comfortable your second time.

The current uproar over standardized testing is being battled by cultural minorities who demand equality. “Cultural bias” refers to the idea that the differences between scores of racial and ethnic groups are caused by a bias towards the “American-born, English-speaking majority” of the US population. From the simple IQ test to the SAT, standardized testing has become an unfair predictor and artificial decision maker for this country’s minority, especially those newly immigrated. Economic and cultural biases leave for little opportunity for these examinees to perform well, partially because of the failure of the government to prepare and assimilate minority students.

Decades of research have documented the biases in standardized tests when it comes to students of color and culture. Cultural bias is an expression that means certain cultures are not given an equal chance to succeed in society because of an unfairness, prejudice, or partiality. Cultural biases involve practices and rules that put some minority groups at a disadvantage. In the public school systems, minority children are more likely to do poorly on state tests than the non-minority students are. A study by Jay Rosner in 2002 showed that sample questions, which were answered correctly by more African-American students, were not chosen for use in the tests. Although in the recent year’s test makers have attempted to discuss the concerns about test bias by establishing review committees to search the test for bias. Significant problems stay in the content of the

An ongoing issue in the classroom that has gotten a lot of attention in the past couple of years is the cultural bias in standardized testing. On the surface, there are many issues with standardized testing; it stifles creativity, causes teachers to teach to the test, ignores the needs of individual students, and creates stress and anxiety for students. Going beyond this, these tests are unavoidably biased by social-class, ethnic, gender and other cultural differences. First off, students have many different experiences outside of the classroom and their educational potential is largely influenced by these experiences and circumstances. By conducting single test measurements in a uniform, high-stakes method, the educational system is jeopardizing

The findings reveal that Asian American students’ cultural orientation is a significant contributor to their academic achievement. Asian Americans put strong emphasis on efforts whereas white students see academic abilities as an inherent characteristic that cannot be improved through efforts. Further, the immigrant self-selection and optimism for future success among Asian American students and their parents contribute to their exceptional outcomes. On the other hand, they did not find any significant differences between Asian American and white students’ cognitive abilities. Socio-demographic characteristics in Hsin and Xie’s analysis had limited explanatory power for Asian Americans’ superior academic achievement. The authors claim that such lack of significance of socio-demographic characteristics is due to socioeconomic variation within Asian Americans. While they do not completely reject the significance of socio-demographic factors, Hsin and Xie fail to consider how Asian Americans as a group exhibit exceptional academic performance despite with-in group variation in socio-demographic

Standardized testing does not give equal opportunities to students of color and non english speakers in America. There is a small amount of color students that excel in these types of tests a small amount of color students pass the exams, it is unfair for them because a lot of students of color are english learners for example the latinos and Native Americans and most of the time they are expected to take these

Also shared in the article, are the views of a professor at Brown University named Jin Li. She states that Asians have their own worries with their students. Li says that Asian educators present that their pupils are like robots, being uncreative and lacking individuality. While given the intense workload at school, the children may not be creating their own beliefs and views of things. The bar has been set high, and the competitiveness of the students pushes them to be alike to one another. Thus resulting in similarity among the

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,

Gender, culture, socioeconomic biases give White, affluent, and male test-takers advantages on standardized tests. This occurrence is problematic because it adversely impacts, a definable subgroup of test takers when to compare with the remainder of the test takers. When a test is biased, it can be problematic if the differential validity test is not equally valid for relevant subgroups. Argumentatively, that there is no such thing as a bias-free test, but it can still be unfair. African American students are the recipients of this inequity versus any another racial/ethnic group. Theoretically, the test-makers must aim to reduce or lower test bias for racial, gender, ethnic groups. Always consider African Americans’ background experiences

More so, the concern of having an increasing number of diversity in student populations have put the accuracy of standardized testing into questions. Students of Asian origin tend to perform better in standardized tests, ELL students doesn’t, minorities are worse. Doesn’t this pose a bias outcome of testing? There are more aspects for learning than what the bubble sheets can offer like skills for art, physical and laboratory

The objective of IQ Test is to make a simple iq test for the user to generate their average iq. Each question has certain points and depending upon your answer the IQ will be generated.