Standardized Intelligence Testing

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

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.

“‘Everybody is a Genius. But If You Judge a Fish by Its Ability to Climb a Tree, It Will Live Its Whole Life Believing that It is Stupid’”(Baskerville). This is a quote that is theorized to have been said by Albert Einstein and can easily be applied to standardized testing in our schooling system. Although some think that standardized testing is the best way to measure students intelligence levels, research suggests that it is ineffective due to factors such as not testing over all subjects, changing how schools teach, discrimination, and the mindset that it creates, therefore colleges should not use them in their admission process.

Standardized cognitive and intellectual assessments allows researchers to assess individuals on their academic abilities (Bordonaro, 2001). Nevertheless, many researchers have revealed that the gaps within cognitive and intellectual assessment may be due to cultural bias (Schellenburg, 2004) As many standard intellectual and cognitive assessments have been developed for a dominant group such as the western culture. These intellectual and cognitive assessments are then utilized on other cultures which leads to bias and invalid research (Mushquash & Bova, 2000). Although, other factors such as development is considered cognitive behaviour is predominately determined by culture (Cole 1975, Davidson & Freebody, 1986; Davidson & Klich 1984; Davidson

In the beginning of the 20th century, French psychologist Alfred Binet developed an intelligence test to pilot student achievement. Since then, a plethora of tests of similar rigor have emerged throughout the world; however, when looking towards the United States, it is apparent that these tests are in favor. In the United States, standardized tests have been a part of student life for more than 50 years (Fletcher). The problem arises in the sense that these tests are now more pressure-packed and ubiquitous than ever. This can be linked to the fact that in the U.S., students are now taking more standardized tests than ever before.

A common criticism of intelligence tests is that psychologists and educators use these tests to provide special opportunities for people with a certain IQ, such as a membership for MENSA (scores at or above the 98th percentile on certain standardized IQ tests or other approved intelligence tests), classes for “gifted” students, admission to college, and employment. Those who do not qualify for these resources based on IQ scores are denied from such opportunities, in some cases unfairly. In American society, and likely other developed civilizations in the world, intelligence test scores have become associated with a person's ability to perform certain tasks

In researching the types of tests that are administered to determine intelligence, it became very clear that there were many differing opinions surrounding the efficacy of intelligence testing. There exists compelling information that suggest there is a lack of ability for any test to clearly identify and measure intelligence. It is very clearly noted that there is a question of the ability for academics based testing to measure a persons intelligence. One of the most noted tests in the United States that is used to measure the potential of students to perform in an educational setting is the Scholastic Assessment Test (SAT). Through the years this test has undergone many changes in attempts to overcome challenges in correctly

In the early 1900s, IQ test was originally developed by the French psychologist, Alfred Binet.

The thesis of this article is that IQ and other ability tests are based on social conventions in each of these three cultural domains. These conventions are presupposed or assumed by a test and its tester. However, for any test to function successfully, these conventions must also be shared by the participants. If a test travels, so must the conventions on which it is based. Otherwise, cross-cultural misunderstanding results and validity is compromised. For a test to travel freely, its foundational conventions must be universally understood by potential participants. In each of the three cultural areas--values, knowing, and communicating--two or more foundational conventions are discussed. The transportability of cross-cultural tests either for comparative research or for I thank L. MoniqueWard and JenniferJacobs for their comments on a draft of this article. I give special thanks to StevenLopez for valuable suggestions concerningrevisions. Correspondence concerning this article should be addressed to Patricia M. Greenfield,Departmentof Psychology,Universityof California, LosAngeles,CA 90095. Electronicmail may be sent via Internet to greenfield@psych.ucla.edu. 1115

In the 21th century the new controversial debate about IQ testing involves the many flaws and incorrect way to assess an individual. Today, many scientists have dismissed the myth of an IQ scale, which people used to fall under high or low intelligence. The question that both people and experts trying to answer “Kids who score higher on IQ tests will, on average, go on to do better in conventional measures of success in life?” (Balter, 2011, para. 1). The debate among researchers is what IQ test actually measure, and the differences in scores between ethnic groups reflect intelligence, economic, and social factors maybe even both. According to Richard Nisbett a psychologist at the University of Michigan, Ann Arbor in his book "Intelligence

Growing up, I never really had a problem with tests. I didn’t necessarily enjoy taking them, however I—thankfully-- never got too apprehensive. I looked at them as a way to determine my intelligence, and would gladly share my scores—both good and bad—with my peers. Looking back on my perception of tests, I find that my point of view was ignorant to the fact that test scores—whether they are standardized or not—do not determine a person’s intellect.

Intellectual assessment and intelligence testing refer to the evolution of an individual’s general intellectual functioning and cognitive abilities (Samuel 2004) and also these assessments are de developed using standard procedures where the scores are recorded for the purpose of measuring achievement and compare the results with others in the society (Bordanora, 2001). Some authors stated that the inaccuracy of standard assessment results are caused by cultural bias (Klenowski 2009, Laros & Tellegen 2004, Bernhard 2000 and Schellenberg 2004). Also others taken into considering developmental factors of this issue (McCauley 2004). Comparison of the study, issues and research are most likely to convince cultural bias of the outcomes. Rest of

(Fass 308) After Terman adopted Binet’s tests and his succeeding of modifying the notion of intelligence quotient (IQ), the movement of IQ testing successfully began in America. However, Terman’s tests and IQ scale were not quite an accurate fit for the American school system. America entering WWI changed this issue. The army needed to be prepared for utmost effectiveness and efficiency, so they had to be organized. For this to be accomplished, a group of psychologists offered their expertise.

Fundamental intelligence is measured using IQ (Binet, 1905), which has been the basis of determining standards within educational systems and an individual’s ability to succeed within society. However, academic success is measured using standardized testing and testing throughout an individual’s educational experience. Intellectual success is influenced not only by the fundamental intelligence, genetically inherited, but the ability for the brain to cognitively develop pathways to understand and process knowledge.

The definition of intelligence is very broad and includes different tasks and abilities that need to be observed as well as one’s life experiences and learned knowledge to be demonstrated. Many factors can affect the measurement of intelligence on a test. The test designer’s definition of intelligence and the attentiveness of the person giving the test are just two factors. Other possible factors affecting the outcome of the test are coaching or practicing prior to the test, interaction