The Way Culture-Fair IQ Test

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.

Furthermore, it could be argued that other skills such as the ability to work as part of a team, or the ability to show empathy correspond to more “real life” sources of intelligence that determine a person’s ability to achieve in life. Such cognition is arguably more complex which leads to the suggestion that other sources of variance such as cultural, environmental and other non-cognitive factors effect and shape a person’s ability to understand and evaluate the world. The idea that IQ differences reflect cultural “distance” rather than a cognitive “strength” is simply recognising these factors and implementing contextual testing of a person’s ability through more than one testing basis.

For cultural factors, biased IQ test would be interconnected to substandard schools. These tests measure a student's school achievement. And if there are substandard schools, the students who are placed into the higher groups, the will do better than those who are placed in a lower group. And thus these IQ tests would lead to the deficiency theory, which suggests that 'the poor are

In my assessment these students will be evaluated consistently my me and the instructors at Hillcrest elementary school. The students will be evaluated on how to continue his/her next steps within the school. Input will be given to the student at the school for data so they can learn more by adapting to their own personal experiences. I will first do a walk-thru of the classroom in starting my assessment. I will visually be able to check on my student’s progress and really understand the students. Next I will use a checklist to compare and see if the student is progressing or not. Criticism feedback won’t be seen as a problem but would be seen as a guide to understanding and achievement inside of the classroom. Lastly and most important I will give out a summative assessment to assess the knowledge of problem solving skills. The specific end goal is to persuade students to become long lasting learners inside and

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 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

“Blacks still score below 75 percent of American whites on most standardized tests” (Jencks and Phillips). The belief that intelligence and aptitude are innate seems to be especially important in discussions of racial differences (Jencks and Phillips 6). White Americans score closer on IQ tests to other white populations across the globe than to the worldwide black average (Saletan 1). An important question that may come to mind is whether intelligence tests biased. Intelligence tests are likely to be culturally biased when a standardized test reflects what is learned through experience in a culture that does not regard to another race as highly (Young). For instance, if a standardized test result represented an ingroup preference exclusively than it may only measure a specific part of intelligence; for example the Wechsler Adult Intelligence Scale, WAIS, is more verbal while the Raven's Progressive Matrices, RPM, is more visual (Young). This may cause a majority of individuals with autism to do better on the RPM due to autistic students connecting with images rather than words. Young has stated that intelligence tests that only focus on certain neurological criterias and are not well indicators of intelligence due to it not equally indicating all types of intellect. Yet a majority of psychologists now agree that intelligence tests measure developed

One reason is standardized tests play a crucial role in providing students with personalized support, encouraging healthy study habits, and helping students to be more competitive. Standardized tests can directly assist students through providing the information of their knowledge on the current material. This allows both teachers and students to see their strengths and weaknesses, in comparison to others. Testing can encourage students to meet standards and learning goals, which can help better prepare students for their professional goals in life. As students see their advancement towards tests, stress is relieved and motivation is created through progress; allowing students to feel satisfied and responsible for their work. Because cheating is not permissible on standardized tests, students who are diligent and prepared are rewarded, while being separated from others. Furthermore, standardized tests help students to be more competitive. Countries which require standardized tests obtain higher scores on international tests than countries who do not require national testing (Bishop). Through standardized testing, students are given the means to reach

For example, McCauley (2004) provides an argument that the overall development of the child will influence test scores. She asks to take into account their activity level, attention span, behaviour towards strangers and the new environment when performing these assessments. However, if this were the case there would be a variety of results from both Indigenous Australians and non-Indigenous students as a whole. Consequently, these gaps are most prominent between the cultures itself not and not the overall development of each child. Nonetheless, she does make a valid point about cultural influence on an individual, as McCauley (2004) states the western society places strain on IQ in relation to intelligence in contrast to Indigenous Australians who may view intelligence not as a number but of the skills and abilities of an individual that are deemed necessary for the wellbeing of the family. The evidence illustrates that there may be other issues that affect intellectual assessments, nevertheless, the main influence is culture. Therefore, if researchers do not take a socio-cultural approach when assessing they can potentially make the examination bias as well as gain invalid

intelligence of a person. It is a test taken within a day that determines a person’s level of

The methods they were using to measure intelligence tests were a bit biased towards Western intelligence because Western culture value speed and other culture value perfection even if it means taking long to complete the tests. To address this anomaly, ‘culture free test` was used to take away the things that affected performance due to cultural differences. They also used ‘culture fair test` to measure common skills

The following paper will discuss the author’s understanding of the four areas of cultural intelligence (CQ): drive, knowledge, strategy and action. It will further describe how CQ specifically affects the author, their personal CQ knowledge and information that could increase this knowledge.

I was born in China and moved to the United States when I was five. When I moved to the United States, I relocated around the Midwest before settling in Wisconsin for high school and middle school. Looking at the Cultural Intelligence assessment, I think I generally am strong in the Physical and Emotional/Motivation CQ. I generally do not tend to think about how I would approach or interact with individuals from a different cultures, resulting in a lower Cognitive CQ. Rather, I generally tend well to mirror individual’s physical gestures and body language as well as adapting to a lifestyle in a different culture. I think coming from a culture where individualism takes a back seat to conformity, moving to the United States was challenging. Furthermore,

You brought up an interesting question. Your question certainly reminds us that even the assessment process cannot avoid relational influences. Groth-Marnat (2009) asserted that rapport affects the client’s test attitude and performance. Therefore, a mutual respect and collaborative assessment process between the psychologist and client are integral to conducting an accurate assessment. Certainly, I believe the client can contribute to increase the accuracy of assessment by providing his or her cultural background. Also, honesty in the client’s part would help. Nevertheless, I believe that ultimately, the responsibility of conducting a culturally sensitive assessment falls on the assessing psychologist (see American Psychologist Association,

However, the authors went on to say that presently, 80% of states use identification definitions that include creativity, approximately 70% use definitions that include artistic abilities, and slightly more than half of states use definitions that include leadership abilities (175). Even with this recent recognition of other abilities, IQ test scores are still being used as a determining factor in most American schools.