Intelligence quotient (IQ) is the quantification of the intelligence of an individual relative to peers of a similar age. Intelligence is defined as the capability to learn effectively, think rationally, understand complex ideas and adapt to surroundings. It can also influence performances on cognitive tasks (Matzel & Sauce, 2017). Intelligence is measured because it can predict educational, health and occupational outcomes (Plomin & Von Stumm, 2018). There are various types of IQ test which include the Raven Progressive Matrices, Stanford-Binet Intelligence Scales and Wechsler Intelligence Scale. In children, IQ is affected by various factors such as disturbed sleep and growth retardation. In order to get proper intelligence in children, parents or guardians have to try and maintain a decent status of digestive power, the growth of the baby, sleep and proper environment for them to grow in (Bhinde et al., 2015).
The intelligent quotient idea was first developed by Frenchman Alfred Binet who designed a series of questions which were aimed at distinguishing children who may need special help or have learning disabilities. Over the years, these tests have been improved and they measure a wide variety of cognitive processes such as knowledge, vocabulary, long-term and immediate memory, arithmetic, spatial processing, and reasoning. These tests are not only done in schools but other places as well such as the United States Military (Stough, 2015).
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Intelligent quotient tests today consist of questions or a series of tasks that may require hand-eye coordination. Some of the tests are timed and others permit guesswork if a child is unable to answer. After the questions have been answered, they are compared to the outcome of tests done by other students. The score obtained is normalized and the final score is the intelligence quotient of the student.
Whether a test is culturally biased is depended on the type of test chosen for children to take part in. The test differ significantly in their structure and content which makes them susceptible to biases. The Stanford-Binet test, for example, includes culturally relevant questions and therefore it is best suited to foretell the performance of students in a school system from a particular culture. The Wechsler test, on the other hand, is less culturally biased because it contains questions that are meant to reflect the various domains of capabilities in the children. These domains include working memories, processing speed and verbal comprehension (Matzel & Sauce, 2017). These tests may be considered biased but will still return the expected outcome depending on the test selected.
IQ tests have their limitations and negative effects. The major limitation if IQ tests is the fact that these tests will never be able to cover all the intelligence that children have. The extent to which a brain works is unknown and therefore, it will be hard to determine the exact IQ of students. The children may answer the questions under stress and duress which can make them fail in it. Students who discover they have lower IQ can get discouraged with school and choose to give up or act out, which neither is healthy.
The school will administer intelligence testing to its students. One of the reasons which led to the making of this decision was that the tests will allow teachers to be able to identify students who need extra help when it comes to learning. IQ testing will also allow the teachers to identify conditions such as dyslexia and Attention Deficit/Hyperactivity Disorder.
The intelligence of children should be tested. This is important because it will allow teachers and parents to understand the level of intelligence of each student and how to properly attend to them. Expectations will be set according to how much a child can achieve and deliver. The tests will make students work to the best of their ability within their capacities, discover who they are and where they will fit in the society.
References
Bhinde, A., M., Patalia, A., and Joshi, S., (2015). Factors Affecting the IQ of Children – A Survey Study. The Journal of Research and Education in Indian Medicine Vol. XXI .
Matzel, L., D. & Sauce, B., (2017). IQ (The Intelligence Quotient). Rutgers University, Piscataway, NJ, USA. Springer International Publishing.
Plomin, R., & Von Stumm, S. (2018). The new genetics of intelligence. Nature Reviews Genetics , 19 (3), 148.
Stough, C., (2015). World Economic Forum: How Has Intelligence Testing Changed Throughout History? The Swinburne University of Technology.
