Verbal subtests measure vocabulary, arithmetic reasoning, general information, abstract reasoning, and common sense comprehension. These tests are divided into ten to twelve subtests (depending on the level) that measure separate abilities. The most frequently used individual IQ tests in schools are the Wechsler Intelligence Scales. IQ tests give reasonably effective results for children from about age four however, scores are less reliable for preschool children than for school-age children. The only purpose for having children tested as early as age four is if parents believe their children are unusual. If children are spontaneously reading or have mastered math concepts very early, an IQ test can be used to help consider early entrance into school or appropriate educational curriculum. If children seem to be struggling with early home learning, the IQ test can help decide whether they need special preschool programs. Individual IQ tests administered by a psychologist are much more reliable than group tests, but even the latter can provide helpful information. The results also help to identify strengths and weaknesses in children's learning styles. Although the tests are often referred to as intelligence tests, educators now realize that they measure only some kinds of intelligence, and that scores are affected by cultural environments and learning as well as the individual's inherent intelligence.ĭespite the many limitations of IQ tests, they're still helpful when used cautiously to predict how well children will perform in various educational environments. IQ tests have been changed and revised many times since Binet's first tests, and educators have become much more sophisticated in their use. The initials IQ stand for Intelligence Quotient. The term came from tests that were initially created in 1905 by Alfred Binet for the purpose of determining whether children were sufficiently intelligent to benefit from schooling. Binet devised a series of tests for each year of child development to calculate children's mental ages compared to their chrono-logical ages. He multiplied the final score by 100 to arrive at what is called the "intelligence quotient." Thus, children with IQ scores of 100 were considered of average intelligence, those with scores less than 100 were below average, and those greater than 100 were considered above average.Ĭategories of scores were established and given names, varying from "imbecile" to "genius," and scores were used to make predictions about children's learning abilities. Many parents are confused about IQ testing.
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