IQ Testing Web Quest Project

1. IQ Testing Web Quest Project Sieta Achampong, Marisol Craig, Christy Gruver, Patty Hillery, Jill Machemer, Lori Stollar Summer 2010 Dr. McNiff – ED 503

2.  Definition What is intelligence? in∙tel∙li∙gence noun An inferred ability; a term or construct used to explain differences in present behavior and to predict difference in future behavior. "Intelligence is the  of overall capacity of an individual to understand and cope with the world around him" (David Weschler, 1974)

3.  Definition What is an intelligence quotient (IQ)? Intelligence Quotient is a score derived from one of several different standardized tests designed to assess intelligence.

4.  Definition Intelligence Quotient The average IQ score by definition is 100.  Scores above 100 indicate a higher than average IQ and scores below 100 indicate a lower than average IQ. Most scores do not go much below 50 or above 150.  Originally, an IQ score was used to detect persons of lower intelligence, and to detect children of lower intelligence in order to place them in special education programs. The first IQ tests were designed to compare a child's intelligence to what his or her intelligence "should be" as compared to the child's age.  (Mental age ÷ chronological age) × 100 Not only do we look at the intelligence levels of children, today we compare an adult's objective results to the objective results of other adults.  The IQ score is determined by how intelligent each test taker is compared to all other test takers, instead of comparing test takers to an arbitrary age related standard. http://www.iqtest.com/whatisaniqscore.html

5.  IQ Scores Intelligence Interval           Cognitive Designation 40 - 54                                 Severely challenged (<1% of test takers) 55 - 69                                 Challenged (2.3% of test takers) 70 - 84                                 Below average 85 - 114                               Average (68% of test takers) 115 - 129                             Above average 130 - 144                             Gifted (2.3% of test takers) 145 - 159                             Genius (Less than 1% of test takers) 160 - 175                             Extraordinary genius http://www.iqtest.com/faq.html#chart

6. Individuals who have made contributions the area of Intelligence testing • Alfred Binet • Theodore Simon • Lewis Terman • Charles Spearman • Howard Gardener Background of IQ Testing

7. What types of IQ are commonly used? • Kaufman Assessment Batter for Children-2 • Otis-Lennon School Ability Test-8 • Peabody Picture Vocabulary Test-IV • Stanford-Binet Intelligence Scale-5 • Wechsler Intelligence Scale for Children-IV • Woodcock-Johnson III Tests of Cognitive Ability Commonly Used IQ Tests

8. •The Wechsler Intelligence Scale for Children, Third Edition (WISC-III) and the Stanford-Binet, Fourth Edition (SB-IV) have been researched and analyzed to a great extent.   They have historically been fairly good predictors of school achievement. •These tests are highly reliable and they have been studied and refined over many years or decades with thousands of children. •Intelligence tests provide valuable information regarding a child's abilities and, despite some criticism, they are still widely used to make placement decisions for gifted, as well as learning disabled and intellectually challenged students. •They add a degree of accountability to the identification process. •Having one standardized score from a highly researched instrument may make decision-making an easier process. Cachek, G. (2004) The Role of Standardized Intelligence Measures in Testing for Giftedness. Retrieved from http://www.indiana.edu/~intell/giftednessTesting.shtml Benefits of IQ Testing

9.  •More research is needed to try to ensure that IQ and achievement tests are used to maximize learning opportunities for all students. •Despite all the controversy surrounding intelligence testing, few people would call for a wholesale abandonment of any form of testing under any circumstances. •More research is needed to try to ensure that tests are used to maximize learning opportunities for all students - rather than becoming an additional barrier to some children's achievement. American Psychological Association. (2004). Intelligence and Achievement Testing:  Is the Half-Full Glass Getting Fuller?  Retrieved from http://www.apa.org/research/action/intelligence-testing.aspx Benefits of IQ Testing

10. IQ can be more efficiently "measured" than scholastic achievement • IQ test can be used at the very beginning of Headstart, kindergarten, or first grade as a "pre-test" against which to assess "post-test" gains • IQ is known to predict scholastic performance better than any other single measurable attribute of a child   • If a child's IQ can be raised, academic achievement by and large will take care of itself (with normal motivation & standard instruction) Benefits of IQ Testing Jensen, A. (1969). Harvard Educational Review, Vol. 39, No. 1, 1-123.  Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.138.980&rep=rep1&type=pdf

11. Terman, Lewis (1877–1956)   • Tests could quickly determine, as early as age 6, not only how smart a student was but also his or her likely educational attainment and career prospects • Stanford-Binet Intelligence Scale Benefits of IQ Testing Ravitch, D. (2007). EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and         Jargon. Alexandria, VA: Association for Supervision and Curriculum                                    Development, 215. Gale Virtual Reference Library. Web. Retrieved on June 8, 2010.

12. It is not clear that test of IQ measure the same construct among people to whom the tests are applied (Sternberg et al., 2005). • The number of individuals identified varies greatly when a newly normed test is introduced, calling into questions the use of fixed IQ cutoff scores to determine eligibility for a Mentally Retardation diagnosis. (Kanaya, et al, 2003)   •                 Sternberg, R.J., Grigorenko, E.L., & Kidd, K.K. (2005).  Intelligence, Race, and Genetics. •                           American  Psychologist, 60(1), 46-59. doi: 10.1037/0003-066X.60.1.46 Challenges of IQ Testing

13. Challenges of IQ Testing "Intelligence testing has also been accused of unfairly stratifying test-takers by race, gender, class and culture; of minimizing the importance of creativity, character and practical know-how; and of propagating the idea that people are born with an unchangeable endowment of intellectual potential that determines their success in life." (Benson, 2003) Benson, E. (2003).  Intelligent intelligence testing:  Psychologists are broadening the             concept of intelligence and how to test it. Monitor, 34(2). Retreived from             http://www.apa.org/monitor/feb03/intelligent.aspx

14. Test developers assume that test takers have no linguistic barriers (or differences) that inhibit their performance on tests. • Test developers assume that the content of the test at any particular level is suitable and of nearly equal difficulty for test takers. • Test developers assume that test takers are familiar with or have the test sophistication for taking standardized tests. • Test developers assume that test takers are properly motivated to do well on the test. • Test developers assume that test takers do not have strong negative psychological reactions to testing. Challenges of IQ Testing Ford,D. (2005). Intelligence testing and cultural diversity: Pitfalls and promises. National Research Center on the Gifted and Talented. Retrieved from www. gifted.uconn.edu/nrcgt/newsletter/winter05/winter052.html

15. Disembedded Thought • Term coined by Margaret Donaldson • Thought takes place in a contextual vacuum • Answering what appear to be meaningless questions and rejected by people of many cultures, by most young children, and by many people with different "cognitive styles."   • Many others will spend their creative energies not at solving the problem, but at trying to figure out why you would ask such a strange question to begin with.  Challenges of IQ Testing Boeree, C.G.(2003).Intelligence and iq. Shippensbrg University.Retrieved from http://webspace.ship.edu/cgboer/intelligence.html

16. Intelligence tests are excellent predictors of academic achievement and provide an outline of a person's mental strengths and weaknesses. Many times the scores have revealed talents in many people, which have led to an improvement in their educational opportunities. Teachers, parents, and psychologists are able to devise individual curricula that match a person's level of development and expectations. But intelligence tests have serious shortcomings. Many intelligence tests produce a single score which is inadequate in explaining the multidimensional aspects of intelligence including a person's everyday functioning, social knowledge, mechanical skills, and/or creativity. Another problem with a single score is the fact that individuals with similar intelligence scores can vary greatly in their expression of these talents. Intelligence tests only measure a sample of behaviors or situations in which intelligent behavior is revealed. The formats of many intelligence tests do not capture the complexity and immediacy of real-life situations. http://www.minddisorders.com/Flu-Inv/Intelligence-tests.html Conclusions

17. American Psychological Association. (2004). Intelligence and Achievement Testing:  Is the Half-Full Glass Getting Fuller?  Retrieved from http://www.apa.org/research/action/intelligence-testing.aspx Benson, E. (2003).  Intelligent intelligence testing:  Psychologists are broadening theconcept of intelligence and how to test it. Monitor, 34(2). Retreived from http://www.apa.org/monitor/feb03/ intelligent.aspx Binet, A., Simon, T., The Development of Intelligence in Children, Reprint 1983. Ayer Company, Salem, New Hampshire. Boeree, C.G.(2003).Intelligence and IQ. Shippensbrg University. Retrieved from http://webspace.ship.edu/cgboer/intelligence.html Cachek, G. (2004) The Role of Standardized Intelligence Measures in Testing for Giftedness. Retrieved from http://www.indiana.edu/~intell/giftednessTesting.shtml Ford,D. (2005). Intelligence testing and cultural diversity: Pitfalls and promises. National Research Center on the Gifted and Talented. Retrieved from www. gifted.uconn.edu/nrcgt/newsletter/winter05/ winter052.html Bibliography

18. Jensen, A. (1969). Harvard Educational Review, Vol. 39, No. 1, 1-123.  Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.138.980&rep=rep1&type=pdf Kanaya, T., Scullin, M.H., & Ceci, S.J. (2003). The Flynn effect and U.S. policies: The impact of rising IQ scores on American society via mental retardation diagnoses. American Psychologist, 58(10), 778-790. doi: 10.1037/0003-066X.58.10.778. Plucker, J. A. (Ed.). (2003). Human intelligence: Historical influences, current controversies, teaching resources. Retrieved [May 30, 2010], from http://www.indiana.edu/~intell Ravitch, D. (2007). EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: Association for Supervision and Curriculum Development, 215. Gale Virtual Reference Library. Web. Retrieved on June 8, 2010. Sternberg, R.J., Grigorenko, E.L., & Kidd, K.K. (2005).  Intelligence, Race, and Genetics. American  Psychologist, 60(1), 46-59. doi: 10.1037/0003-066X.60.1.46 Bibliography