Background
Intelligence tests represent a set of tasks developed to evaluate the ability to build abstractions, learn new things, and handle unexpected events. Higher-level capacities, including abstract reasoning, cognition, problem-solving, and judgment, the power to understand, expression of emotion, imagination, and adaptation to accommodate the environment’s expectations, have all been classified as intelligence (Irby and Floyd 1064). Scores on intelligence tests show a roughly “normal” distribution pattern, with most persons scoring towards the center of the curve and scores decreasing off fast in frequency outward from the curve’s center. Many distinct theoretical and research-based approaches have been proposed regarding measuring giftedness. However, some people have criticized the tests’ impact on students’ performance. Although intelligence tests have been used in education for decades to identify students’ giftedness and special needs, their validity and reliability are debatable.
Importance of the Research Topic
Every parent’s dream is to have intelligent children capable of handling society’s problems. The research on intelligence tests in education is crucial for understanding their implications on students (Kranzler et al. 445). It addresses the errors in performance analysis and aids in the formulation of viable solutions. Society needs to understand whether intelligence tests help students in their cognitive development or hinder them from reaching their potential. Scholars, educators, and children support services can gain valuable insight from this research to aid them in developing effective measures for assessment and support (Oak et al. 680). In essence, this research is vital in exposing the gaps in evaluating students’ capacities through intelligence tests and providing practical solutions. Three journals, Contemporary School Psychology, Psychology in the Schools, and the Journal of Psychoeducational Assessment will be used in this research.
Works Cited
Irby, Sarah M., and Randy G. Floyd. “The Exchangeability of Brief Intelligence Tests for Children with Intellectual Giftedness: Illuminating Error Variance Components’ Influence on IQs.” Psychology in the Schools, vol 54, no. 9, 2017, pp. 1064-1078. Wiley, Web.
Kranzler, John H. et al. “How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities?” Contemporary School Psychology, vol 24, no. 4, 2020, pp. 445-456, Web.
Oak, Erika, et al. “Wechsler Administration and Scoring Errors Made by Graduate Students and School Psychologists.” Journal of Psychoeducational Assessment, vol. 37, no. 6, Sept. 2019, pp. 679–691, Web.