This paper explains that, while no consensus prevails about what such intelligence tests actually measure, their use in education has had great practical value to teachers in assigning children to suitable class groups and in predicting academic performance. The author points out that this lack of a consensus on what IQ tests actually measure is perhaps the most potent argument against the custom essays writing service
attempt to define intelligence as something quantitatively measurable at all. The paper concludes that the subjectivity and dangers of labeling within IQ write essay university level
tests are so great that these tests should not be given in schools. Table of Contents Why IQ Tests Should Be Given in Schools? Why IQ Tests Should Not Be Given in Schools?
From the Paper:
"Although there remains a strong tendency to view intelligence as a purely intellectual or cognitive function, considerable evidence suggests that intelligence has many facets. Early investigations into intelligence assumed that there was one underlying general factor at its base. This was later known as "the g-factor" a factor hotly disputed by researchers such as Howard Gardner at Harvard, who formulated a theory of multiple human intelligences, many of which, such as kinesthetic or bodily intelligence, or musical intelligence, are often not measured or tested within conventional academic settings. Even later defenders of the g-factor admitted that intelligence could not be determined by such a simplistic method in such a unitary fashion."
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