Binet’s scoring technique thus defined intelligence as a developmental rather than as s static concept.
In 1911, shortly before Binet’s untimely passing, a second and final revision of the Binet-Simon test was published. This test was a further refinement of the
original scale, again substituting new items that had shown low validity. And in 1916, an American psychologist, Lewis M. Terman, of Standford
University, published an American revision of the Binet test. Terman’s test was standardized on American children and introduced so many new items that it was
virtually a new test. He called it the Standford-Binet test, and this test soon
became immensely popular in this country. Terman adopted William Stern’s method for comparing mental age and chronological age number of years since
birth for use with the translated and revised Binet test. In scoring the test,
Terman introduced to America the concept of the intelligence quotient or IQ.
IQ was determined by dividing mental age MA by chronological age CA and multiplying by 100 to get the rid of decimal points. Thus,
MA IQ = ------- × 100
CA
Mental Age MA: age level at which a person performs on an IQ test; used in comparison chronological age to determine IQ.
Chronological Age CA: refers to how old person is; used in comparison to mental age to determine IQ.
3. Intelligence Quotient Score
IQ Supposedly, it is a score that tells one how “bright” a person is compared to other people. The average IQ is by definition 100; scores above 100 indicate a
higher than average IQ and scores below 100 indicate a lower that average IQ.
The table below describe the descriptive classifications of intelligence Quotients.
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http:www.audiblox.comiq_scores.htm
Table 2.2 Classification of IQ
IQ Description
130+ Very superior
120-129
Superior
110-119 High average
90-109 Average
80-89 Low average
70-79 Borderline
Below 70 Extremely low
Apparently, the IQ gives a good indication of the occupational group that a person will end up in, though not of course the specific occupation. In their book,
Know Your Child’s IQ, Glen Wilson and Diana Grylls outline occupations typical of various IQ levels:
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Table 2.3 Occupations Typical of Various IQ levels
140 Top Civil Servants; Professors and Research Scientists.
130 Physicians and Surgeons; Lawyers; Engineers Civil and Mechanical.
120 School Teachers; Pharmacists; Accountants; Nurses; Stenographers;
Managers. 110
Foremen; Clerks; Telephone Operators; Salesmen; Policemen; Electricians.
100+ Machine Operators; Shopkeepers; Butchers; Welders; Sheet Metal Workers.
100- Warehousemen; Carpenters; Cooks and Bakers; Small Farmers; Truck
and Van Drivers. 90
Laborers; Gardeners; Upholsterers; Farmhands; Miners; Factory Packers and Sorters.
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http:www.audiblox.comiq_scores.htm
It should be noted, of course, that there are many important psychological functions that intelligence test have never undertaken to measure. Mechanical,
function, motor, musical and artistic aptitudes are obvious examples. Motivational, emotional, and attitudinal variables are important determiners of
achievement in all areas.
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4. The strength and weakness of IQ score
However IQ score have some strengths and weakness, it can’t 100 percent true to measure or predict someone intelligence. Here more detail.
The main strengths of IQ tests are as follow:
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1. They produce pretty reliable results. 2. Whichever IQ test is used, it turns out that score on all the subtest, although
their various items seem so different, show positive correlations with one another.
3. Scores on subtests tend to cluster together in groups, which seem to be tapping recognizable abilities ‘factors’.
4. The tests do manage to assess abilities that most people associate with the term ‘intelligence’.
5. The tests predict academic achievement quite well with typical correlations between +0.5 and +0.8.
And the main weaknesses of these same tests, from a teacher’s point of view: 1. Although the results are stable when one looks at large groups of people, any
individual child will on a given day produce one score, which is only a sample of her intelligent behaviour.
2. Although one does indeed obtain a profile of scores for a child, across the range of subtests, the profile is not terribly informative.
3. There is more basic objection to calling these tests evaluations of human intelligence.
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Anne Anastasi Susana Urbina, Psychological Testing, 7
th
ed, New Jersey: Prentice Hall, 1997, p.296
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Richard Fox, Teaching Learning: Lesson from Pssychology, United Kingdom: Blackwell Publishing, 2005, pp.185-187
4. One can argue that the cultural effects of the tests are generally malign. 5. Another argument often launched against IQ tests is that they are culturally
unfair. IQ scores are used in many contexts: as predictors of education achievement
or special needs, by social scientists who study the distribution of IQ scores in populations and the relationships between IQ score and other variables, and as
predictors of job performance and income. Actually intelligence tests is purposed to measure the potential of someone intelligence, how far heshe can take up
formal education. The result of IQ can be changed, especially in kid and adult. The highest
score is reached in adult age and back down toward old age, even though there are some researcher were defined that the increasing of IQ score more influenced
by the increasing of physic ability in doing the tests than the increasing of intelligence level.
5. The Wechsler Tests
