Intelligence testing began in 1904, when A.Binet tried to find a method to differentiate between children who were intellectually normal and those who were inferior. The purpose was to put the latter into special schools where they would receive more individual attention. In this way the disruption they caused in the education of intellectually normal children could be avoided. Working with groups of average students and groups of mentally handicapped students, Binet discovered certain tasks that average students could handle but handicapped students could not. Binet calculated the normal abilities for students at each age, and could pinpoint how many years a student's mental age was above or below the norm.
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The Paris educational authorities came across Binet's work and asked him to devise a test that could be used to separate normal children from special needs students. Just before World War I, W.Stern suggested a better way of expressing results than by mental age. In 1917 Binet's original tests were designed to be administered to children on an individual basis. Soon many schools began testing programs. Practically every school system in America began some sort of intelligence scoring program. While many of pioneers of intelligence testing have called for the removal of intelligence testing from schools, the American education system embraces IQ testing as a quick way to rate student ability. In 1983, Howard Gardner argued that "reason, intelligence, logic and knowledge are not synonymous", setting forth a theory of multiple intelligences. Gardner defined seven distinct intelligences: logical-mathematical, linguistic, spatial, musical, bodily kinesthetic, interpersonal and intrapersonal intelligences.
Is important to recognized that children are the most important asset. Humanity seeks through various projects to develop the skills of gifted children within their respective countries. Administering child IQ tests can be of use for parents and teachers. The labels that result from these child IQ tests can damage children's egos and create a poor self-confidence when it comes to school work. Children can be cruel to each other, and if another student learns a child's IQ test score, they can hold it over their head. Cultivate desired capabilities and talents in children, approach a new concept in a variety of different ways, and personalize child's education by taking the results and their differences seriously. By understanding a student's strengths, parents can design supplemental lessons that use these intelligences to explain a concept that the student is failing to understand. As one can see, understanding these intelligences is far more effective than solely knowing a child's IQ. Having a high IQ does not mean that a child will reach his or her potential. If an intelligence test is used as part of a process for identifying gifted children it will provide only one piece of information. The full identification process should enhance understanding of the child. The patterns of strengths and weaknesses on an IQ child test convey more individualized information than the Full-scale score. Other data collected the process of screening for identification and placement may provide even more valuable information on educational needs.
Children should be well-rested and free from distraction while taking the test. They should be well motivated, taking the test because they want to. For children 8 and younger very close adult supervision is expected while the child is reading and completing the test items. The child should read the questions out loud to the adult. The adult should not coach regarding which answer to choose but simply make sure that the child is taking the test carefully. This supervision is necessary to help assure reliable test score results.