IQ test results often decide whether a child will be provided with special educational services, such as gifted programs, at school. However, there exists an opinion that the intelligence test scores do not reflect giftedness objectively.
The Meaning of IQ Test Scores
The focus of IQ tests is mostly on memory and analytical skills. The main purpose of the tests is assessing what psychologists consider intelligence. In particular, the intelligence test measures rational intelligence, which is divided into 3 types:
- verbal (linguistic) intelligence
- logical (mathematical) intelligence
- visual (spatial) intelligence
These are the skills people use to deal with logical or strategic problems.
So, an IQ test score shows the level of intellectual giftedness and how well these specific intellectual abilities are developed. Therefore, the result of the child’s development is assessed, not the potential.
The Abilities that are not Assessed by IQ Tests
An intelligence test cannot measure the following types of intelligence:
- bodily (kinesthetic) intelligence
- musical intelligence
- interpersonal intelligence
- intrapersonal intelligence
- emotional and spiritual intelligence
Based on the results of multiple studies, Lewis Terman, a designer of one of the first intelligence tests, concluded that IQ tests do not objectively reflect the level of giftedness. The scientist stresses that above average achievements are greatly influenced by individual personality factors, which cannot be measured. They include social and emotional maturity, motivation level, and a drive for success.
IQ test results do not reflect creative abilities, artistic talents, and motivation that are often the attributes of gifted and talented children. As a result, a gifted child may get an average intelligence test score, remain overlooked and unrecognized, and have to study together with average kids. Consequently, the potential is not developed.
Recognizing Gifted Children that Have Average IQ Test Scores
Paul Witty, an author of multiple works on assessing giftedness, believes that not only high intellectual, but also social, artistic, leadership, and any other remarkable and potentially valuable for the society abilities should be viewed as a sign of giftedness.
The 1972 Marland Report to the Congress identifies gifted children as those who possess one of the following attributes:
- remarkable general abilities
- academic success
- creative or productive thinking
- bright leadership abilities
- superiority in visual or performing arts
- above average psychomotor ability
In general, gifted children show above average performance and accomplishments when compared to those of their classmates. So, though IQ testing is one of the ways to recognize gifted and talented children, alternative options should be used as well in order for the children gifted in specific areas to be recognized too.
An average IQ test score does not mean that the child is not gifted, since the specific abilities of a talented child may not be measured by the test. If not identified by the intelligence test, the child’s giftedness may be recognized through observing his or her behavior, class work, and social activity.
Those, who found this article useful, may also be interested in reading about Identifying Gifted and Talented Children.
Sources:
Carpenter, Mackenzie. “The IQ factor: Despite advances in defining gifted children, intelligence testing still plays a large role”. Post-Gazette.com. Pittsburgh, PA: PG Publishing, 2001.
Hall, April. “What does an IQ test measure?” Catalogs.com.
Marland, Sydney Jr. Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education. Washington, DC: U.S. Government Printing Office, 1972.
Alla Kondrat - Alla Kondrat+ is a Feng Shui topic editor at Suite101.com, as well as a full time freelance writer and translator (Russian and Ukrainian). ...
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