Assessment works to give us feedback on the teaching learning process and whether or not it is effective. To be able to get desired outcomes from the teaching learning process, we need to design an Intelligence quotient (IQ) test that will not assess the learning outcomes but rather assess the learners general abilities (GA) to predetermine their IQ levels and the likely educational programmes or interventions that can best suit them for better outcomes Without this kind of assessment, we will be kind of driving a vehicle without a steering.
Assessment gives the education stakeholders a direction and guide to aid the entire process- to focus on the desired results. Having seen how assessment is essential then we will be justified to posit that we need effective and efficient assessment instruments to get a more refined direction and guide in the teaching-learning process. Designing a GA IQ test will numerically reveal to us the intelligence levels of the learners thus giving us a foundation for effectively handling students taking care of their IQ differences.
Introduction Designing an assessment tool is not as easy as we may think. It requires that any tool we design meets and/or surpasses the standards for psychological test instruments. (Hastings, 1981). In this report, we are going to see how to choose design and use an assessment tool for IQ testing. We are going to be concerned with determining the GA IQ of elementary school students and how this understanding will enhance the learning and teaching of elementary school students.
Our concern is to design an assessment tool that will not only tell us the GA IQ of each learner who takes it but also be helpful in our effort to provide for individual differences in class and overcome this very barrier of individual IQ differences. This tool is going to be helpful to both teachers and learners. The teachers will be informed of the IQ differences of their learners and use this knowledge as an opportunity to design programmes, instructional materials, and methods of teaching that cater for the various IQ clusters of learners. Background There is a whole range of tests that can be used in psychology.
These tests include personality test, neuropsychological tests, and IQ tests. Intelligence quotient reflects a person mental abilities as it compares to a norm group. The formula for calculating IQ is IQ = M. A x 100 CA In an IQ test, a series of tasks are prepared and presented to the person being evaluated, and the persons responses are graded according to prescribed guidelines. The results are compiled and compared to the results of a norm group. This norm group is composed of people or individuals at the same age and/or grade level as the one being evaluated.
An IQ of 100 is considered average. The following is a classification of the IQ score. Wechsler Tests classification 130 and above very superior 120-129 superior 110-119 High average 90-109 Average 80-89 Low average 70-79 Borderline 69 and below intellectual deficient It is important to make a distinction between IQ tests and achievement tests. While IQ tests measure a persons mental abilities relative to that of people in the same age or grade (competence) achievement tests measure ones acquired knowledge. A number of factors are thought by researchers to affect human IQ.
These factors include parenting, socio-economic status, environmental factors, school attendance, health and nutrition. A study by James R. Flynn (1994) discovered that IQ scores increase from one generation to the next. This phenomenon is called the Flynn Effect. This also affects IQ Determining the learners IQ is a vital part of learning since it enables the teacher, parent and learner to set realistic and attainable goals. This paper is going to explore how to design an instrument called General Ability Intelligence Test (GAIT).
The instrument seeks to test the general ability IQ of the learners in the four major learning areas since this forms the foundation for learning. Once the foundation is firm, then the building can stand and withstand. GAIT is designed to give the learner appropriate educational experiences and interventions from the early age so that they can optimize benefits from the learning process. Most IQ tests focus on skills and abilities that are not primary to learning. GAIT gives the other tests a ground upon which they can stand and build. Definition of terms
Assessment: it is about determining students intelligence and achievement. It helps to determine how effective the teaching-learning process is. I. Q: this is an abbreviated form of intelligence Quotient. The illustrated Oxford Dictionary defines IQ as the number denoting the ratio of a persons intelligence to the statistical norm, 100 being average. It can also be defined as a persons mental ability relative to a norm group. Intelligence: is the understanding or quickness to understand but does not entail acquired knowledge. Intelligence test: is a test designed to measure intelligence (competence not performance)
Instrument: this is a tool used for psychological assessment. Psychometrics: this is the technical term behind the science of psychological testing Psychological assessment: it is a process that integrates information from various sources such as medical and educational history, personal interviews and psychological tests. This information is then synthesized and interpreted for the benefit of the assessed Norm-referenced: this is a kind of test where the responses (results) of an individual are compared to a group that is at the same grade and/or age.