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What can you all tell me about IQ testing?
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<blockquote data-quote="susiestar" data-source="post: 352672" data-attributes="member: 1233"><p>Many people attach a LOT of importance to IQ around here. i know moms who brag about it, and a few who actually try to teach their children to get higher scores. They are quite competitive with each other as to who's child is highest and what area he is highest in. I have seen their middle school age kids roll their eyes. </p><p></p><p>IQ and other standardized tests do provide info that can be useful. It does NOT predict sucess in later life, or even how well the child will do in school.</p><p></p><p>Years ago I was on a committee to revamp the way gifted kids were identified in the SD we lived in. One of the things I learned while doing research is that teachers are usually NOT the best predictor of "giftedness" of students. Among grade school kids the best predictors are kids. If you ask the kids who the smartest kids in the class are, they will be right over 85% of the time. Parents asked the same question about a child's class will be right about 70-75% of the time. Teachers, esp by the time kids are in 3rd grade, are right less than half the time.</p><p></p><p>Teachers tend to identify the child who sits in her desk, pays attention, follows all the instructions, maybe helps other students, and gets wonderful grades. This child may be gifted but the behaviors the teacher is using to evaluate that are NOT indicators of high IQ. It is the child who does NOT pay attention because he is bored, gets into all sorts of trouble no one ever thought existed, and who does NOT get grades because he does not finish the work or even doesn't do the work who is more often of high IQ. </p><p></p><p>Kids understand that the misbehaving child is bored and wants to see something interesting. teachers, and often parents, see those behaviors as a problem and they see being gifted as being a good thing, so a problem child is often not identified as being gifted. </p><p></p><p>I fought to get more interesting and challenging work for Wiz for many years. Worksheets are generally designed with easy questions at the top and harder ones at the end, esp in math. If Wiz could do the bottom row of problems easily and with-o istakes, why can he not do a different lesson, move ahead on his own? Their ever so logical, reasoned and intelligent(not!) answer: If we gave him the next grade up's work, what will we give him to do next year?</p><p></p><p>I actually had 3 different people, at different times tell me this. With a straight face. His teacher (taught Wiz in a combined 2nd-3rd gr class, Wiz was NOT allowed to do 3rd gr work though.) said it, her mentor teacher said it, and even the PRINCIPAL said it.</p><p></p><p>I offered to drive to the other elem school daily to pick up work for him. (this school was k-3 only).</p><p></p><p>They really were not amused by this. They were seriously worried about it. If they let him do fourth grade work in third grade, then what would he do during fourth grade? Even the superintendent thought it was a real problem. </p><p></p><p>We homeschooled the next few years until we moved out of the district. </p><p></p><p>Use the info to help you guide services to address what he needs help with. Ignore any inferences or statements that it means your son cannot do things. Let it help you to get supports, cause if he scores low then SURELY he really NEEDS the help of IEP supports, right?</p><p></p><p>Executive Function problems can alone cause very very low scores on IQ tests, by the way.</p></blockquote><p></p>
[QUOTE="susiestar, post: 352672, member: 1233"] Many people attach a LOT of importance to IQ around here. i know moms who brag about it, and a few who actually try to teach their children to get higher scores. They are quite competitive with each other as to who's child is highest and what area he is highest in. I have seen their middle school age kids roll their eyes. IQ and other standardized tests do provide info that can be useful. It does NOT predict sucess in later life, or even how well the child will do in school. Years ago I was on a committee to revamp the way gifted kids were identified in the SD we lived in. One of the things I learned while doing research is that teachers are usually NOT the best predictor of "giftedness" of students. Among grade school kids the best predictors are kids. If you ask the kids who the smartest kids in the class are, they will be right over 85% of the time. Parents asked the same question about a child's class will be right about 70-75% of the time. Teachers, esp by the time kids are in 3rd grade, are right less than half the time. Teachers tend to identify the child who sits in her desk, pays attention, follows all the instructions, maybe helps other students, and gets wonderful grades. This child may be gifted but the behaviors the teacher is using to evaluate that are NOT indicators of high IQ. It is the child who does NOT pay attention because he is bored, gets into all sorts of trouble no one ever thought existed, and who does NOT get grades because he does not finish the work or even doesn't do the work who is more often of high IQ. Kids understand that the misbehaving child is bored and wants to see something interesting. teachers, and often parents, see those behaviors as a problem and they see being gifted as being a good thing, so a problem child is often not identified as being gifted. I fought to get more interesting and challenging work for Wiz for many years. Worksheets are generally designed with easy questions at the top and harder ones at the end, esp in math. If Wiz could do the bottom row of problems easily and with-o istakes, why can he not do a different lesson, move ahead on his own? Their ever so logical, reasoned and intelligent(not!) answer: If we gave him the next grade up's work, what will we give him to do next year? I actually had 3 different people, at different times tell me this. With a straight face. His teacher (taught Wiz in a combined 2nd-3rd gr class, Wiz was NOT allowed to do 3rd gr work though.) said it, her mentor teacher said it, and even the PRINCIPAL said it. I offered to drive to the other elem school daily to pick up work for him. (this school was k-3 only). They really were not amused by this. They were seriously worried about it. If they let him do fourth grade work in third grade, then what would he do during fourth grade? Even the superintendent thought it was a real problem. We homeschooled the next few years until we moved out of the district. Use the info to help you guide services to address what he needs help with. Ignore any inferences or statements that it means your son cannot do things. Let it help you to get supports, cause if he scores low then SURELY he really NEEDS the help of IEP supports, right? Executive Function problems can alone cause very very low scores on IQ tests, by the way. [/QUOTE]
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