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Essay / Research Paper Abstract
This 4-page paper discusses the pros and cons of intelligence testing in schools. Three arguments for and three arguments against are presented as to why intelligent testing should and should not be implemented in schools. There are 3 sources cited.
Page Count:
5 pages (~225 words per page)
File: PG56_GPAintelligence.rtf
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Unformatted sample text from the term paper:
uses a different scale so the numbers could obviously vary from one exam to the other. Typically, a score of 100 is considered average. The higher one goes the more
intelligent they are deemed to be. Yet despite this variance in tests and scores, many argue that IQ tests should be used in schools because they can help determine if
appropriate educational placements need to be allocated, if testing accommodations need to be implemented and if individual lesson plans need to be constructed for these particular students. In contrast, many
claim that IQ tests should not be used to measure a students intelligence because there are so many different tests and the results may vary. In addition, there is extensive
criticism that intelligence cannot be quantified and giving a child a number based on his or her intelligence is utter foolishness. Lastly, most people believe children should be tested on
the subjects they learn in school like Math, English and Science rather than using a standardized test that asks obscure questions and formulates some arbitrary number. Both sides make valid
arguments and this essay will dissect each one individually. First, the argument that IQ tests should be used in schools because they help determine if appropriate educational placement needs to
be arranged is one that is still being fought today. For example, if a student scores extremely high on an IQ test, well above average, then the administration should consider
putting him in an advanced or gifted program with children who are also as advanced. Studies have shown that children placed in gifted classes work well with each other and
stimulate one another intellectually (Silverman and Leviton 1991). At the same time, those that score low may need to be placed in special needs programs with other children, so they
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