One of the most significant criteria in making a diagnosis to an individual as his education stopped is the IQ quiz or test. The chief objective of these tests is to gauge an individual’s cognitive domain or intelligence, which theoretically indicates his potential. However, controversies, as to the origin of these tests and as to whether or not these really measure a person’s potential, still exist.

During 1904 in France, the method of intelligence testing started after the psychologist named Alfred Binet was duly tasked by the French government to search for a system of differentiating children who were normal and those who were inferior with respect to their cognitive domain. The goal of this was to place those intellectually inferior children into academic institutions where they would be given special individual attention. In this manner, the possible interference these children may cause in the learning of the intellectually normal children could be accordingly prevented.

These findings had led to the growth of the Binet Scale, also is recognized as the Simon-Binet Scale in acknowledgment of the assistance of Theophile Simon in the improvement of the said scale. This scale signified a ground-breaking method of evaluating the mental capability of the individual. Nonetheless, Binet warned himself against the wrongly usage of the scale or misapprehension of its implications. As maintained by Binet, the scale was deliberately designed purposely to operate as a guide of identifying children who truly needed special education.

Moreover, its objective was not to be employed as a tool for ranking students according to their mental capability. In addition to that, Binet remarked that the scale does not allow the appraisal of intelligence seeing that intellectual qualities are indeed not quantifiable, and thereby cannot be calculated as linear surfaces are gauged. Given that intelligence, according to Binet, could not be depicted as a definite score, otherwise the usage of IQ as a specific account of an individual’s intellectual capacity would then be a grave error. In addition to that, what Binet greatly feared was that the measurement of IQ would be inappropriately used to condemn a person to an undeviating “state” of idiocy or even imbecility, thus affecting negatively his learning and work.

Furthermore, the Binet Scale had a weighty influence on the educational development particularly in the United States and to other places as well. On the other hand, both the American psychologists and educators who had advocated and had employed the Binet Scale and its modifications failed to pay attention to Binet’s warnings with regard to the scale’s limitations. Almost immediately, the method of intelligence testing began to have a significance and name out of part to its real value.

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If a test or quiz on Intelligence Quotient is accordingly intended to appraise the intelligence of an individual, still one significant question remains: What actually is intelligence? Does this refer to the capability to perform well in school? Or does this simply refer to the competence of an individual to read well, write eloquently, and spell correctly?

Controversies as to the exact definition of the word ‘intelligence’ are yet to be resolved. And although there are definitions of the said word as provided by dictionaries, still the question lies in the morass of obscurity seeing that the word intelligence has never been sufficiently and properly delineated and for that reason no one really knows what an IQ quiz or test is assumed to appraise. On the other hand, even if there is an insufficiency of defining the said term, but still the future of a number of children are utterly determined by the outcomes of this IQ test or quiz.

Previously, during the early 1920s, the renowned correspondent named Walter Lippmann firmly argued that IQ quiz or tests were actually nothing but a sequence of stunts or aerobatics because according to him one cannot really and exactly quantify the intelligence of an individual especially when the term itself has not yet been clearly defined.

However, during the year 1962, Banesh Hoffman revealed something that stunned the American people about the “tyranny of testing” which he further elucidated in his classic book of the same title. This particular book, and also his other scholarly writings that followed, drastically stirred up numerous controversy, which had led the National Education Association around 1976 to highly suggest for the abolition of taking group standardized intelligence tests, aptitude tests, and even achievement tests.

Furthermore, the National Education Association (NEA), having a huge number of members of roughly two million teachers, has called out for the elimination of standardized intelligence tests seeing that these are at their best, inefficient, and at their worst, detrimental.

In the present day, voices calling out for the abolition of standardized tests are not so many. One of these advocates is Linda S. Siegel, a professor in the Department of Special Education and Educational Psychology at the University of British Columbia in Canada. Siegel strongly proposes the abandonment of the IQ test in analyzing the Learning Development or LD of a child.

Based on a good number of definitions, intelligence consists of skills than include problem solving, critical thinking, logical reasoning, and adaptation. This set-up appears undeniably impeccable and reasonable, not until somebody thoroughly scrutinizes the contents of IQ tests or IQ quizzes. As operationally used, the definition of intelligence virtually includes no skills which may be intrinsically identified the strict definitions of intelligence.

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