Essential Uses of Intelligence Test are given below:
1. Classification or Grouping pupils for school work:
A teacher can use the intelligence tests together with all other information available about the child to place him with others of his ability in smaller groups, the composition of which will vary from subject to subject and from time to time.
Students may be classified not according to C.A. but M.A.
2. For diagnosing disabilities in school subjects:
We can compare the score representing in a school subject and the mental age and find the retardation in the subject.
3. For determining the optimum level of work:
The primary aim of education is to assist each child to make the best possible use of all his capacities. It is a general measure of a pupil’s capacity to succeed in his school work. The mental age gives the mental level at which a child can be expected to work most efficiently in academic subjects.
4. Identification of intellectual deviations:
It is a problem to find who is bright and who is dull. This is to be found, otherwise a teacher may force adult child to do what is beyond his capacity, or fail to assist the gifted to make use of his exceptionally great capacity. So the extreme cases are to be discovered.
The very dull child is likely to be recognised sooner or later as also the gifted. One of the most important problems is giving education coping with mentally defective and identifying and cultivating the potential capacity for leadership which gifted children have.
5. Educational and Vocational guidance:
The fact that intelligence is positively related to vocational competence and to attainments in college work has definite practical implications. The educational or vocational counselor can use the score on the intelligence test along with other data to predict a pupil’s success in college or in many vocations. Though vocational success depends upon other factors as well: health, persistence, interest and aptitudes, but intelligence is a potent factor.
6. Estimating the range of abilities in a class:
The teacher can note the range of ability in the class. A group may contain neither very bright, nor very dull. In others the range may be very large. This gives teacher a difficult task in adjusting assignments, methods of instruction. Achievements tests are, therefore, supplemented by intelligence tests to find the range.
7. Determining the level of ability:
In a class or school, the abilities of different teachers can be appraised in terms of the average attainments of their respective classes when these are made equal in the level of intelligence. Similarly comparisons of schools can be made only when the levels of ability of the students of the two schools are also determined.
8. Measuring special abilities:
Aptitude tests can predict the ability to achieve in music, art and various mechanical and social lines.
9. Predicting success in particular Academic Subjects:
Readiness and prognoses tests have been designed to give a high prediction of success in specific subjects, and provide useful basis for the selection of courses. Intelligence tests do not help here much, as there is no fair degree of correlation between various subjects and I.Q.
10. Diagnosing Subject-Matter Difficulties:
At the elementary school level when a child has little choice of subjects, the readiness test is valuable as a diagnosis. It gives the teacher information about the areas in which the child needs more training.
11. Combination of all informates for Educational Guidance:
The teacher and counselor should get as much information as possible about the pupil. The prognosis test will be very valuable in predicting success in particular subjects, and when combined with intelligence test will be even more effective. The use of achievement test will increase the reliability of the prediction.
Intelligence test results can be pooled and utilised for research purposes.
In the school children are chosen for various purposes and activities through intelligence tests.
14. Guidance and Organisation of Learning activity.
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