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dc.contributor.convenorQAGTC Inc.
dc.contributor.authorRonksley-Pavia, Michelle
dc.description.abstractIQ tests have long been utilised as a measure of ‘intelligence’ and in some cases as cut-off scores for entry into gifted programs. But what do these tests really assess? What are their limitations? This philosophical session will present an ephemeral overview of Intelligence Quotient testing and what IQ really represents. IQ specifically refers to an individual’s functioning on a diversity of cognitive tests explicitly intended to quantify ‘intelligence’. Usually, scores on IQ tests are well-correlated, suggestive of ‘a domain-general intellectual faculty’ or general intelligence. Empirical evidence strongly suggests that IQ scores frequently predict success in school however it is problematic to denote an IQ score as a learner’s potential to achieve and perform in all areas at school. Limited research exists to quantify this for twice-exceptional students (gifted with disabilities).
dc.publisherQueensland Association for Gifted & talented Children Inc.
dc.publisher.placeBrisbane, QLD
dc.relation.ispartofconferencenameNurturing Potential: Transforming giftedness into excellence
dc.relation.ispartofconferencetitleThe Functionality of IQ testing in the real world
dc.relation.ispartoflocationOur Lady's College, Annerley Brisbane, Q
dc.subject.fieldofresearchTeacher Education and Professional Development of Educators
dc.titleThe Functionality of IQ testing in the real world
dc.typeConference output
dc.type.descriptionE3 - Conferences (Extract Paper)
gro.facultyArts, Education and Law
gro.hasfulltextNo Full Text
gro.griffith.authorRonksley-Pavia, Michelle

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    Contains papers delivered by Griffith authors at national and international conferences.

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