Many parents enquire about having their child's IQ tested. This can be helpful, but is by no means always necessary. The following notes are offered by way of clarification.

The measurement of 'intelligence’ was developed in the early years of this century in the hope of discovering an objective method of assessing the potential and capability of individuals in certain mental tasks, often based on 'problem solving'. It was never quite clear, however, exactly what mental capacities were being measured. Arguments have raged over what precisely was meant by 'intelligence', a concept which is a good deal more complex than ‘height' or 'weight'.

It is absolutely clear that something is being measured by IQ assessment, and that this component or constituent of a person's make-up is important. However, high IQ scores don't always indicate 'presence of mind', 'practicality' or such human qualities.

A high IQ rating s then, is one indicator of high ability. If a child obtains an IQ score of 135+ ( some tests produce numbers much in excess of this figure), then s/he certainly has exceptionally high capacity for mental achievement, and if s/he is underachieving, steps need to be taken. On the other hand, if a bright child doesn't reach the 120-135 level on most tests, this does not necessarily mean you are mistaken in thinking s/he is bright. IQ tests do not always make allowances for individual temperament, or pick out the 'divergent’ thinker. Nervous children, who don't enjoy examinations, can easily fail to do themselves justice.

If it is felt necessary to assess a child's capacity and attainment, we recommend that s/he be assessed by a qualified educational psychologist, who will use assessment methods more detailed than simple 'IQ tests' can be. Among the tests they might use would be the Wechsler Intelligence Scale for Children (WISC), the Stanford Binet, Terman Merrill and Raven's Progressive Matrices, with the Manchester University British Ability Scales. All these are ‘IQ’ tests, but the educational psychologist would also look at personality, creativity and other factors in order to get a rounded picture of the child.

Factors which influence the emergence of high ability and matching achievement are both hereditary and environmental. The child's own inner confidence is vital to the process. Many children at all levels fail to achieve their potential; almost all can do useful work when they acquire the confidence and the parental and school backing. High ability children who are underachieving may be given a much-needed boost by realising their potential, set down on paper in the form of an IQ rating.

There has once again, recently, been controversy about the precise meaning of intelligence tests. We should make it clear that they do not specially favour boys or girls, any particular race or social group; but they do assume some normal experience in children and some may not be totally applicable if there is a specific language mismatch, such as a child being brought up in a different language from that of the test.

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