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Asking students to demonstrate their understanding of the subject matter is critical to the learning process; it is essential to evaluate whether the educational goals and standards of the lessons are being met. From Edutopia.org’s Assessment Professional Development Guide.

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Diagnostic, Formative, Summative

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When you hear the word assessment, do you automatically think "tests"? While it's true that tests are one kind of assessment, they're not the only way teachers evaluate student progress. In fact, there are three general types of assessments: diagnostic, formative, and summative. These take place throughout the learning process, helping students and teachers gauge learning.

Within those three broad categories, you'll find other types of assessment, such as ipsative, norm-referenced, and criterion-referenced. Here's an overview of all these assessment types, plus how and when to use them effectively.

Source: St. Paul American School

Diagnostic Assessments

Source: Alyssa Teaches

Diagnostic assessments are used before learning, to determine what students already do and do not know. This often refers to pre-tests and other activities students attempt at the beginning of a unit.

How To Use Diagnostic Assessments

When giving diagnostic assessments, it's important to remind students these won't affect their overall grade. Instead, it's a way for them to find out what they'll be learning in an upcoming lesson or unit. It can also help them understand their own strengths and weaknesses, so they can ask for help when they need it.

Teachers can use results to understand what students already know, and adapt their lesson plans accordingly. There's no point in over-teaching a concept students have already mastered. On the other hand, a diagnostic assessment can also help highlight expected pre-knowledge that may be missing.

For instance, a teacher might assume students already know certain vocabulary words that are important for an upcoming lesson. If the diagnostic assessment indicates differently, the teacher knows they'll need to take a step back and do a little pre-teaching before getting to their actual lesson plans.

Examples of Diagnostic Assessments

Pre-test: This includes the same questions (or types of questions) that will appear on a final test, and it's an excellent way to compare results.

Blind Kahoot: Teachers and kids already love using Kahoot for test review, but it's also the perfect way to introduce a new topic. Learn how Blind Kahoots work here.

Survey or questionnaire: Ask students to rate their knowledge on a topic with a series of low-stakes questions.

Checklist: Create a list of skills and knowledge students will build throughout a unit, and have them start by checking off any they already feel they've mastered. Revisit the list frequently as part of formative assessment.

Formative Assessments

Source: Teach From the Heart

Formative assessments take place during instruction. They're used throughout the learning process and help teachers make on-the-go adjustments to instruction and activities as needed. These assessments aren't used in calculating student grades, but they are planned as part of a lesson or activity. Learn much more about formative assessments here.

How To Use Formative Assessments

As you're building a lesson plan, be sure to include formative assessments at logical points. These types of assessments might be used at the end of a class period, after finishing a hands-on activity, or once you're through with a unit section or learning objective.

Once you have the results, use that feedback to determine student progress, both overall and as individuals. If the majority of a class is struggling with a specific concept, you might need to find different ways to teach it. Or you might discover that one student is especially falling behind and arrange to offer extra assistance to help them out.

While kids may grumble, standard homework review assignments can actually be a pretty valuable type of formative assessment. They give kids a chance to practice, while teachers can evaluate their progress by checking the answers. Just remember that homework review assignments are only one type of formative assessment, and not all kids have access to a safe and dedicated learning space outside of school.

Examples of Formative Assessments

Exit tickets: At the end of a lesson or class, pose a question for students to answer before they leave. They can answer using a sticky note, online form, or digital tool.

Kahoot quizzes: Kids enjoy the gamified fun, while teachers appreciate the ability to analyze the data later to see which topics students understand well and which need more time.

Flip (formerly Flipgrid): We love Flip for helping teachers connect with students who hate speaking up in class. This innovative (and free!) tech tool lets students post selfie videos in response to teacher prompts. Kids can view each other's videos, commenting and continuing the conversation in a low-key way.

Self-evaluation: Encourage students to use formative assessments to gauge their own progress too. If they struggle with review questions or example problems, they know they'll need to spend more time studying. This way, they're not surprised when they don't do well on a more formal test.

Find a big list of 25 creative and effective formative assessment options here.
Summative Assessments

Source: 123 Homeschool 4 Me

Summative assessments are used at the end of a unit or lesson to determine what students have learned. By comparing diagnostic and summative assessments, teachers and learners can get a clearer picture of how much progress they've made. Summative assessments are often tests or exams but also include options like essays, projects, and presentations.

How To Use Summative Assessments

The goal of a summative assessment is to find out what students have learned, and if their learning matches the goals for a unit or activity. Ensure you match your test questions or assessment activities with specific learning objectives to make the best use of summative assessments.

When possible, use an array of summative assessment options to give all types of learners a chance to demonstrate their knowledge. For instance, some students suffer from severe test anxiety but may still have mastered the skills and concepts and just need another way to show their achievement. Consider ditching the test paper and having a conversation with the student about the topic instead, covering the same basic objectives but without the high-pressure test environment.

Summative assessments are often used for grades, but they're really about so much more. Encourage students to revisit their tests and exams, finding the right answers to any they originally missed. Think about allowing retakes for those who show dedication to improving on their learning. Drive home the idea that learning is about more than just a grade on a report card.

Examples of Summative Assessments

Traditional tests: These might include multiple-choice, matching, and short-answer questions.

Essays and research papers: This is another traditional form of summative assessment, typically involving drafts (which are really formative assessments in disguise) and edits before a final copy.

Presentations: From oral book reports to persuasive speeches and beyond, presentations are another time-honored form of summative assessment.

Find 25 of our favorite alternative assessments here.
More Types of Assessments

Now that you know the three basic types of assessments, let's take a look at some of the more specific and advanced terms you're likely to hear in professional development books and sessions. These assessments may fit into some or all of the broader categories, depending on how they're used. Here's what teachers need to know.

Source: Skillsoft

Criterion-Referenced Assessments

In this common type of assessment, a student's knowledge is compared to a standard learning objective. Most summative assessments are designed to measure student mastery of specific learning objectives. The important thing to remember about this type of assessment is that it only compares a student to the expected learning objectives themselves, not to other students.

Many standardized tests are criterion-referenced assessments. A governing board determines the learning objectives for a specific group of students. Then, all students take a standardized test to see if they've achieved those objectives.
Find out more about criterion-referenced assessments here.
Norm-Referenced Assessments

These types of assessments do compare student achievement with that of their peers. Students receive a ranking based on their score and potentially on other factors as well. Norm-referenced assessments usually rank on a bell curve, establishing an "average" as well as high performers and low performers.

These assessments can be used as screening for those at risk for poor performance (such as those with learning disabilities), or to identify high-level learners who would thrive on additional challenges. They may also help rank students for college entrance or scholarships, or determine whether a student is ready for a new experience like preschool.
Learn more about norm-referenced assessments here.
Ipsative Assessments

In education, ipsative assessments compare a learner's present performance to their own past performance, to chart achievement over time. Many educators consider ipsative assessment to be the most important of all, since it helps students and parents truly understand what they've accomplished-and sometimes, what they haven't. It's all about measuring personal growth.

Comparing the results of pre-tests with final exams is one type of ipsative assessment. Some schools use curriculum-based measurement to track ipsative performance. Kids take regular quick assessments (often weekly) to show their current skill/knowledge level in reading, writing, math, and other basics. Their results are charted, showing their progress over time.
Learn more about ipsative assessment in education here.
Have more questions about the best types of assessments to use with your students? Come ask for advice in the WeAreTeachers HELPLINE group on Facebook.

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Types of Assessments for Education (Plus How and When To Use Them)

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When you hear the word assessment, do you automatically think "tests"? While it's true that tests are one kind of assessment, they're not the only way teachers evaluate student progress. In fact, there are three general types of assessments: diagnostic, formative, and summative. These take place throughout the learning process, helping students and teachers gauge learning.

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5 Ways to Utilize Assessment Data in the Classroom

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Assessment data is changing the way teachers are strategizing intervention for students. Learn how to utilize assessment data in the classroom.

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Curriculum & Benchmark Assessments with Jennifer Russell

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National Foundation for Educational Research

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In this ‘Ask the expert’, Emily Jones, Research Director at NFER, answers some FAQs on diagnostic assessment.

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Assessment in Education: Top 14 Examples

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Overview

UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

UMTSS Eight Critical Components:

1. High Quality Instruction

2. Data-Based Decision Making

3. Team-Based Problem Solving

4. Equitable Education for Each Student

5. College and Career Readiness

6. Proactive School Climate and Structure

7. Parent and Community Involvement

8. Supportive Leadership

Objectives

Infrastructure and Collaboration

UMTSS is designed to support Utah LEAs and schools in developing sustainable, evidence-based practices and provide supports for students within a multi-tiered system. The purpose of UMTSS is to provide guidance and resources for LEAs as they build infrastructure. Website and online resources help LEAs integrate academic and behavior systems, implement systems and interventions with fidelity, utilize data, and sustain efforts over time to positively impact student outcomes.

Note: The contents of this website were developed under a grant from the United States Department of Education, #H323A120022. However, those content do not necessarily represent the policy of the United States Department of Education, and you should not assume endorsement by the Federal Government. Project Officer Paula Maccini.

Multi-Tiered System of Supports (MTSS)

MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2014). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students' progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

Utah's MTSS Model

MTSS is a framework for implementing systemic, evidence-based practices to maximize student achievement in academics and behavior in preparation for and leading to College and Career Readiness. The MTSS model includes Universal, Targeted, and Intensive levels of support, which are defined in the Utah MTSS 3-Tier Definitions for several identified critical components, such as academics, behavior, and educational equity.

Universal (Tier 1) represents those supports provided to all students. Tier 1 practices should be implemented with fidelity prior to addressing practices for Tier 2 or 3. Targeted (Tier 2) represents additional supports provided to remediate or accelerate student success. Intensive (Tier 3) represents individually-responsive supports intended to further remediate or accelerate student success and do not necessarily equate to special education services. Individually-responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction.

Utah Multi-Tier System of Supports (UMTSS) staff and grant funds focus on building critical infrastructure and sustainable systems at the Local Education Agency (LEA) and school levels. UMTSS supports LEAs in building effective leadership and implementation teams capable of implementing and sustaining MTSS practices with fidelity.

Conferences

2021

July 28-29
2021 Virtual System Conference

2020

Utah Systems Conference: Cancelled

2018

June 18-19
Utah Systems Conference: Alignment, Collaboration and Equity Within a Tiered System of Supports
Utah Valley Convention Center, Provo, Utah

June 20
State Personnel Development Grant (SPDG) Post-Conference Meeting
Utah Valley Convention Center, Provo, Utah

2017

June 21-22
Achieving Equity and Opportunity: Access to Quality Learning Through Tiered Supports

Online Training Courses

UMTSS Canvas Course Series

The UMTSS Canvas Course Series introduces the foundational concepts and tools to help guide Local Education Agencies (LEAs) level teams during the early stages of implementation. Course content includes best practices in supporting students within a multi-tiered framework, providing evidence-based professional learning, effective coaching, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas.

Getting Started

Enroll in courses by selecting the link below:

Once enrolled, courses are accessible with USBE Canvas.

Hints for Navigation

1. Click Previous or Next buttons at the bottom of each page to navigate through the course.

2. Avoid using the browser back button when submitting assignments and quizzes.

3. Enable pop-ups in the web browser to visit helpful hyperlinks within the course.

Multi-Tiered System of Supports (MTSS)

MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2014). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students' progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

Utah's MTSS Model

MTSS is a framework for implementing systemic, evidence-based practices to maximize student achievement in academics and behavior in preparation for and leading to College and Career Readiness. The MTSS model includes Universal, Targeted, and Intensive levels of support, which are defined in the Utah MTSS 3-Tier Definitions for several identified critical components, such as academics, behavior, and educational equity.

Utah MTSS 3-Tier Critical Components Definitions

Universal (Tier 1) represents those supports provided to all students. Tier 1 practices should be implemented with fidelity prior to addressing practices for Tier 2 or 3. Targeted (Tier 2) represents additional supports provided to remediate or accelerate student success. Intensive (Tier 3) represents individually-responsive supports intended to further remediate or accelerate student success and do not necessarily equate to special education services. Individually-responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction.

Utah Multi-Tier System of Supports (UMTSS) staff and grant funds focus on building critical infrastructure and sustainable systems at the Local Education Agency (LEA) and school levels. UMTSS supports LEAs in building effective leadership and implementation teams capable of implementing and sustaining MTSS practices with fidelity.

Online Training Courses

UMTSS Canvas Course Series

The UMTSS Canvas Course Series introduces the foundational concepts and tools to help guide Local Education Agencies (LEAs) level teams during the early stages of implementation. Course content includes best practices in supporting students within a multi-tiered framework, providing evidence-based professional learning, effective coaching, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas.

Getting Started

Enroll in courses by selecting the link below:

Once enrolled, courses are accessible with USBE Canvas.

Hints for Navigation

1. Click Previous or Next buttons at the bottom of each page to navigate through the course.

2. Avoid using the browser back button when submitting assignments and quizzes.

3. Enable pop-ups in the web browser to visit helpful hyperlinks within the course.

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Utah Multi-Tiered System of Supports (UMTSS)

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UMTSS provides leadership and support for Local Education Agencies in sustained implementation of evidence-based Multi-Tiered System of Supports practices.

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How to Give RTI Tier 2 & 3 Students the Instruction They Need

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Response to Intervention (RTI) is a system of supports that schools put in place to provide high-quality education to students with disabilities. It was originally developed as an overall framework for prediction, remediation and prevention of negative outcomes common for students with disabilities. It derives from the foundational components of the Individuals with Disabilities Education Act (IDEA), including nondiscriminatory evaluation, appropriate education and procedural due process.

RTI is designed to aid in the identification of learning disabilities and other learning and behavior problems and learning disabilities, improve instructional quality, and provide students with academic opportunities. It calls for the implementation of a differentiated curriculum with different instructional methods and tiers of increasingly intensive, scientific, research-based interventions.

"When RTI is implemented on a consistent, ongoing basis, students with disabilities thrive, as do other students [who] have no label but who may hit some bumps in the roads along the way. RTI puts into place a system that is sensitive to the learning needs, growth and progress of all students," says Don Deshler, the Williamson Family Distinguished Professor Emeritus of Special Education who has served as the director of the Center for Research on Learning at the University of Kansas.

The high-quality instruction for which RTI is designed is characterized by cultural and linguistic responsiveness, assessment, and evidence-based intervention. RTI has four components:
1) Universal Screening
Universal screening is used to understand how each student is performing on critical academic tasks in the core curriculum. Teachers provide a universal probe which assesses the student's understanding of essential skills and content. Once complete, a better understanding emerges of which students are succeeding and which are struggling, providing a baseline for educators.
2) Teaching With Evidence-Based Practices & Curriculum
Instructional methods for students engaged with RTI are based on those which have been shown to work with students in the past. If educators use established, evidence-supported methods, they can have reasonable confidence that students should respond to their instruction.
3) Monitoring
Periodically, educators reassess their students, in a manner similar to the initial screening, to see if they are absorbing the content that is being taught to them. This provides a cue to teachers to look more closely at any students that are still having difficulties and make adjustments or minor modifications to their educational plan.
4) Tiered Interventions
If minor adjustments fail to make a difference, educators may need to consider more intensive delivered instruction. RTI creates a tiered framework in which the number of tiers can depend on the specific way in which RTI is being implemented in a given educational system. Typically, though, they can be generalized into three levels:

Tier 1 - Level of instruction found in general education classrooms

Tier 2 - More deliberate, direct and explicit in how students are taught and how feedback is modeled and details provided

Tier 3 - Intensive instruction, including the introduction of a specialist with specific expertise to weigh in on the situation

Depending on your state, RTI may be called different names and different acronyms, but the important and consistent element across all of these programs is the idea of tier-based support. Multi-Tiered Systems of Support (MTSS) is a specific implementation of RTI that has been designed for all students, not just those with disabilities.

MTSS supports four core beliefs:

1) Every child learns and achieves to high standards.
2) Learning includes both academic and social competencies.
3) Every member of the education community continues to grow, learn and reflect.
4) All leaders at all levels are responsible for every student.

According to KansasMTSS.org, "When implemented fully, an effective MTSS results in a self-correcting feedback loop that uses universal screening assessment data to not only intervene at the student level but also to continuously refine the system by analyzing grade, building and district level data for the purpose of school improvement." ¹

To learn more about RTI and MTSS, visit the resources below:
RTI http://iris.peabody.vanderbilt.edu/module/rti01-overview/ MTSS
If you would like to learn more about how to implement these crucial tools for student success in your classroom, consider a master's degree, graduate certificate or licensure endorsement in a special education discipline from the #1 special education graduate program in the country at the University of Kansas School of Education and Human Sciences. ²

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Understanding Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS)

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Explore Response to Intervention (RTI) & Multi-Tiered System of Support (MTSS) protocols for providing quality education to students with disabilities.

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Solution Tree: Online Course - "Pyramid Response to Intervention"

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4 best practices for benchmark assessments, also called interim assessments.

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Here are three data collection sheets that I created to aid me in documenting student progress. As you can see there are 4 rows to put the objectives on. I typically type the main goal on top and put the benchmark on the rows. If I don't need all 4, I delete what I don't need so that I can have more space to write comments if I need to. I typically input everything on the form electronically and print the sheets as needed for each session.

This data aids in supporting your progress notes and helps with remembering what happened when with the comments you write. This is also vital at IEP meetings or meetings with parents. They want to know how their child is doing and to be able to share this information with them and their classroom teachers is invaluable.

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Data Sheets for Tracking IEP Goals - Paths to Literacy

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Here are three data collection sheets that I created to aid me in documenting student progress. As you can see there are 4 rows to put the objectives on. I typically type the main goal on top and put the benchmark on the rows.

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Data collection is a critical part of measuring students' progress towards the goals outlined in their IEPs (Individualized Education Plan). There are a variety of ways to ensure that data collection is integrated into daily classroom routines and that all members of the students' educational team are contributing to goal monitoring.

Watson's team of educational consultants are sharing their go-to data sheets to help track student behaviors as they work on their goals throughout the school day.

The tools and templates include:

Data responsibility chart - a weekly calendar that indicates each staff member who will be collecting data and which student they will observe.

Frequency ratings for instances of behavior which can be used to keep track of a set of specific behaviors the student is expected to exhibit

A skill completion sheet in which the educator indicates a specific set of skills the student should exhibit and whether or not they do so during a particular session or timeframe

Goal rating sheet - a document that outlines multiple goals and offers a rating scale to indicate the students' progress toward or understanding of each goal

Try adapting one of these data sheets for your classroom or create your own template today!

This resource was authored by Watson Institute Special Education Consultant, Lisa Plastino, M.Ed.
Data Responsibility Chart Blank Data Responsibility Chart Sample Data Rating Sheet Frequency Rating for Instances of Behavior Multiple Goal Rating Sheet Skill Completion Sheet Trial Record
If you have questions or concerns about the Watson Institute's use of this information, please contact us.

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Data Sheets in Special Education to Measure IEP Goals

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Data collection is a critical part of measuring students' progress towards the goals outlined in their IEPs. Read on.

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Data-Driven Planning: A Game-Changer for Effective Teaching: Tips and Strategies | STEAMspirations

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An IQ test is an assessment that measures a range of cognitive abilities and provides a score that is intended to serve as a measure of an individual's intellectual abilities and potential. IQ tests are among the most administered psychological tests.

To understand what these scores really mean, it is essential to look at exactly how these test scores are calculated. Today, many IQ tests are standardized, and scores are derived by comparing individual performance against the norm for people in that age group.

While many tests utilize similar methods to derive their scores, it is also important to note that each IQ test is different. Additionally, scoring methods may not be the same from one test to another.

Types of IQ Tests

There are several different intelligence tests in existence and their content can vary considerably. Some are used for adults, but many are specifically designed to be administered to children.

Some commonly used intelligence tests include:

Which IQ test is best or more accurate? Unfortunately, there is no consensus on this. Instead, some suggest that each test measures a different notion of intelligence, thus IQ test scores can vary depending on what is being measured and the test being taken.

Uses of IQ Tests

IQ tests can be used for a wide range of purposes, including:

Educational assessment and placement

Assessment and diagnosis of intellectual disability

Cognitive research

Job candidate evaluation

Assessing cognitive abilities including memory, speed, and attention

Impact of IQ Testing

IQ can have an impact on different areas of life, including school and work. High scores are often associated with higher achievement in school, while lower scores may be linked to some form of intellectual disability.

The following is a rough breakdown of various IQ score ranges. Some tests present scores differently and with differing interpretations of what those scores might mean.

These classifications come from the Wechsler series of IQ tests for children and adults.

Intelligence test scores typically follow what is known as a normal distribution, or a bell-shaped curve in which most scores lie near or around the average IQ test score. For example, the majority of scores (about 68%) on the Wechsler IQ tests tend to lie between plus 15 or minus 15 points from the average score of 100.

This means that approximately 68% of people who take this IQ test will score somewhere between 85 and 115. As you look further toward the extreme ends of the distribution, scores tend to become less common.

In many cases, an IQ test score that falls below 70 is considered low IQ, while a score of above 140 indicates high IQ. In the past, scores below 70 were used as a marker to identify intellectual disabilities. Today, test scores alone are not enough to diagnose an intellectual disability as diagnosticians also consider factors such as the age of onset and adaptive skills.

How common are very high IQ test scores?

Very few individuals (approximately 0.2%) receive a score of more than 145 (indicating a very high IQ) or less than 55 (indicating a very low IQ) on an IQ test.

How to Interpret Your IQ Test Score

To understand what your IQ test score really means, it can be helpful to know how these tests are designed and how your score compares to others. Your score on an IQ test can tell you how you compare to others in your peer group regarding:

Language skills

Mathematical abilities

Memory

Processing speed

Reasoning abilities

Visual-spatial processing

To adequately assess and interpret IQ test scores, scientists who develop these tests use a process known as standardization. This involves administering the test to a representative sample of the population that will eventually take the test.

This initial sample represents the total population as accurately as possible and reflects many of the things that are present in the general population. This allows IQ test developers to establish norms or standards by which individual scores can be compared.

Potential Pitfalls of IQ Tests

IQ testing has been controversial throughout history for a few reasons, including:

Discrimination: IQ tests have been used to justify eugenicist movements and discrimination against minority groups and disabled individuals.

Validity: Not all experts agree on a standard definition of intelligence, so not all IQ tests measure the same things.

Reliability: There is also the question of how reliable these tests are. Reliable IQ tests should provide consistent results. Put another way, people should score roughly the same each time they take the test.

While higher IQ test scores are linked to increased health, academic performance, and overall well-being, these scores do not necessarily predict an individual's success in life. It is important to remember that IQ tests are only one measure of intelligence.

Factors Affecting IQ Test Scores

Many factors can influence IQ and scores can change over time. Some of the factors that can impact a person's IQ test score include:

Educational access and background

Nutrition

Culture

Environment

Overall health and medical conditions

Many experts believe that other important elements contribute to intelligence, including social and emotional factors. Some experts even suggest that these social and emotional skills actually matter more than IQ when it comes to determining success in life.

History of IQ Tests

French psychologist Alfred Binet was the first to develop a formal test of intelligence and a form of his original IQ test is still in use today as the Stanford-Binet Intelligence Test. Later, psychologist Charles Spearman developed a concept of general intelligence, or general mental ability to perform a wide variety of cognitive tasks.

Psychologist Robert Yerkes developed IQ tests for the U.S. Army during World War I to test army recruits. During the 1950s, David Wechsler developed IQ tests for use with children and adults. These tests remain popular today.

Where to Find an IQ Test

If you want to take a formal IQ test, a licensed psychologist can provide this service for you. This mental health professional is trained to administer and supervise IQ tests, also ensuring that the test used is valid and reliable.

Several online sites also offer free IQ tests if you're more interested in knowing how you score but don't need a formal test. When selecting a free IQ test provider, it can be helpful to choose an organization that is reputable in the field of intelligence. For example, Mensa International offers a free online IQ test.

A Word From Verywell

While IQ test scores can reveal information about an individual's abilities in certain domains, it is important to remember that other factors-including such things as adaptive skills, emotional intelligence, and task performance-are also important indicators of an individual's capabilities.

Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.

Additional Reading

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An IQ test is an assessment that measures a range of cognitive abilities and provides a score that is intended to serve as a measure of an individual's intellectual abilities and potential. IQ tests are among the most administered psychological tests.

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Bell Curve with Different Types of Scores (3) (2)

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Bell Curve with Derived Measures and Visual 

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Commonly used Assessments in Special Education 

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Commonly used Assessments in Special Education 

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Decisions Made Using Assessment Information

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Decisions Made Using Assessment Information

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Decisions Made Using Assessment Information

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The discrepancy model: What you need to know

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Learn about the discrepancy model and how it determines whether a child is eligible for special education. And read about the pros and cons of the discrepancy evaluation model.

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What is a Pattern of Strengths and Weaknesses? - Psyched Services

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Key considerations for districts moving toward a pattern of strengths and weaknesses model for assessment of learning disabilities.

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Cognitive Functioning and Psychological Processing: Making Connections

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Cognitive Functioning and Psychological Processing: Making Connections

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Making Patterns of Strengths and Weaknesses make sense

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Making Patterns of Strengths and Weaknesses make sense

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Patterns of Strengths & Weaknesses NEW-2-2

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What is Adaptive Behavior? - Horizon Project INC

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“Adaptive behavior is a critical set of skills that are learned and performed throughout our lives and allow us to meet societal expectations for individuals of our age group. These behaviors are an essential component of everyday functioning, and deficits in adaptive behavior are associated with to several neurodevelopmental disorders, including intellectual functioning.” [1] “Individuals […]

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Autism Jargon: The Vineland Adaptive Behavior Scale