Consider the following statements: Assertion (A): Teachers should use standardised IQ tests to measure children's intelligence. Reason (R): Standardised IQ tests can predict intelligence accurately. Choose the correct option:
Both (A) and (R) are false
Intelligence is now understood as many-sided and shaped by culture and context. Howard Gardner's theory of multiple intelligences and Sternberg's triarchic theory show that a single score cannot capture a child's abilities, and NCF 2005 and NEP 2020 ask teachers to rely on continuous, comprehensive and competency-based assessment rather than labelling children with test scores.
Assertion (A) is false. A classroom teacher's job is to understand each learner through observation, portfolios, projects and varied tasks. Using standardised IQ tests to measure children's intelligence encourages labelling and comparison, and such tests are often biased towards particular languages and cultural experiences, so teachers should not depend on them.
Reason (R) is also false. IQ tests measure only a narrow band of abilities such as verbal and logical-mathematical reasoning, scores vary with test conditions, motivation and background, and they cannot predict a child's intelligence accurately. Because both statements are false, the options that treat the Assertion as true, with or without the Reason as an explanation, do not hold.
Both (A) and (R) are false option is correct.
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