Assessing Children

I agree that children's mental abilities should be assessed and measured, but not in order to label them; rather, the assessment should gauge how they are to be taught. Gardner's theory of multiple intelligences sought to widen the perception of intelligence and go beyond a mere IQ score, where the individual's intelligence was based on more than one area--which was more practical (Armstrong, 2009). Many school districts, including the one in which I taught for years, implemented the multiple intelligences theory into their curricula and required teachers to change the way we taught children in order to meet their highest intelligence. This has proven in my own classroom to be more helpful than labeling a child as in need of enrichment. Instead, it helps me to know which areas a child can do well or cannot do well, all of which still leave room for vast improvement. 

Mexico uses the WISC-RM and the NNAT to measure IQ (Llorente, 2008). 

Additional comments and opinions...

As a child who was tested and labeled gifted, and as a teacher of gifted education, I know firsthand the implications and effects labels can have on children. I am a firm believer that educating a child should be based on what how you can advance a child in every area, regardless of IQ.

References

Armstrong, T. (2009). Multiple intelligences in the classroom. (3rd ed.). Alexandria, VA: ASCD Publications. Retrieved from https://books.google.com/books?hl=en&lr=&id=GAVRBAAAQBAJ&oi=fnd&pg=PR7&dq=multiple+intelligences&ots=B54zae3aDE&sig=YbdI611fUFRj0_BmDTqQmlr1GBs#v=onepage&q=multiple%20intelligences&f=false

Llorente, A.(2008). Principles of neuropsychological assessment with hispanics: Theoretical foundations and clinical practices. New York, NY: Springer.