Sooo... yeah, but its not what you think.

There are two different kinds of IQ tests: convergent and divergent. Convergent tests are more common and test either knowledge or pattern matching. These tests are called convergent because they are a center of truth and conformance to that truth is the measured performance criteria.

Divergent tests measure the individual's creativity and abstract reasoning. The source of truth is the quantity of diversity of results submitted by the participant.

The implicit success criteria for convergent testing is reading comprehension. A person with dyslexia, for example, will perform worse on these tests irrespective of their learning speed, learned knowledge, intellectual curiosity, or creativity. This is a form of bias. Other forms of bias include memorization of terms, such as SAT preparation.

To further complicate things these measures typically only account for academic intelligence. Other forms of intelligence include social intelligence, spatial intelligence, creativity, conscientiousness, and so forth. In the concept of multi-dimensional intelligence, which is what is actually addressed in practice in the real world after high school, academic intelligence alone has very little benefit. Its like height in basketball where after 6.5ft all other factors become more important for all participants.

> A person with dyslexia, for example, will perform worse on these tests irrespective of their learning speed, learned knowledge, intellectual curiosity, or creativity. This is a form of bias.

No, it's what they were designed to do - help identify people that may need specialized help because issues like learning disabilities.

> To further complicate things these measures typically only account for academic intelligence. Other forms of intelligence include social intelligence, spatial intelligence, creativity, conscientiousness, and so forth.

The two major IQ tests (Stanford Binet and Wechsler) test visual-spatial reasoning, abstract reasoning, verbal and nonverbal reasoning, working memory, processing speed, inductive/deductive reasoning, attention, concentration, etc.

These tests, if properly administered (individually in person by a professional) work well for figuring out who in school needs extra attention or requires further evaluation. Their use beyond that is questionable.