(I) Teachers naturally welcome information about their students that might help them to teach more effectively. (II) For many, results from standardized assessment tests, such as IQ and academic achievement measures, are one useful source of information. (III) Teachers, however, often interpret a child's quick responses as rude interruptions. (IV) Normally, of course, such tests are designed to be as accurate as possible. (V) There is one famous one, however, that was built around deliberately inaccurate information.