Intelligent quotient (IQ) is determined by a number of tests on such as similarities, block design, digit span, picture concepts, coding, vocabulary, letter-number sequencing, matrix reasoning, comprehension, symbol search, picture completion, cancellation, information, arithmetic, and word reasoning.
It does not cover all forms of human intelligence such as the perceptive, cognitive, instructive, reflective, inference, and action intelligence. Many crucial facets of human intelligence such as abstraction, long-time attention, induction, and analogy, etc., were missing.
It’s recognized that human intelligence is not merely reaction speed, language expressions, and visual perceptions. A comprehensive set of basic attributes of intelligence needs to be identified. Based on it a more accurate testing scheme may be established, which explains how intelligence is rigorously quantified, objectively evaluated, and statistically benchmarked.
One thing that has been overlooked is the Flynn Effect, although perhaps you are looking for aspects of cognition. See http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Flynn_effect.html
The Flynn Effect is well-defined and is useful for re-standardizing and re-norming already available tests of intelligence (which include the subtests that you've mentioned). Currently, IQ is composed of Verbal and Performance subtests that generate a full scale, which are definitely necessary to determine intelligence, but are in no way sufficient. Gardener's work failed to generate robust tools to measure the multiple intelligences he proposed; but I'd begin by looking at those "intelligences" to determine what's missing in our current conceptualization of the term. Fortunately or unfortunately, intelligence is associated with academic achievement is associated with verbal-performance tests, which is associated with intelligence. It's a rather recursive problem.
Being a creativity researcher, I'd love to assess a child's "out-of-the-box" thinking in addition to his intelligence through academic-like assessments. If the current subtests measure verbal reasoning, working memory, abstraction and the like, then measures of creative performance like the TTCT or Guilford's AUT can also be used. Perhaps a hundred years from now, intelligence would entail how quickly you can run a Google search for a particular topic (given the explosion of current information). At the end of the day, all we want to do is measure the elusive g, the conception of which is changing with time.
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