Testing for Intelligence
Continuous
assessment affords the child and teacher an authentic view of the child’s strengths
and weaknesses, thus providing an opportunity to implement experiences to
facilitate and enhance these areas. Assessing children’s learning is necessary for
planning experiences to expand a child’s learning and reinforce skills already mastered.
All children learn in a style of their own. There are seven documented learning
styles; visual, aural, verbal, physical, logical, social, and solitary (learning-styles-on-line,
2011) .
Some children learn using only one style and others use a combination of styles.
According to Gardner’s multiple intelligence theory, the use of I.Q.
testing results are limited in accurately assessing a child’s ability to learn
comprehend. His theory states there are eight different intelligences
that are found in adults and children (Multiple intelligence, 2013) .
Children
who learn through different intelligences are sometimes labeled as learning
disabled, ADD, or underachievers because their particular style of learning doesn’t
fit the traditional linguistic or logical mathematical classroom. Art, music,
role play, cooperative learning, and field trips are suggested classroom
techniques that teachers could use to improve children’s learning acquisition (Multiple
intelligence, 2013) .
Assessment
in Scotland
England
uses multiple methods in-school and in the combination of school-based and
external assessments used for accountability.
Assessment is conducted during the
daily learning and teaching. Teachers learn their students by watching and
listening to them as the write and how they answer questions. Samplings of the child’s
work is collected and feedback is used to adapt learning and teaching and revisit
areas the child has not mastered. To determine the child’s success the teacher
accesses the student in these three areas:
The student must have
achieved a breadth of learning across the experiences and outcomes for
an aspect of the curriculum can respond to the level of challenge set
out in the experiences and outcomes and are moving forward to more challenging
learning in some aspects, and can apply what they have learned in new
and unfamiliar situations.
To ensure quality standards are met
and outcomes for children improved subsystem of monitoring, self-evaluation and
planning for improvement is in place (Transforming lives through learning) .
References
(2011). Retrieved from learning-styles-on-line:
http://www.learning-styles-online.com/inventory/
Multiple intelligence.
(2013). Retrieved from Americas Institute for Learning and Human Development:
http://www.institute4learning.com/multiple-intelligences.php
Transforming lives through learning. (n.d.). Retrieved from Education Scotland:
http://www.educationscotland.gov.uk/
Comments
I am a great test-taker! I can learn the material and then ace the exam. I rarely experience test anxiety. Trouble is, I do not remember most of what I wrote after the exam is finished. I think that is unfair as their are many students that are horrible test-takers but they really know the material.
We have got to come up with a better way to measure intelligence as the old ways are pretty outdated and overrated.