TESTING FOR INTELLIGENCE

In early learning I feel that a child’s developmental milestones should be the only thing assessed. That is to see if a child is developing within the giving time frame but also take into consideration that children do develop differently. As for older children I feel they should be assessed when they are struggling with something. This should be done only as a measure to see what a type of accommodations and/or aids a child needs to be successfully. At times children are evaluated when the have behavioral problems but sometimes these behavioral problems stem from not being able to lean.

Testing for Intelligence in Other Parts of the World

Finland Student Assessment

“Classroom assessment are divided into two categories: assessment during the course and final assessment. Both are nationally mandated to align with national criteria, but they serve different purposes. Formative assessment within the classroom encourages student growth and self-assessment. The national curriculum specifies the criteria for classroom assessment during the course, and it is the teacher’s responsibility to carry out assessment of students’ conduct and schoolwork along this national criterion. Yearly assessment, based on a variety of student work, provides feedback to students about progress in learning and Mid-Western Educational Researcher • Volume 25, Issues 1/2 36 suggestions for improvement. The high-stakes final assessment of basic education, contained in the National Curriculum, requires student work samples from 2 years and is conducted by the subject teacher. A final type of assessment that is not included in the National Curriculum is the matriculation examination, the only high stakes standardized test taken by students. The matriculation examination is administered upon completion of upper secondary school if the student intends to complete further education. In sum, Finland’s assessment practices result in fewer formal assessments and fewer pressures for teachers merely to prepare students for a narrow examination.” (HENDRICKSON, 2011)

After assessments struggling children aren’t placed in different classrooms based on their ability but are in same classrooms and an additional teacher is present to help them where they’re struggling.

My Concerns

My concerns with evaluating children is sometimes the first choice. I feel every option should be exhausted before making the decision to assess a child.

References

Hendrickson, Kate, Assessment in Finland: A Scholarly Reflection on One Country’s
Use of Formative, Summative, and Evaluative Practices