Testing for Intelligence

When assessing a child, I do believe a child should be assessed holistically. For example, I do not take test well when I am tired, hungry, and stressed, and because I become nervous and anxious. During the testing, I have anxiety; but afterwards, I do well. A person should assess me through writing a paper, portfolio, or observations that are not timed; I will fare much better, with little anxiety. When assessing children, all of these factors should be consider; what if the child did not get any rest the night before, what if they are hungry, what if they had a bad morning at home? All of these things affect a child positively or negatively; therefore, many assessment tools in a variety of environments should be used to evaluate a child’s progress. I believe a child should be assessed emotionally, intellectually, and physically; the more things you assess, the better a child will fare. The more evaluative tools used in these assessments will forecast a delay if one is present. Everyone in the world is different and learns in different ways; therefore, each person cannot be evaluated on the same continuum. An individual must be evaluated according to what will work best for him or her; educated individuals will recognize this and find a method befitting for the situation as well as the individual.

While looking at this question, I already knew what area of the world I would research concerning this topic. Assessments vary over different sections of the world; I have always been intrigued by China and their culture. I do not want to sound bias but, I believe China’s children fare better in school and in social status compared to other places; because of the discipline and respect, they have for their families and culture. I know their culture believes in all work and no play, but they are excelling in many ways. I do not agree with making a child sit all day long doing class or homework, but I do believe that we should have some form of discipline when it comes to school, work, and the important things in life. Although China is rigorous in their form of schooling, most of their children are very intelligent and disciplined. China’s children are not well rounded because; they focus more on education and less on play. I found an article that explains China’s skill assessment system, and how it relates to their children, progress, and labor markets. In old China, education was not important and it was looked over; now in New China, education is more important. According to Zhang (2004), “China probably has the longest history of tests and examinations in the world.” This goes to show how strict China is in regards to education and assessments. Their children primary entry level for school is age six, and they must take an end of term exam, as well as an end of year and primary graduation exam (Zhang). Zhang goes on to discuss how tests and exams are still the exclusive determining factor for promoting students into higher levels of education. I continued to read the article and I found a chart on page five and six that shows how the children are being assessed in China according to their age and grade. This article has a lot of great information regarding standards and assessments.

As early childhood educators, it is our job to educate children as well as adults on the ever-changing research in this world. We should strive to teach those who need to learn. We should show them a better way to get an understanding of what development should and should not look like. We should continue to advocate and change the way people perceive our children and fight for new and improved methods for assessing and evaluating children. As educators, we have learned what assessments are appropriate or not appropriate for young children. We should advocate to parents and other professionals regarding appropriate practices and evaluating tools. Let us make a difference in the lives of ALL.

Reference

Zhang, J. (2004). China’s Skill Assessment System. Institute of Population and Labor Economics Chinese              Academy of Social Sciences. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/278200-                1126210664195/1636971-1126210694253/China_Skills_Assessment.pdf