A socially aware thought about children from Nelson Mandela . . .

"Safety and security don't just happen, they are the result of collective consensus and public investment.  We owe our children, the most vulnerable citizens in our society, a life free of violence and fear."

-Nelson Mandela

IQ Testing?

Can one test truly measure the complexities of the human brain?  Can intelligence be described simply as one cohesive unit?

Image of Rihanna performing (www.fansshare.com)

David Beckham playing soccer (ranking.readandrenovate.com)

J.K. Rowling displaying a masterpiece from the Harry Potter Series

from (amandaonwriting.tumblr.com)

Rene Descartes, probably deep in thought.

(en.wikipedia.org)

Steve Irwin, loving animals.

(en.wikipedia.org)

The people pictured above, all brilliant in their own right, certainly display intelligence.  The types of intelligences they are best know for, however, vary greatly.

According to Berger, lead developmentalists believe there are many different intelligences, not just one.   Howard Gardner suggested that there are 9 intelligences, including:

• linguistic
• logical-mathematical
• musical
• spatial
• bodily-kinesthetic (movement, athletic ability)
• interpersonal (socially aware)
• intrapersonal (displaying understanding of self)
• naturalistic (understanding nature)
• existential (thinking about life and death) (Berger, 2012).

Basing intellectual aptitude by an intelligence quotient (IQ) seems to neglect many of these.  While David Beckham may excel athletically, he may be merely average in naturalistic intelligence.  J.K. Rowling wrote a series of books that people love worldwide, but if she were to step out and perform with Rihanna onstage, she may struggle to carry the notes, and the dance moves may not come quite naturally.

When thinking about how this applies to children, I believe it's important to allow children to demonstrate their intelligence in whatever way comes naturally to them.  Whether it's IQ tests or some other form of high-stakes testing, it seems that we rely heavily on memorization and fact recollection.  In many cases, teachers are forced to teach to the test.  The test, in essence, is the curriculum teachers use to drive their instruction.  Machek offers that despite criticism, results have shown that scores on IQ tests are good predictors for student academic achievement (2003).

There are other countries around the world facing this debate as well.  Rotberg suggests that in Singapore, massive pressure is  placed on students to score well on national examinations (2006).  High scores grant access to elite academic programs.  Graduating from elite programs grants many students with the options of finding the best jobs.  There is a new push, however, emphasizing the importance of critical thinking, problem solving, and creativity.  It's a call to push away from rote instruction and learning, in other words, drill and practice (Rotberg, 2006).

Japan faces similar challenges.  Rotberg articulates that there is a push to deepen and develop "rich humanity and rich culture" among the Japanese people (2006).  It is generally understood that for this goal to be fostered, flexibility within academic environments must be encouraged.  While this idea of reformation is viewed positively by many, some politicians are spreading fear that making changes could decrease the likelihood of their children scoring high enough on the tests to gain admission to quality universities (Rotberg, 2006). 

Because of the high-stakes that testing often presents, many teachers fear reforming their practice.  It seems that in order for us to change the way we instruct, we need to change the way we assess.  

References

Berger, K.S. (2012) The developing person through childhood (6th ed.). New York, NY: Worth Publishers.

Machek, G. (2003). The role of standardized intelligence measures in testing for giftedness. Human Intelligence. Retrieved from http://www.indiana.edu/

Rotberg, I.C. (2006). Assessment around the world. Educational Leadership, 64, 58-63. Retrieved from http://www.csun.edu/