* "Children are the living messages we send to a time we will not see".
John W. Whitehead.
* "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character."
Martin Luther King Jr.
Thursday, April 21, 2011
Saturday, April 9, 2011
ASSESSING INTELLIGENCE AND ABILITY IN CHILDREN
There are as many definitions of intelligence as there are many divergent views on the topic. Intelligence means different things to different people, some see intelligence as the general mental ability to learn and apply knowledge to manipulate the environment; to some it is simply the ability to solve problems; others see intelligent as the practical sense or ability to get along well in all sort of situations- a superior ability to interact with the environment and overcome its challenges is often seen as a sign of intelligence. Intelligence is the ability to evaluate and judge, the ability to comprehend complex ideas, the capacity for original and productive thought, the ability to learn quickly and learn from experience and even the ability to comprehend relationships(http://www.aboutintelligence.co.uk/). From all definitions, the central meaning of intelligence is hinged on possessing and demonstrating some abilities. Such abilities include but not limited to problem-solving, mental speed, general knowledge, creativity, abstract thinking and memory. Since people cannot see, hear, touch, or even taste intelligent, it is also an equally daunting task to find a common ground to measure intelligence, especially in children. Like the definition of intelligence, the measurement of intelligence is dogged by controversy and disagreement.
During early childhood, assessing children's intelligence and ability is necessary in order for stakeholders, especially teachers and parents to know and determine progress on significant developmental achievements. Additionally, for teachers it helps to make good placement or promotion decisions; diagnosing of learning and teaching problems; taking of informed/balanced instruction and curriculum decisions; and it serves as a basis for reporting to parents. It also serves, for the child, the purpose of knowing and evaluating own progress.
The traditional view of intelligence as a single entity has been challenged by scientists and researchers who have come up with the alternative theories of multiple intelligences. For example, Howards Gardner came up with his theory of multiple intelligences which states that intelligence can be broken down into 8 distinct components: logical, spatial, linguistic, interpersonal, naturalist, kinesthetic, musical and intra-personal; Daniel Goleman added to this list, the emotional intelligence component; for Robert Sternberg, there are 3 fundamental aspects to intelligence: analytical, practical and creative. Like Gardener and others, he also believes that traditional intelligence view only focus on one aspect – analytical – and does not address the necessary balance from the other two aspects. He suggests that abilities such as initiative, trustworthiness, self-confidence, and empathy are more important to consider than general intelligence.
What make for effective measurement of children's abilities is not just specific tests in the components mentioned above but should be that the measurement(s) is/are done when the required types of intelligence are developed. The items and behaviors being assessed should have demonstrable relationships to significant human developmental domains. Methods such as the Barley Scales, Stanford-Binet scale, the Wechsler Intelligence Scales, and the Kaufman Assessment Battery for Children measure abilities such as information processing, memory, reasoning, ability to respond in appropriate and acceptable way to different social situations, and problem solving skills in children.
Like other countries of the world, the issues of children's development and education is been given serious attention in Nigeria, assessing school age children is therefore a tool for observing the characteristics and behavior of pupils as well as a tool meant to promote development and learning. At the onset of formal education in Nigeria, a summative assessment was adopted. Pupils were assessed through a single examination administered at the end of school year. Teachers gave tests and examinations to pupils but scores obtained from these exercises were only used for purposes of promotion from one class to the other and were not part of the criteria for final certification. But as a result of inadequacies of this system, a new assessment method known as continuous assessment was introduced in the early 80's. The continuous assessment method was designed to take care of all aspects of pupils learning and thus a better alternative to the former method because it will involve the teacher meaningfully in the assessment of his pupils and also create opportunity for the teacher to be more
innovative, more creative and exploratory in his teaching.
Measuring a child's mind and abilities is aimed at finding out how much a child has acquired in terms of learning skills and also takes into consideration the personal-social development of the child. Therefore, assessment should not be concentrated on cognitive achievement to the detriment of affective, and psychomotor development of learners.
Sources:,
http://www.aboutintelligence.co.uk/)
Petronilla, E.( )School based assessment in Nigerian primary schools. Retrieved fromwww.iaea.info/documents/paper_1162d2034d.pdf
During early childhood, assessing children's intelligence and ability is necessary in order for stakeholders, especially teachers and parents to know and determine progress on significant developmental achievements. Additionally, for teachers it helps to make good placement or promotion decisions; diagnosing of learning and teaching problems; taking of informed/balanced instruction and curriculum decisions; and it serves as a basis for reporting to parents. It also serves, for the child, the purpose of knowing and evaluating own progress.
The traditional view of intelligence as a single entity has been challenged by scientists and researchers who have come up with the alternative theories of multiple intelligences. For example, Howards Gardner came up with his theory of multiple intelligences which states that intelligence can be broken down into 8 distinct components: logical, spatial, linguistic, interpersonal, naturalist, kinesthetic, musical and intra-personal; Daniel Goleman added to this list, the emotional intelligence component; for Robert Sternberg, there are 3 fundamental aspects to intelligence: analytical, practical and creative. Like Gardener and others, he also believes that traditional intelligence view only focus on one aspect – analytical – and does not address the necessary balance from the other two aspects. He suggests that abilities such as initiative, trustworthiness, self-confidence, and empathy are more important to consider than general intelligence.
What make for effective measurement of children's abilities is not just specific tests in the components mentioned above but should be that the measurement(s) is/are done when the required types of intelligence are developed. The items and behaviors being assessed should have demonstrable relationships to significant human developmental domains. Methods such as the Barley Scales, Stanford-Binet scale, the Wechsler Intelligence Scales, and the Kaufman Assessment Battery for Children measure abilities such as information processing, memory, reasoning, ability to respond in appropriate and acceptable way to different social situations, and problem solving skills in children.
Like other countries of the world, the issues of children's development and education is been given serious attention in Nigeria, assessing school age children is therefore a tool for observing the characteristics and behavior of pupils as well as a tool meant to promote development and learning. At the onset of formal education in Nigeria, a summative assessment was adopted. Pupils were assessed through a single examination administered at the end of school year. Teachers gave tests and examinations to pupils but scores obtained from these exercises were only used for purposes of promotion from one class to the other and were not part of the criteria for final certification. But as a result of inadequacies of this system, a new assessment method known as continuous assessment was introduced in the early 80's. The continuous assessment method was designed to take care of all aspects of pupils learning and thus a better alternative to the former method because it will involve the teacher meaningfully in the assessment of his pupils and also create opportunity for the teacher to be more
innovative, more creative and exploratory in his teaching.
Measuring a child's mind and abilities is aimed at finding out how much a child has acquired in terms of learning skills and also takes into consideration the personal-social development of the child. Therefore, assessment should not be concentrated on cognitive achievement to the detriment of affective, and psychomotor development of learners.
Sources:,
http://www.aboutintelligence.co.uk/)
Petronilla, E.( )School based assessment in Nigerian primary schools. Retrieved fromwww.iaea.info/documents/paper_1162d2034d.pdf
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