Intelligence testing is an old practice dating back more than 100 years (http://www.apa.org ). In the United States, standardized intelligence testing is used for school entry, determining who is gifted, and potentially identifying learning disabilities. Examples of intelligence testing are the Scholastic Aptitude Test, the Kaufman Assessment Battery of Children, the Standford-Binet, and the Wechsler Intelligence Scale for Children.
These tests focus on academic aptitude; however, Howard Gardner describes eight areas of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic that should be considered (Berger, 2009, p. 326)
As stated in Berger (2009), a child may have a low IQ test result, but be responsible, demonstrate emotional control, and memorize names of friends. Unfortunately, the pressures for academic achievement make it unlikely that intelligence testing and assessments based on intellectual aptitude will be de-emphasized in the United States anytime soon.
When I looked for assessment approaches in other countries, I surprisingly found a lot of information on New Zealand Schools.
Their Ministry of Education (MOE) adapted Uri Bronfenbrenner’s social cultural model to their education system and called it
Te Whariki.
Likewise, their assessment philosophy for school-aged children follows the same model.
For example, the MOE provides tools to ensure development and assessment include the cultural tradition of oral story-telling and use of cultural symbols, not just “traditional” reading and writing.
In fact, teachers are encouraged to assess children in their first language so that the second language (English) is not a barrier.
Even though, I could not find the specific assessment tools used, the
Te Whariki framework for assessment includes Well Being, Belonging, Contribution, Communication, and Exploration (
http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki.aspx).
If New Zealand is actually practicing what they preach, I think the MOE has masterfully balanced the social context of native New Zealand children with their national requirements for achievement.
Furthermore, they appear to work very hard to maintain the cultural integrity and self-esteem of children when teaching and assessing them.
The New Zealand approach demonstrates that intelligence is not reserved for the few, if the basis by which intelligence is determined includes the dynamic environment in which people live.
Reference:
Berger, K. S. (2009). Middle Childhood: Biosocial Development, The developing person through childhood (5th ed.) (p. 324 - 326). New York, NY: Worth Publishers.
