Kim’s Blog

As I reflect over the class readings and discussions I am reminded of the question that Rhina asked, “What is intelligence? How would I define it?  How can it be measured? As I begin to ponder on the definition of intelligence I begin to feel that intelligence is too extensive which makes it impossible to measure from all realms. Individuals are intelligent in a lot of areas and one test cannot clearly measure this vast array of knowledge. I also think that intelligence is constantly changing over time and always evolving. I feel that in schools to much emphasis is put onto the CRCT and other state mandated tests that are given to rate student knowledge/intelligence and performance. How can this one test be an indicator of all the knowledge that a student possesses?

  I believe that when discussing how to measure student knowledge/intelligence, more authentic assessments need to be looked at to see the big picture of a students educational gains from year to year.  More tests should be given that allow more creativity in what is being taught and depict all areas of growth that the child is making in their learning process.  These types of assessment would promote critical thinking and be more personalized for the students.  Instead, the state and nation look and measure learning through inauthentic assessments, using the CRCT to evaluate the skills that children have for answering a range of multiply choice questions that are to depict everything they should have learned throughout the school year.  How can one test be used to evaluate learning that has taking place over months and months?  Who wants their child to be graded exclusively on information that they can spit out that may be embedded in through memorization or they have learned through repetition?  Does this test show an accurate picture of the child’s understanding of his/her learning, his or her intelligence? I believe that standardized tests do not depict a true judgment of a child’s intelligence.  I feel that our county and state put too much emphasis on this one test score to judge school achievement and teachings.  As a teacher, I do not feel that a child’s intelligence can or should be solely based on one score from a standardized test / IQ test.  A lot of students are not great test takers and depending on the child’s background or economic levels there are a lot of factors to consider when comparing test scores throughout the county and state. I feel that a teacher should monitor their teaching effectiveness through observation and other concise classroom assessments.   The focus is so grand on standardized tests, like the CRCT, as if the other daily schoolwork, background knowledge and subjects are not nearly as important.  These students, especially in elementary school, are still developing and learning and pulling from their own experiences to understand their learning.  I think that educators should encourage children all year long to do well and make sure that understanding is taking place in their learning process.  The children’s knowledge is developing daily and as teachers we should focus on this being the children “educational journey” for his life, not just for the results on one test.  

I feel that all too often, standardized tests are used by educators and policy makers to measure individual students’ intelligence. I believe that more authentic assessments need to be look at to see the big picture of students’ knowledge and ongoing authentic assessment should focus on what is being taught and the learning growth that the child is making.  Authentic testing should allow for an assessment that promotes critical thinking and be more personalized for the individual student.