Intelligence: How We Measure It in the U.S. and Around the World

 

If you are into personality tests, enneagram tests, or other ways to describe your personality or behavior you may have already heard of Multiple Intelligence tests. These intelligence tests explain how the test-taker learns and comprehends information. I have found this as a useful method to understand how my students can absorb the information presented to them. It also does a good job of labeling different ways that people learn. As a teacher, I can keep these methods of learning in mind when planning my lessons.

But if each child learns differently, how can we quantify their knowledge? Since each child comprehends information in unique ways, we can just as easily assume that the way in which they are able to present their understanding of information is just as unique.

Many public schools in the United States have turned to Standardized testing as a way to quantify a student's understanding of a topic. Despite this national understanding that tests are good, and that a high score equals greater comprehension of the topic, research continues to prove that notion wrong. A little over three decades ago, a popular article was released stating that "Performing well on standardized tests has little to do with students' thinking abilities and a great deal to do with how well they have learned factual knowledge represented in test items" (Marzano & Costa, 1988). So if we see that tests are not actually effective in being able to assess comprehension then why do we continue to test in this manner?

The answer is simple but frustrating: U.S. public schools continue to test knowledge this way due to the fact that it is easier, well-established, and does not require a huge overhaul of the public school system.

As an individual who deeply values play-based learning, and child-led learning seeing children forced to learn information in a way that they are not developmentally, or emotionally ready for in a format that is only conducive to a select few in the classroom is frustrating. It's part of the reason I chose to work in early childhood as opposed to elementary-level education. We see time and time again how this method of teaching and testing leads to academic burnout, disinterest, and (unfortunately) the belief that they (the student) are stupid or incompetent. 

We are not the only country in the world to use standardized tests. Many other countries opt to use them as a way to determine knowledge or future success. However, the number of standardized tests vary as well as their difficulty and impact on a child.

According to an article on NPR, Finland only has one nationally distributed standardized test. Typically in the U.S., our exams range from 1-3 hours, but this one test in Finland can take several school days and takes about 40 hours to complete. This exam also holds significantly more weight in a student's life and can have a direct impact on your future. If you fail this test, it can have a serious impact on your success.

According to an article in Insider, in Mexico, there has been a push to increase standardized testing, and officials are adding a greater emphasis on the weight of these tests. This has been met with some pushback by many teachers in Mexico. These tests determine your readiness to move on to the next academic level. If a child fails these exams, they can be held back, or denied their diploma until they are able to pass the exam.

Regardless of the global use of standardized testing, it is still an antiquated and ineffective way to quantify comprehension of information. An alternative could be in-school projects where a child can use their skills to create a project to display their comprehension of the material. A local private school in San Diego does this, and the results are unreal. They ask each child to create a machine, multimedia piece, or an art display utilizing the different mathematical, engineering, English, and history topics they discussed during the year as their final exam. One project I had heard about was a mechanical clock that had visible gears and cogs that would turn and as time passed, would reveal images of historians they learned about, or topics discussed in class. It took a full year to make but in the end, it was a stunning piece that the child genuinely enjoyed making. He then presented it and explained the meaning of each item.

Using projects like this encourages creativity, allows the children to utilize their strengths, and allows each child to feel proud of their work. Each child needs opportunities to show off their intelligence in a way that builds confidence and shows comprehension of the material.

By providing these creative opportunities, we can see each child shine to their fullest potential, and allow for a better comprehension of academic material thus leading to a brighter tomorrow.

References:

Marzano, R. & Costa, A. (1988). Question: Do Standardized TestsMeasure General Cognitive Skills? Answer: No. Retrieved from https://www.researchgate.net/profile/Robert

6f26c0b08aee9c94d004352/Question-Do-Standardized-Tests-Measure-General-Cognitive-Skills-Answer-No.pdf (PDF)

Turner, C. (2014). U.S. Tests Teens A Lot, But Worldwide, Exam Stakes Are Higher. Retrieved from https://www.npr.org/2014/04/30/308057862/u-s-tests-teens-a-lot-but-worldwide-exam-stakes-are-higher

Salaky, K. (2018). What Standardized Tests Look Look In 10 Places Around the World. Retrieved from https://www.insider.com/standardized-tests-around-the-world-2018-9#in-mexico-theres-an-emphasis-on-standardized-testing-8