"Intelligence" Testing

I have a major problem with the way children are assessed in

schools in the U.S. Personally, I test terribly. My whole life I could study and study

and never get a good test grade, especially if it was math or science related. Tell me

to write a paper or paint a picture, and I would do fine. It really frustrated me 

and my teachers. When I went to high school, I chose a smaller school

that gave you credit for every area of school. When it came to math, if I went

to the teacher for help, or did extra credit, she factored that into my final grade.

I know I am not the only one out there like this.

The other factor I have a hard time with is sort of what we have been studying.

I was raised by my single, divorced mother; because of court orders

I spent weekends all over the place, 

including bars and restaurants until early in the morning (this was

NOT with my mother). I think she did an amazing job raising me

considering our readings this week, I think my sister and I defied the odds

and percentages our book gave us. 

Anyway, in high school I was very upset by the fact that other children who

always seemed to get honors, or excel in other areas were from 2 parent 

households, didn't have to spend weekends with other people, or spend nights out.

Based off all of this, I think children should be assessed in wider variety of areas

besides the basic math, english, multiple choice, large rooms filled with children

taking tests all day. Children learn differently, they learn some subjects better

than others, and I think there are other factors that should be more important 

to our society than math, english, and science; things that may better

children as a whole, and maybe create higher scores in those areas, things like

art, music, physical education, and social interaction.

I feel like I am always hearing about how much better children are testing

in areas like Norway and Finland, so I looked into their assessments. I found

a website that specifically says, 

"The perspective is to be holistic which means assessment of different areas of 

development - the prerequisites concerning academic skills as well as the pupil’s 

developmental level in emotional and social areas."

(http://www.european-agency.org)

 Even in the areas of special education, children are assessed in group

settings to observe their social interactions as well as their 

academic skills. As of 2009, when this piece was updated, the Ministry 

of Social and Health Affaires and the Ministry of Education were trying

to plan a uniform test to catch any risk factors or learning difficulties before

children enter school at the age of 5.

 I know in the U.S. many children

are entering school at the age of 2, and so we are catching symptoms

or signs of learning difficulties earlier, I wonder how often we are 

quick to judge, or misinterpreting, slow development that may catch up. 

I also wonder how the fact that children seem to be starting school later

in different countries could play a part in higher testing levels. 

Maybe we are adding unnecessary stress to children at a young

age by placing some in such strong academic programs. 

Resource: European Agency for Development in Special Needs Education. (2009, August 25). Innovative assessment tools and methods. Retrieved from http://www.european-agency.org)