Testing for Intelligence...

In this assignment we were asked to answer the following questions:

Considering a commitment to viewing young children holistically (i.e., a commitment to "the whole child"), what, if anything, do you believe should be measured or assessed? Explain your reasoning.

In what ways are school-age children assessed in other parts of the world? (Choose a country or region of the world for which you have a personal affinity.)

What additional ideas, comments, suggestions, examples, and/or concerns related to assessing young children would you like to share with your colleagues?

Young children are difficult subjects to assess accurately because of their activity level and distractibility, shorter attention span, wariness of strangers, and inconsistent performance in unfamiliar environments. Other factors that may affect a child's performance include cultural differences and language barriers, parents not having books to read to their child and a child's lack of interaction with other children. Consequently, assessment of infants, toddlers, and young children requires sensitivity to the child's background, and knowledge of testing limitations and procedures with young children. Informal relaxed settings where the child can be as much at ease as possible are recommended when doing assessment. Assessing a child within the context of his or her community and the interacting social systems, and taking into account the family's needs, resources, and concerns affect both the evaluation and possible interventions.

When testing young school age children the examiner needs to take certain aspects into account. The young child's immature developmental status influences the responses to testing more than older children or adults. 

Other considerations, which are important, are the socio-physical environment and sensory integrity of the young child. I beleive they should be assessed on many different levels. I feel that standardized test can measure for he majority but what if that child is having an off week and doesn't master the test the way they should? This should be taken into consideration.

In England, The Government said a shake-up of the assessment structure for five- to 11-year-olds would be introduced to ensure schools are “identifying those who are falling below national expectations”.

It emerged that the existing system – which places pupils in different “levels” during primary education – will be scrapped altogether.

In its place, the Coalition has pledged to draw up a new grading structure in English, mathematics and science that will “recognize and reward the highest achievers” as well as picking out those who struggle the most.