I believe that testing for intelligence with and for children is a double-edged sword as there are advantages and drawbacks to it, not only for the child but for society as well. We have begun entering the last phase of this class: learning about middle childhood. This is most often the time in the US in which children experience testing at school. It coincides with the developmental issues regarding being able to care for and think for themselves as well as the eagerness to master “whatever skills their culture values” (Berger, 2009). Many agree that children’s ability to learn and actively participate, as well, as how those abilities are, obtained (cognitive development) should be viewed and tested as holistically as possible.
From what I understand about the school system in my county and FL, the FCAT (Florida Comprehensive Assessment Test) is “administered to students in grades 3-11, consists of criterion-referenced tests (CRT) measuring selected benchmarks in mathematics, reading, science, and writing from the Sunshine State Standards (SSS)” (Florida Department of Education [FLDOE], 2005). During my job of working with children and families, testing time is a period of observable higher anxiety for children, parents, and teachers alike as they are being tested on their performance academically. I strongly believe that more real world information were included on these tests, which would make them more holistic and less intimidating to children. Examples of these could be etiquette and or emotional processes that children should be developing during this time or even some sort of test to assess a child’s ability to logic with people, advocate for themselves, etc. Additionally, I also believe that those children who show an affinity for the arts at a young age are not given proper credit for these skills either. Lastly, I believe that parents should be given some sort of “pre-test” to test the new ways information is learned by their children. I believe the FCAT should have more parent/teacher communication practices as well for the emotional well-being of the children and to allow them every possible chance to show their strengths and decrease the possibility of unrealistic and unreliable expectations.
I read recently a controversial issue in Germany in which there was debate about making intelligence testing mandatory for those wanting to immigrate there. Some in Germany believe that if one wants to move to the country, their education, employment, and intelligence should be tested and approved by the government (Hall, 2010). I found this article and issue totally close-minded and ignorant. It is no wonder that more people are moving out of Germany than trying to move in (Hall, 2010). What makes this especially appalling is the fact that Germany has in the last 20-30 years taken the emphasis off of academic and intelligence testing for its children. Like in the US, testing is not a federal issue, but is regulated by the states themselves and teachers are “defined as civil servants” (Sutter, 2002). In Germany, during the first 4 grades children are taught together and lessons focus around language skills, literature, and mathematics. “During the fourth year of elementary school, children and their parents usually decide on the type of secondary school which begins with grade 5: Hauptschule, Realschule, Gymnasium or Gesamtschule. The choice is determined by a student's aptitudes, career aspirations and grades. In order to facilitate the choice, most states offer a two-year transition period or orientation phase (Orientierungsstufe) for grades 5 and 6. In the 1950's and l960's fourth graders had to pass a comprehensive assessment test before enrolling at a Gymnasium” (Sutter, 2002).
However, what I find interesting about German Educational system is that it appears flexible. For example, after the choice of secondary school, children and families are provided the opportunity to change their minds to find the best suited program for the child’s individual abilities and goals, thus setting them up for success and not inferiority (Sutter, 2002).
I am certainly biased against certain facets of standardized academic testing. Being a person who performs poorly on these exams in past experiences, I do not believe that a person's abilities or potential can be accurately tested using a bubble sheet, #2 pencil, and especially not with a clock ticking and tocking in one's ear. I hope that our educational system continues to evolve to understand this. While I believe that there is some benefit in weighing one's intelligence, I believe that it is a controversial and stressful issue for young children.
References:
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Florida Department of Education (FLDOE). (2005). Assessment and school performance. Retrieved from
Hall, A. (2010, June 29). German politicians suggest immigrant ‘intelligence test.’” Retrieved from
http://www.telegraph.co.uk/news/worldnews/europe/germany/7860804/German-politicians-suggest-immigrant-intelligence-test.html.
Sutter, Ralph. (2002). The educational system in Germany. Retrieved from
http://academic.cuesta.edu/intlang/german/education.html.
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