Testing for Intelligence: Tool or Target

Saturday, June 9, 2012

Testing for Intelligence: Tool or Target

Should young children’s development be measured or assessed? Yes, if the measurement is for the purpose of showing progress over time and evaluating the program’s effectiveness in providing an environment that has afforded the child the opportunities needed for healthy development. I have come to the understanding, through the study of child development that there is a common belief among theorists that children are born motivated to learn. Piaget believed that infants are smart and active learners. (Berger, 2009, p. 161). Vygotsky believed a child is an apprentice in thinking. (Berger, 2009, p.253) Berger highlighted Vygotsky’s theory emphasizing the role of adults in scaffolding children’s learning by providing support for skills that are emerging until the child has mastered the next developmental task. Bronfenbrenner’s ecological model recognizes that the child is an active force, exerting an influence on the people around her and on the relationships she has with others (Keenan & Evans, 2009, p. 35).

The National Association for the Education of Young Children (2003) released a joint position statement with the National Association of Early Childhood Specialist in State Departments of Education:

Early childhood professionals…have a shared responsibility to…make ethical, appropriate, valid, and reliable assessment a central part of all early childhood programs. To assess young children’s strengths, progress, and needs, use assessment methods that are developmentally appropriate, culturally and linguistically responsive, tied to children’s daily activities, supported by professional development, inclusive of families, and connected to specific, beneficial purposes: (1)making sound decisions about teaching and learning, (2) identifying significant concerns that may require focused intervention for individual children, and (3) helping programs improve their educational and developmental interventions. (NAEYC & NAECS/SDE, 2003, 1)

Testing should be a tool for identifying the next developmental task and the enhancements needed in the child’s environment to accomplish progessive milestones. It should put pressure on adults that have the resources and knowledge to adapt and when there are concerns educators must place the child as first and most important over the second concern, the disability. (Ray, Pewitt-Kinder & George, 2009, p.21). A holistic approach must consider the following questions:
                What genetic or environment conditions foster …. (healthy development)?
                What intervention is best … (for the child)?
                Which child-rearing practices and family structures….(contributed to the development being assessed)?
                What school, teacher and placement…..(will foster positive growth)? (Berger, 2009, p.330)

Sir Ken Robinson challenges us to examine our education system … modeled on the interests of industrialism. We educate children by batches. If you are interested in the model of learning, you do not start with a production line mentality. (Robinson, 2010) He goes on to say that the important characteristics that children have in common is not date of birth. A dynamic systems approach recognizes development is impacted by interactions that are multidirectional, multidisciplinary, multicontextual, and multicultural and exhibit plasticity. (Berger, 2009, p. 7-19) Children are motivated to learn when the student feels he belongs, believes he is valued, and is engaged in activities that are relevant and meaningful to him. (Snow, 2012). A plethora of concepts have been presented during the study of early childhood requiring a multifaceted view of developmental expectations.

UNICEF is engaged in interpreting international assessment data of learning achievement. Elaine Furniss’ statement in response to “Who wants to know and why?” is so clarifying, I felt impelled to share it. I believe this is a great question to post to a blog is entitled “Have I asked the right question?”.

So many people are interested to know the outcomes of learning. For each type of stakeholder, the question of concern may be different. Students want to know if they are learning, and if so, how well. Assessment feedback for students should ensure that students know what they can do, and what they cannot…and how to correct their mistakes. Assessment tools such as rubrics and portfolio assessment, discussed below, provide such sources of information. Families and communities want to know if children are learning and how useful school is as a contribution to community life, especially if there are competing demands for children’s time and if schooling is an expensive commodity. Teachers want to know what students are learning, and schools want to know if teachers are doing a good job. Education systems want to know if student learning is consistent with curriculum standards, if schooling is efficient and if students are well prepared for the challenges of life. (Furniss, 2003, p.1)

In the Philippines UNICEF has been working with the government to create child-friendly learning environments. The school system has adopted policies to adjust to the differing needs of children. I am going to highlight practices that differ from a traditional United States public school. Children are not publicly ranked based on performance. Children are allowed to use their first language during the school day. The needs of children are considered first over the needs of others. No children are excluded from activities by peers. Children as active learners learn by doing and working cooperatively in pairs and in groups. (Furniss, 2003, p.12) In an interview with a teacher in the Philippines, UNICEF learned about the assessment practices. The teacher used observation to determine learning goals for each child. Tests were given to help plan for small and large group curriculum needs in literacy tasks. During the school year the teacher collects both formal and informal samples of the children’s work to evaluate skills. Children are grouped together to work on skills development and formally evaluated based on all assessment quarterly. New goals are set and new groups created based on developmental progress. The students also prepare a self-evaluation to reflect on their own abilities. Pascual explains, every new piece of information sets me to thinking about what help my students need and how I can best help them. (Pascual, 1999).

Understanding the value of assessment to create relevant and meaningful curriculum and identifying the skills required of the teacher to observe student achievement reinforce development and learning. To appreciate the individual differences in our children and the important influence of community, it is important to remember that nothing is entirely genetic or entirely environmental. Genes always interact with the environment. (Berger, 2009, p. 380) Janet Gonzales Mena provided us with six professional attributes that would help gather authentic observations. I believe three are particularly applicable to assessing children. First, Gonzales Mena cautioned us to avoid making judgments or assumptions; secondly, we must pay attention to the feelings of the child, and last we need to determine how we are going to use the information. (Laureate Education, Inc., 2010). Assessment should be a tool for planning next steps and not a target children are measured against.

References

Berger, K.S. (2009). The developing person through childhood. (5^th ed.). New York, NY: Worth Publishers

Furniss, E., (2003). Assessing learning achievement. UNICEF, New York, NY. Retrieved from www.unicef.org/lifeskills/files/AssessingLearningAchievement.doc.
Keenan, T., & Evans, S. (2009). Theories of development. In An introduction to child development (pp. 35-43).

Laureate Education, Inc. (2010). (Produce). How to observe children. [Web cast]. Baltimore, MD: Author

NAEYC & National Association of Early Childhood Specialists in State Departments of Education (NAEYC & NAECS/SDE). 2003. Joint position statement. Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Washington, DC: NAEYC

Pascual, M. J., (1999, April) (Interview with UNICEF) Active Assessment in the Philippines. Teachers Talking about Learning. Retrieved from www.unicef.org/teachers/forum/0199.htmRay, J. A., Pewitt-Kinder, J., & George, S. (2009, September). Partnering with families of children with special needs. YC Young Children. 64(5). 16-22.

Robinson, K. (2010). Changing education paradigms. RSAnimate.org. This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award. Retrieved from http://www.youtube.com/watch?v=zDZFcDGpL4U

Snow, K. (2012, February 16). Relevant and meaningful. Revolutionary Common Sense by Kathie Snow, http://www.disabilityisnatural.com/. Retrieved from http://www.disabilityisnatural.com/newsletters/490-rele-mean

2 comments:

TyshonnaJune 11, 2012 at 4:38 PM
I agree children should be assessed on their progress over time. I believe that children should be assessed according to their learning style.
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S.S. CameronJune 17, 2012 at 11:16 AM
Hey Wendy,

What age do you think is appropriate for a child to be assessed? Do you believe that over time what they are assessed on will help them with their future studies?
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Personal Childhood Web

Joanie Peterson, my mother, was very engaged in my life from birth. I was the oldest and the only child until I was five. I was loved,my mother spent time with me by including me in whatever activities needed to be done. I remember the old tile floor in the kitchen that had to be waxed regularly. When the wax dried, my mother would give me an old towel to stand on and she would put on music and we would dance the twist until the tiles were buffed. My mother was finishing her bachelor degree in psychology and English during my first three years. I had the opportunity to meet lots of people in a community of shared values. I had time to play uninterrupted and my play was very creative and complex, with hours outside. I was read to and the value of learning was instilled in me early, but not in a competitive way, to be recognized as the best, but in a very personal way. Was I giving the task or the skill my best effort? Her approach to parenting developed intrinsic motivation in me. I am a great team player, motivated and satisfied to make sure the team does well. The measure of achievement is the level to which I tried my best. I can take a risk to take on a new challenge, because I know my mother will always love me. I value personal responsibility.

Rev. Merton Peterson, my father, was finishing seminary and pastoring his first church when I was born. I remember sitting on his lap, watching him type, helping fold bulletins, turning the handle on the old mimeograph machine, and going on home visits with him, when he needed to visit families from the church. We did not have material wealth, but I never felt poor We had enough that we could share. My did believed in me, when there was something I needed to do or learn he always spoke as though I had already mastered the task. I believe he spoke with confidence, because he has prayed for me every day of my life. Being a pastor's child means you learn manners, expectations and hospitality very early. We had lots of company. I loved giving up my bedroom and sleeping in a sleeping bag so the missionaries could have my room when they visited. I would listen to stories of their experiences in different countries and how they would help build homes and schools and grow crops wile they shared that Jesus loved them. I share my family's faith in God and the value that people are more important than things.

My extended family did not live close to me as I was growing up. But my grandmothers and aunt were prolific letter writers. We visited family every holiday, making holidays feel very special. I would listen to the adults share stories about family and friends. I knew that family were there for each other. My great-great grandparents were homesteaders. There was a strong sense of work ethic practiced. There were ranchers and there were farmers. It takes commitment and self determination to make it work. The entire family has to help to get the cattle in or harvest the crops. I remember the first time I was allowed to go on a cattle drive. I was probably seven. The strong connection to aunts, uncles and cousins as we spent the day on horseback gathering the cattle that were scattered among the trees and meadows in the foothills was exhilarating—I belonged, I was given worthwhile work. The farming family was an even stronger influence on my work ethic. When we visited the farm there was always tasks I could participate in: picking fruits and vegetables to can or freeze for my families use and when I got older picking melons or driving a tractor. It was part of being a member of my family. My family values hard work and integrity.

The church community provided a foundation of belonging and strength in conviction. Looking back I can appreciate that those families made sacrifices to make I had what I needed. The children were my friends, we could discuss the roles we were in and decisions we faced from a shared set of values. I never felt alone. As a community we looked out for each other. The community demonstrated living the values they held.

School Environment, Most people cannot imagine going to a school that houses children from kindergarten through senior high in the same building. Still the school community had enough diversity of values that it was a great place to have my values challenged and for me to exercise the decisions to stand true to my values. With only thirteen in my graduate class, but still the roles and functions of any school, there was so much opportunity to try out many different tasks. There were sports, student council officers, music, drama and clubs. I tried it all, because in a school that small everyone needs to get involved to have enough participants. My work ethic and integrity rewarded me with responsibility and opportunities. The most unusual was a flight class to learn to be a pilot, which included flight hours in a small plane. In the state I was raised, schools were the hub of activity for rural communities. Everyone came to all the events. People valued being together.

Wendy Newby - Have I asked the right question?

Saturday, June 9, 2012