Assesments

Assessments; Telling the Whole Story

I am a believer in the use of defining intelligence by the use of multiple intelligence assessments. I currently formulate lessons for my student around this concept and it absolutely reaches all level or better yet “the whole child”.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

·         Linguistic intelligence ("word smart")

·         Logical-mathematical intelligence ("number/reasoning smart")

·         Spatial intelligence ("picture smart")

·         Bodily-Kinesthetic intelligence ("body smart")

·         Musical intelligence ("music smart")

·         Interpersonal intelligence ("people smart")

·         Intrapersonal intelligence ("self smart")

·         Naturalist intelligence ("nature smart")

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more.

Assessments should not be geared to a standardized test but to the concept of understanding material that has been covered. There a many ways of assessing students to see if they understand and can retrieve data. For example the format for which this class uses for assessment. When we are doing these charts, it helps us to place information categorically so that we can mentally retrieve information.

In our assessment of children, we can use various projects and activities and not make testing a series of memorized information stored in the short term memory that will quickly be forgotten once the class is over

Let’s Look at France! 

Believe it or not IQ testing began in France in 1904 under psychologist Alfred Binet. He was commissioned by the government to differentiate between the children who were intellectually normal and the children that were “inferior”. The purpose was to put those that needed the extra attention into special schools and the disruption to those of normal intelligence would be avoided. Education in France is compulsory for children aged six to sixteen. State (public) education is free, secular with mixed-sex classes. Education is also available in private, fee-paying schools (which include most religion-based and international schools). Mothers' help, crèches, kindergartens and nursery schools fall outside the official school system

Halte Garderies are open to children under the age of 6. Children may attend a few days or half-days per week, as the parent chooses. Children are under the guardianship of a qualified midwife, pediatric nurse or teacher. The is usually a small fee to pay. Ask at your Mairie for details on local facilities.

Écoles Maternelles

École Maternelle is comparable with nursery school or kindergarten in anglophone countries. While not compulsory it is considered essential in preparing a child for school. Maternelles are for ages two to six and provide optional education for children. Enrolment for the local école maternelle should be done at the Mairie. It is free of charge (aside from extras, including lunch).

Children who are two at the rentrée - the start of the new school year in September - are accepted provided they are sufficiently mature and "socialised". (This is gauged by a doctor who will issue a certificate). If the child turns two before the end of the year, and the school has space the child may be admitted. If there is no Maternelle in an area, a child may start at the école élémentaire in the section enfantine from the age of 5 years.

The Maternelle is divided into:

• Petite Section: 2-3 years
• Moyenne Section: 3-5 years
• Grande Section: 5-6 years

The assessment of children in France is based on knowledge solely on the subjects and they must be known or memorized in the testing.