Aptitude and Achievement Testing

A little history

Dr. Alfred Binet , a French psychologist, designed a test to assist in recognizing children who needed the support of special schools. He saw the potential danger of misusing this scale, and in 1904 was already cautioning its use as a measure of intelligence. Intelligence is multidimensional and dynamic, he noted, so any kind of labeling from a single test at a single point in time would be untrue and potentially damaging to the education of the child. ( Audiblox, 2002 )

His test went through revisions in the Americas and for many years became a widespread and widely accepted measure of intelligence (Audiblox,2002). The premise during these early years was that intelligence was genetic and did not change throughout a lifetime. (Audiblox, 2002)

In addition to the revised  Binet model, Stanford Binet, other tests have been devised to perhaps better represent intelligence. The Wechsler Intelligence Scale for Children (Wechsler  Preschool & Primary Scale of Intelligence), tests ten areas. This test has a verbal and performance score. Howard Gardner proposes a multiple intelligence model seeking to measure academic ability, creativity, practical skills, emotional regulation and perception (Berger, 2009).


Problems


Intelligence is not solely genetic and can change, usually due to an extrinsic force (Berger, 2009)

The tests can be culturally weighted so a child not exposed to that culture is at a loss that has nothing to do with his intelligence (Berger, 2009)

Testing is static measuring a dynamic phenomenon - the human mind.(Berger, 2009)

Labeling a child as deficient lowers expectations preventing him from being supported to be his best Burger,2009).

The tests may measure what the child has learned and if the child has not been exposed to the content of the test, then he is at an unfair advantage (Burger, 2009)

The quality and attitude of the tester, the environment of the test and the people grading   are all variables that can effect the scores that have nothing to do with the child's intelligence. 

Comments on testing in China

Here in China, the testing of I.Q. has been discouraged for a few decades.(Xinhua, 2008, March). There are tests available . like the Educational Readiness, written by Dr. Mujie Ou, a child psychologist,  in 2007 (Luo, Zhang, Liu, Zhoa, Shi, Rozelle & Sharbono, 2008 ) This is a multidimensional test measuring, cognitive, language and communication abilities, independence as well as fine and gross motor skills (Luo et al, 2008). This is for the child entering Primary school. Chats with my colleagues seem to indicate that these are not closely adhered to. For example, while teaching in a local Primary school one of stories was of a little girl being accepted solely on her ability to stay calm focused in an uncontrolled environment. She was with a group of children waiting for an interview for this Primary school. The other children were disrespectful of the space and uncontrolled in their noise and activities. This young one sat quietly until things calmed down then went about straightening the room. This colleague said she was accepted without an interview.

Apparently all children can be accepted into the school in their district. Apparently every child is to be accepted and not graded according to any achievement performance. The lining of the desks from the better achievers to the less is not supposed to happen but old habits are difficult to break. There are regular tests that check what the child has learned.

There are national examinations at the end of the second semester of Grade 3 and Grade 6 that help the child get into the middle  school and later university of  his choice. These tests are very important and can make huge differences in the child's future chances at education. As one of my colleagues said, it is just academics that are tested, you could be good in music or sports but if your academic scores are not high, you can  lose a spot.

There is so much I do not know about what kind  and when testing is done in schools either in North America or here. There are a few things that I wonder might make testing useful.

Testing would cover practical as well as academic knowledge.

Testing would be done over a period of time and in a natural setting, by observation rather than a prescribed test sitting.

The results would only be used to support the child within the classroom. The parents would not be given results other than in ways their child could be supported to make his education a rewarding experience. Some children may need to be supported in reading, others in mathematics, others in socializing. Everyone has some area that is weaker than another and seeing the child as a complete, body, soul, spirit and mind entity can perhaps help the education system send better prepared and happier people into the world.

Sources

Audiblox. (2002, March). IQ Test: Where Does It Come From and What Does It Measure? retrieved from http://www.audiblox2000.com/dyslexia

Burger, K. S. (2009) The Developing Person Through Childhood (5th Ed.) New York, NY: Worth Publishers

Dictionary of American History, (2003). Intelligence Tests. retrieved from www.encyclopedia.com.

Luo, R, Zhang, L.,Lliu, C., Zhao, Q., Shi, Y, Rozelle, S.& Sharbono, B. (2008) Behind before they begin: The Challenge of early childhood education in rural China. Australian Journal of Early Childhood.

Xinhua. (2004, March 28). Professional aptitiude test for children induces debate. Peopple's Daily Online. http://english.peopledaily.com.cn/200403/28