No Child Left Behind gives schools funding in return for increasing standardized exam scores by students. Gifted students tend to do very well on these standardized tests, presenting schools with little incentive to provide them with challen...
In researching the types of tests that are administered to determine intelligence, it became very clear that there were many differing opinions surrounding the efficacy of intelligence testing. There exists compelling information that suggest there is a lack of ability for any test to clearly identify and measure intelligence. It is very clearly noted that there is a question of the ability for academics based testing to measure a persons intelligence. One of the most noted tests in the United States that is used to measure the potential of students to perform in an educational setting is the Scholastic Assessment Test (SAT). Through the years this test has undergone many changes in attempts to overcome challenges in correctly assessing student performance. The test is produced yearly, and the questions are pooled and changed many times a year. The test has undergone many changes with regard to format throughout the years, and with each iteration, it has sought to become a more effective measure.
In this diagnosis, I have to consider a number psychological and sociological factors that may contribute to John Doe’s low academic achievement. This Diagnosis will consider personal, family and school related factors, which will inform the school of the reasons why John Doe fails to meet his academic potential and help to develop an appropriate intervention plan, that will reverse the students underachieving pattern.
Gifted and Talented Education Research Paper
It is important to understand the many different methods of educating gifted and talented students. Most people, whether as teachers, students, or parents, will at some point be faced with the many options of educating the gifted and talented. In the United States today, 3-5 percent of students are considered gifted. Defining whether or not a student is gifted can be quite difficult, but many would agree that gifted students “are able to learn material rapidly and understand concepts deeply” (Lynch, 1999). Within this paper I will discuss the process of identifying gifted and talented students and the different methods of educating them including tracking, grade advancement, and cooperative learning.
High stakes testing does not accurately determine a student’s intelligence. In 1999, the National Academy of Sciences researched the appropriate and inappropriate uses of tests. They agreed that “no single test score can be considered a definitive measure of a student’s knowledge”(http://www.allianceforchildhood.net/news/histakes_test_position_statement.htm).
What makes a person gifted has been debated historically and continues on today. The debate has been influenced by politics and culture, which impact how gifted children are educated. The three articles discussed in this paper explore the origins, development, social-emotional impact, and politics of giftedness.
Standardized tests can not accurately measure intellectual merit because racial and gender stereotypes interfere with the intellectual functioning of those taking the tests, according to Stanford Psychology Professor Claude Steele. The educational system in United States has been using standardized tests to evaluate the performance of students. The first documented achievement test took place in the period of 1840-1875. The earliest tests were meant for individual evaluation, but the results were used to compare schools and students. Even though there has been controversy about why it is so important for colleges to weigh their admissions on these tests that simply measures our academic abilities the day they take the test. Yet, the long years of obtaining a good GPA do not matter as much as one big test. These tests are used to tell how well school programs are doing or to give a picture of the skills and abilities of students. Therefore colleges shouldn’t let these scores be a large part in the admission process.
First, however, one must have a clear notion of what is meant by giftedness. Only the top 2-5 % of children in the world are truly gifted. These children are precocious, self-instructing, can intuit solutions without resorting to logical, linear steps, and have an incredible interest in an area or more that they focus so intently on, that they may lose sense of the outside world (3). Early reading and development of abstract thought are typical characteristics as well. The acceleration of ment...
Today, in the United States, standardized tests are administered every year by states to their Kindergarten-12th grade public school students. Different states place different weight on their standardized testing results where some states differ their funding based on results and annual improvement, whereas other states allow schools to simply gauge where their students are scoring relative to other schools in the state. These tests, however, are only standardized within one state. One of the few tests standardized throughout the entire country is the SAT, the Scholastic Aptitude Test, administered by College Board and required by, “More than 800 of the nation’s colleges and universities,” (Comras, 1984). This test will be the standardized test focused on in this paper. While standardized testing is that, standardized, and enables the comparison of one student to another, the meaning of the score does not equate to a test of intelligence. Therefore, while standardized testing should be applied in the education system, it needs to be more indicative of the material learned in school and should hold less weight than it currently does in the college admissions process.
A later study by Neisser and colleagues showed that intelligence is measured by someone 's psychology 's most greatest achievements. Then, reviewers started complaining that a test could not capture the complexity of a person 's intelligence. Intelligence is discovered in many ways and just because a student does not pass the same test as the other does not mean the to students are not equally smart, one student may have not go the problems because, they need them in real world