Testing for Intelligence

Assessments are important and give a plethora of information for the student. The information gathered changes depending on the type of assessment given. Of course there are factors that need to be considered when assessments are given such as, is the child tired, scared, fearful, comfortable, hungry, etc. Some assessments test content areas, especially literacy or math, intelligence, physical development, emotional development, etc.  My belief is that assessments are important. They at least give me a foundation to further explore. These assessments can lead to one finding a delay that a child needs more support or some huge emotional issue that leads to a child receiving counseling services. In my school, we use the assessments in various ways. We have a wait and see model that we follow after completing a screening prior to the beginning of the year. If informally, teachers observe physical or cognitive issues with a child then they assessments will be used as documentation to show the need for further support. We also use the assessments to develop the learning path or learning groups.  I definitely believe in looking at the whole child and assessments, whether formative or summative.

Children in Uganda began being assessed in 1996. They are assessed by using the National Assessment of Progress in Education (NAPE). This assessment can about because students had only been assessed when testing for secondary education. During the same time as the implementation of this national assessment, also came universal primary education. Students were required to attend school which made for many challenges. These challenges caused scores on the national tests to decrease. However, there were no tests for social- emotional or physical development mandatory.