Intelligence testing is necessary but it is important to continue structuring standardized test to meet the needs of children of all backgrounds and learning styles. For example, minority and economically disadvantaged students tend to score lower than other students and, consequently, are often underrepresented in gifted and talented programs. Some contemporary theorist claim IQ tests are not guided by logical theory of how the brain functions and do not include contemporary ideas of what "intelligence" actually means. Some modern theorist feel that an expanded view of intelligence should be incorporated in the testing model. Gardner's theory of Multiple Intelligences (Gardner, 1983), has caught the attention of many critics. It proposes the existence of nine distinct areas in which a student may be particularly highly skilled;
Naturalist Intelligence (“Nature Smart”), Musical Intelligence (“Musical Smart”), Logical-Mathematical Intelligence (Number/Reasoning Smart), Existential Intelligence, Interpersonal Intelligence (People Smart”), Bodily-Kinesthetic Intelligence (“Body Smart”), Linguistic Intelligence (Word Smart), Intra-personal Intelligence (Self Smart”), and Spatial Intelligence (“Picture Smart”). Those who agree with Gardner, appreciatee the broadness of recognition in skilled areas in which a student may be talented. This theory identifies children of minority groups who in testing processes have been under-identified using more traditional approaches. In terms of representing a child as a whole, I believe Gardner's theory of multiple intelligence does just that. It represents logical and sound thinking geared toward specific learning strenghts. I believe that it is important to take in to consideration when testing a child the education levels of the parents as well. Education begins at home and and this is where children learn disipline and dedication to education. With out involved parents in the home environment at an early age, some children may fall behind in areas of which they are being tested. I also believe that it is important to consider the child's ability to speak and understand language. Testing should support a child where some abilities may be lacking.
Researchers studied a village in Western Kenya to test the theory that academic and practical intelligence are separable and distinct. Eighty-five children (43 boys and 42 girls) between the ages of 12 and 15 years participated in the study. Researchers found that villagers prefer children to develop practical skills which are more useful in the village over intelligence skills. The interest was their set of scores on a test of their understanding for natural herbal medicines used to fight illnesses. This type of information is important in teaching their children about the environment, due to the fact of the high number of children that have encountered parasitic infections that can seriously impose their functioning. Scores on the test of presumed knowledge differed rather poorly with scores of academic intelligence and achievement. It can be summed that most villagers in this area value practical skills and may view academic skills as less necessarry and a distraction from more applied lessons that are of more use to them.
Sternberg, R. J., Nokes, C., Geissler, P., Prince, R., Okatcha, F., Bundy, D. A., & Grigorenko, E. L. (2001). The Relationship between Academic and Practical Intelligence: A Case Study in Kenya. Intelligence, 29(5), 401-18. Retrieved from EBSCOhost.
