Communication Style and Test Content in Placement Testing

Developmental research suggests that working memory and attention control undergo rapid development during the preschool years, and have a substantial impact on children's developing “approaches to learning” and corresponding academic achievement (Welsh, Nix, Blair, Bierman, & Nelson, 2010). This suggests that there is a considerable difference between learning ability or one’s intelligence and one person’s achievement. In 2011 Shekinah’s pre-kindergarten teacher from Japan calls her parent in to talk to him about his 5 year old performance and academic achievement. She goes into detail praising Shekinah’s academic achievement and how she would be better starting in kindergarten when we return to states, instead of the second level of kindergarten. Upon arrival to Virginia, the parent went to the school and passed on the information. And the school insist that she had to pass a standardize test. Needless to say, she took the test and was found not ready to go to the next level. However, leaving Virginia to come to North Carolina, the parent had another similar talk with the pre-kindergarten, who insisted that she does not need to go to kindergarten instead she should be place in first grade. She was again tested in North Carolina, and was found not ready to go to first grade. In her second month of kindergarten, the parent went to a parent-teacher conference, and the teacher was so excited and happy to tell him that his daughter achievement was so great that she already surpassed all expectation of a kindergarten level and she is doing everything necessary not to slow down her academic growth by giving her first grader’s homework. Now she is in first grade, and she had passed all requirements of first grade during her fi...

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...nly because most of the question required me to use a calculator, which is a standard practice in the Unites States and most developed countries. However for a young man coming from Africa, most operation and values where computed using the brain. But in a class setting even my instructor did not know why I was placed in her class because my performance and my achievement was way above the level.

In conclusion, intelligence is made up of many components, which cannot be assessed using a specific standardized test. And achievement does not always reflect test scores, nor test score could determine with accuracy some achievement. Additionally, there are many factors that can influences IQ testing, which include biological and environmental influences. For the purpose of this discussion, only communication styles in ethnic groups and test content were considered.