Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Easy of intelligence tests
Educational significance of intelligence test
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Easy of intelligence tests
We Should NOT Judge Students by Test Results
Are people who get good grades and/or who get high scores on tests more intelligent than those who do not? Can we just distinguish people who get good grades and/or high scores on tests are more intelligent than those who do not get good grades? I firmly believe that it is not fair to judge people who get good grades are more intelligent than those who do not. Test scores are not a fair judgment to distinguish one’s intelligence. Test scores can not show the actual intelligence of an individual.
We should consider the following factors that can affect an individual’s performance on tests. First of all, physical condition of the test participant. For example, if the participant is sick on the test day, we will not expect he/she will perform well on the test. Secondly, the mental condition of the individual and the person’s emotional condition can affect the test results as well. Consider the test participant just broke up with his girlfriend or her boyfriend. He or she will not be able to concentrate on the test, so he or she will result in receiving bad grades. Another example is somebody died in family. The test person is not possible to do his/her best during the test. The emotion of the person is the factor that will affect the performance on tests the most. Environment is another factor that will affect the performance of the test participant. There maybe some disturbing noise or the test venue is too hot/cold for...
Some students simply do not test well, others try their hardest and still cannot reach the impracticable standards set for them. The individuals who create these tests do not understand the pressures of being a student, or the struggle to answer thirty-five questions in a compressed time period. One test cannot accurately measure the intelligence of a student.
The threat of war between European nations was gradually increasing right up until 1914. Prior to that time, Europe’s main powers were divided into two alliances. Germany, Austria, and Italy made up what was called the “Triple Alliance”; while Britain, Russia, and France were known as the “Triple Entente” (as shown in document 2 which depicts Europe on the eve of WWI and the alliance systems). There was a tacit understanding that if one nation of the alliance entered into a conflict, the other nations would remain loyal to said nation. These existing alliances drew multiple nations into the war. For instance, Germany was brought into the war when it’s ally, Austria-Hungary, declared war on Serbia. Russia was allied with Serbia and France. These alliances
Alliances were a key contributor to the war. Europe was generally divided into two groups of nations. One on one side was Triple Alliance which consisted of Germany, Austria-Hungary and for a short time Italy. On the other side was the Triple Entente which also consisted of France, England and Russia. When Archduke Ferdinand was assassinated by a Serbian nationalist, Austria logically pointed the finger of blame to the Serbian government. Because of the ethnic ties, Russia quickly sided with Serbia. G...
World War I was a fascinating, yet dramatic war for which there are a lot of different points of view. Some people argue that it was only Germanys fault, where-as others think that it had to do with the pressure put upon them by the other leading powers. Some of the things which triggered the war were the enormous rise in population, which happened very rapidly, caused by the Industrial Revolution. At the beginning of the nineteenth century the population of Europe was roughly 50 million; by 1820 it was about 100 million, and by 1870 it had reached the 200-million mark. By 1914 it had topped 300 million. (Stokesbury 11-12). With all the leading powers focused on the Balkans, war, to many, seemed inevitable. The new countries abused their power which was given to them by their major allies, causing enormous problems, and unnecessary tension to be built up. Alliances also caused a lot of problems like the one between Japan and England, where-after the Russians suffered a humiliating defeat against the Japanese in the East. This did not exactly improve the chances for England to ally with Russia, but luckily did not interfere too much in their relationships, and after some time they even turned out becoming allies, together with France, at the end even making military plans together. They also shared the responsibilities of protecting areas, just like England and France who protected both the Mediterranean as well as the Channel separately, making it easier for each country to focus on one area.
One of the causes of World War One was the Alliances. These were settlements or oaths to defend and help other countries. It was a thought that alliances would calm things down and make peace, and in case of war others would protect each other, so it would be harder to fight with that country. In 1914 the most powerful countries in Europe were divided into opposite Alliances, The Triple Alliance and the Central Powers or the Triple Entente. The Triple Alliance was made up of Germany, Italy and Austria-Hungary. The Triple Entente was made up of Britain, France and Russia. European Alliances had a major part of being in the war. These two powers were very worried about being attacked after all of the tension from Nationalism, Imperialism and Militarism. To make sure these countries weren’t attacked and defeated these alliances were formed. Germany and Austria-Hungary made an alliance but they made it secretly in 1879, after this happened Italy joined this Dual Alliance to form the Triple Alliance because it was annoyed with France for stopping its plans to col...
Tests cannot always measure everything that needs to be measured on a course or what a st...
In Letha Scanzoni’s book Men, Women, and Change: A Sociology of Marriage and Family she observes that a wife’s duty was “to please her husband...to train the children so that they would reflect credit on her husband”(205). Alongside the wife’s duties Scanzoni provides the husband’s duty to “provide economic resources”(207).These expectations have long been changed, since then these have become common courtesies. Today, we see less and less of the providing father, homemaking wife and respectable children family structure. We are now seeing what sociologists call the senior-partner/junior-partner structure. Women and mothers are now opting for the choice to work and provide more economic resources for the family. This has changed those expected duties of both men and women in a family scene. A working mother more or less abandons the role of homemaker, to become a “breadwinning” mother, and the father stays his course with his work and provide for the family. Suzanne M. Bianchi in her book Changing Rhythms of American Family Life comments on the effect of mothers working and the time they spend in the home. “Mothers are working more and including their children in their leisure time” (Chapter 10), now that ...
Standardized testing assesses students, teachers, and the school itself, which puts a great deal of pressure on the students. High scores show that the school is effective in teaching students, while low test scores make teachers and schools look as though they are not teaching the students properly. This is not always the case. There are teachers who do teach students what they need to know to pass the test, but their students are still unprepared. Although teachers try to improve instruction, student performance is still variable to other factors that the school cannot control.
In the 1920s-1940s, women were encouraged to step outside of the home and work, but on the other hand, women were also encouraged to be stay-at-home mothers. Women should stay at home if they have the ability to do so. However, women should not feel like they have to be isolated from the rest of the world with chores and children all day.
Standardized testing scores proficiencies in most generally accepted curricular areas. The margin of error is too great to call this method effective. “High test scores are generally related to things other than the actual quality of education students are receiving” (Kohn 7). “Only recently have test scores been published in the news-paper and used as the primary criteria for judging children, teachers, and schools.”(2) Standardized testing is a great travesty imposed upon the American Public School system.
People assume that standardized tests are a good way to compare performance levels of various students from different schools and locations. Without standardized exams, this would not be possible. What supporters do not know is that standardized tests are an unreliable way of measuring the success of a student. “Proponents of traditional intelligence testing argue that it is still the most accurate and useful way to measure human mental ability...advocates say...that such testing is scientifically valid and can aid research efforts in fields such as education and psychology.” (“Intelligence Testing” pg.2).This quote shows that some people believe standardized tests are a good way to measure a students mental abilities. While standardized tests
It is a fact that some people are better at taking tests than other people. Intelligent students who challenge themselves throughout their high school careers and have high grade point averages can do poorly on a test, while a student who has only taken basic level classes can score significantly higher. Is that a fair representation of what was achieved in high school?... ... middle of paper ...
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).
...e Alliance declared war on Serbia, Serbia asked Russia for help and Russia asked England and France for help. This is the most important cause of World War 1 because it brought 5 huge Empires unnecessarily into Serbia and Austria- Hungary’s war. Also from as soon as both The Triple Entente and The Triple Alliance were formed, it became clear for all to see, who was “friends” with whom and who hated whom.
Based on the Programme for International Student Assessment’s 2012 results (PISA), the United States has ranked 30th in comparison to other Organisation for Economic Co-operation and Development (OECD) participating countries. The United States, a country that has once held the ideal for educational standards, has now ranked just slightly above other countries that are just being developed. By using high-stakes test statistics to drive America’s educational standards, classrooms are beginning to lose their meaning of helping students to learn and grow as individuals. Because of classrooms just teaching the test are beginning to lose the meaning of helping students to learn and grow as individuals, results of high stakes testing which can be affected by the minutest details, are not a reasonable way to judge overall student competency; a better alternative would be by performance based assessments. “Test developers are obliged to create a series of one-size-fits-all assessments. But, as most of us know from attempting to wear one-size-fits-all garments, sometimes one size really can’t fit all.” (Popham, James W.). High stakes tests are not a reasonable way to judge overall student competency because educators can not expect to have accurate and precise results in just one sitting for 12 years of learning. Although tests pose an important role in education, they should not be given such high stakes of determining if a student should be rejected from a college “based solely on the fact that their score wasn’t high enough” (Stake, Robert.).