A Little Evaluation Variety
Looking back, I begin to realize that I learned some of the most important things in pre-school. There was always an emphasis on things such as cooperation and sharing. Although often overlooked, things such as cooperation go a long way. We were taught valuable things in the classroom that may not have contributed to us earning a higher grade, but had the potential to enrich friendships and relationships. I quickly realized that as I got older, classrooms became more structured. With every year that passed, it almost seemed as if the way students were tested became more and more dull.
After beginning university, I quickly came to the realization that almost every exam that I would ever write would be your typical standardized test. Eventually, one becomes accustomed to this style of testing and manages to train him or herself in a way that ensures success. Society is quick to associate competency with scoring high on a multiple choice exam. Unfortunately, those who fail to perform begin to doubt themselves. There are several different ways to test “intelligence”, yet the only ones who seem to succeed in a university setting are those who can ace a standardized test. This begs the question, are schools administering the wrong type of tests?
I will admit that I’ve adapted to the evaluation methods at university, and being herded like sheep into a gymnasium no longer fazes me. I cannot say the same for all people. We do not all excel in those settings. Some cannot memorize information as well as others, but know the material.
There are multiple different types of intelligences that should be tested in a college environment. What makes up a student’s grade should be more than two cumulative exams that solely require the regurgitation of class material. Sometimes papers and presentations are fitting, as they encourage students to take different approaches and practise different skills. Well-roundedness could easily stem from such variety when evaluating students.
Student ID: 260554866
