Has it ever came to mind if a person is as intelligent as their number? Most colleges and schools in America are required to hand out tests every month. But, do these tests that are used to measure our knowledge, measure our full potential? Many ‘intelligent’ students, identified by the data gotten from intelligence tests (which too often reinforce teacher expectations), are frustrated by papers that run out the same questions in a different form. Which allows for little or no original thought and even discourage creative thinking and intelligent responses. Standardised should be changed into different formats where it shouldn’t just be A,B and C answers it could be more interactive testing. Standardised tests do not measure our full knowledge or potential in academics, real world problems and mental health problems.
Teenagers usually have a “busy” life and are always in a bad mood but do parents actually know why? It’s all school and that’s the problem school is enforced to the max, where students attend school for 7-8 hours daily, have homework for eight classes where it can take up to 5-6 hours of homework, plus side activities like eating, showering, and running errands. Almost 40 percent of parents say their high-schooler is experiencing a lot of stress from school, according to a new NPR poll conducted with the Robert Wood Johnson Foundation and the Harvard School of Public Health. In most cases, that stress is from academics, not social issues or bullying, the poll found. Teens usually don’t sleep as much because of their busy life now adding exams and the process of studying for one is extremely difficult and less time to rest. Teenagers should sleep nine to nine and half hours but the regular teen sleeps about 5-6 hours on a daily basis.
The problem of measuring intelligence is that it is a bad guide to human capability, and also many of the ways we use to measure working intelligence are fully inadequate. Surely those we should be seeking to identify and nurture the students with the capacity of effective or applied intelligence, those who can do something with what knowledge and skills they acquire. But if we look at the studies too many ‘intelligent’ children, are often bored by conventional learning, slip through the net. Others just think differently to the straitjacket dictated by ‘one size fits all’ exams. For example, the list of those students with learning difficulties who found it difficult to express themselves in conventional examinations makes for sober reading. Probably the greatest benefit of standardized testing is that teachers and schools are responsible for teaching students what they are required to know for these standardized