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Since time immemorial, we’ve been asking ourselves: are test scores really the be-all and end-all?
Whilst schools and universities still rely heavily on grades and examinations to measure intelligence in children and teenagers, it’s a subject that has long been under scrutiny in the educational arena. From the 7 plus onwards, the pressure to achieve is on.
Indeed, though the focus on social mobility in education is extremely important– particularly at present, when there is so much inequality of opportunity with regard to higher education – and we can’t underestimate the value of utilising some contextual information when deciding whether a student should be granted entrance to a particular university, it does also lead us to question the adequacy of exams as a measure of aptitude.
Tests are important; there’s no doubt about that. But with leading educational thinkers arguing that the current examination system does not accurately reflect intelligence, and that, conversely, really bright students are ‘frustrated by papers’ that ‘allow for little or no original thought’ and ‘actively discourage creative thinking and intelligent responses’, might we need to begin looking at other measures if we are to ensure that the most gifted children are given the academic opportunities they deserve?
Below are four key signs of intelligence in children – some of which may be easy to miss.
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