Assessment for Successful Intelligence: A Paradigm Shift in Classroom Practice
Volume 4 Issue 1
John Mary Vianney Mitana Anthony Mugagga Muwagga Cornelius Ssempala
Pages: 106-115 Download Count : 2052 View Count: 2585 DOI Number 10.24331/ijere.490162 Facebook Twitter Share on Google+
Abstract:
Conventional educational assessments favour individuals who are strong in memory and analytical abilities. This is based on a long-standing theory of a general intelligence (g). Alternative intelligence theories have however revealed that success in life requires skills beyond memory and analytical skills. This article presents an analysis of Sternberg’s theory of successful intelligence. Sternberg defines intelligence as one’s ability to achieve one’s goals in life, given one’s social-cultural context; by capitalising on strengths and correcting or compensating for weaknesses in order to adapt, shape and select environments through a combination of analytical, creative and practical skills. This article is divided into four main parts. It starts with an introduction to the conceptual definition of intelligence. Then it discusses Sternberg’s theory of successful intelligence. Next, it discusses assessment for successful intelligence in a classroom. Finally, it draws conclusions
Keywords
- General intelligence
- intelligence
- multidimensionality
- classroom assessment
- assessment for successful ıntelligence