In the U.S. IQ (Intelligence quotient) test have been given to predict later educational attainment and then adult success.Thirty years ago, the definition of mental retardation was staightforward: All children and adults with an IQ below 70 was classified as mentally retardede, with further subdivisions for progressively lower scores: mild retardation, 55-70; moderate retardation, 40-54; severe retardation, 25-39; profound retardation, below 25. Historically, each of these categories signified different expectations, from "educable" to custodial". However, the mere label mentally retarded sometimes led parents and teachers to expect less than the child was actually capable of; consquently, the child's learning was reduced. (Berger, 2009)
It is stated that most research on children's cognition has been done in North America and western Europe,but the same patterns are apparent wordwide. In Zimbabwe, for example, children's understanding of classification is influenced not ony by their age but also by factors related to society such as the particulars of their schooling and their families socioeconomic status. The most detailed intenational example comes from Brazil and involves the street children who sell fruit, candy, and other products to earn their living. Many have never attended school and consequently score poorly on standard math achievement tests. However, some oth these young peddlers are skilled at pricing wares and making change. Some cannot read, but they use colors and pictures to identify how many reals each bill is worth. They may recalibrate selling prices daily in response to changes in the inflation rate, wholesale prices and customer demand. These childeren calculate "complex markup computations..... by using procedures that were widespread in their practice but not known to children in school. (Berger, 200)
I personally find this interesting. These children who consequently score poorly on standard math achievement test, actually can master such high skills. For that reason, I believe that no one method should have the final say. I believe in testing the whole child.
Reference:
Berger, K. S The Developing Person Through Childhood
