Assessment for Successful Intelligence: A Paradigm Shift in Classroom Practice

Year 2019, , 106 - 115, 01.01.2019

John Mary Vianney Mitana Anthony Mugagga Muwagga Cornelius Ssempala

https://doi.org/10.24331/ijere.490162

Cited By: 1

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

References

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