Giving vivid examples, discuss main challenges in measurement and evaluation of intelligence among secondary school students world over

Measurement is the technique of evaluation which makes the use of procedures which are generally precise and objective which will generally results in quantitative data and which characteristically can express it in numerical form (Barrow & McGee, 1971).

Evaluation is the process in which the teacher uses the information derived from many sources to arrive at a value judgment (Burden & Byrd, 2010).

Evaluation is a process of education which makes use of measurement techniques when applied to either a product or process results in both subjective and objective manner and used for comparison with preconceived criteria (Barrow & McGee, 1971).

Intelligence is the overall capacity of an individual to act purposefully, to think rationally and to deal effectively with the environment (Lefton, 2000).

Generally, intelligence refers to the ability to solve problems faced in different situations and it reflects how well individuals function in everyday life. 

Intelligence is shown in person actions and abilities to learn new things and to use previously learned knowledge, mostly importantly intelligence has to do with person’s ability to adapt the social and the cultural environment. The following are the main challenges in measurement and evaluation of intelligence among secondary school students world over.

Bringing in of prohibited materials in the examination hall; it happens some students are not committed to the examination rules they tend to enter in the examination room with unauthorized materials like summary note book, text books, atlases, dictionaries, calculators or computers, telephones as the results lead to the wrong evaluation to the teacher in such a way that the teacher may judge a student to have high intelligence but in the actual sense is not true. Hence it hinders measurement and evaluation of intelligence among secondary school students world over (Hassan, 1987).

Illegal exchange of information, written or verbal; it may occur that if in the examination hall there is no serious supervision by the supervisors or invigilators of the examination some of the candidates tend to exchange the information through copying, giraffing, walkie-talkie, drums, flutes and bio-codes such as coughing, sneezing and whistling to help candidates answer objective type papers as a result leads to wrong measurement and evaluation to the teachers. Hence hinder the actual process of measurement and evaluation of intelligence in the world over.

Leakage of questions to students, intentionally or carelessly by a variety of person; now days  there is a tendency of examination leakages worldwide and this is due to poor storage of examination, untruthfulness of examination moderators and invigilators as the results during marking process learners will appear to have higher score which is not relatively true to their intelligence. Hence it hinders the process of measurement and evaluation of intelligence world over.  

Smuggling in of or replacement by already worked answer scripts inside the examination hall; recently there is existing behaviors of some of the schools to engage into cheating by taking examination paper outside the examination room through illegal negotiation of invigilators, supervisors, head of schools, candidates as the results learners who are engaging in such circumstance may appear to score higher in the examination results. As the results hinder the measurement and evaluation of intelligence.

Subject teacher entering examination hall illegally and rendering assistance to their students; concurrently there is a tendency of the subject teachers to enter in the examination room and begins to assist their students to some of the items which seems to be difficult to the students, this leads to the failure of the examination to measure what was intended to be measured as a result it hinder measurement and evaluation of intelligence since these learners will appear to score higher but in actual sense there is no correlation (ibid).

Testing conditions and interpretation of test results influence the intelligence quotient (IQ) measure and other psychometric outcomes. It has been shown that the outcome of any IQ test or psychometric procedure can depend on familiarity with the test materials, with the testing procedures and with the examiner. Emotional tension and anxiety have also been indicated as factors affecting test scores. If being tested makes you anxious you will do worse and score lower (Gardner, 1983).

Lack of opportunity to observe; raters often has limited opportunities to observe the person being rated for example a high school teacher with five classes of 30 students each may be required to judge the initiatives or flexibility of all his or her students. A college professor who has taught a particular class of 100 students may receive rating forms from an employment agency or from college administration asking for similar judgment on some of the students. Under such circumstances there has usually been insufficient contact with students to provide adequate bases for the judgments being requested (Thorndike, 1991).

We can conclude by saying that the students intelligence should not be measured and evaluated basing on test only but also the intelligence of  students should be measured and evaluated by considering creative,  practical intelligence social, emotional and moral intelligence together with lateral and radiant thinking. Since most of the test tend to ignore all these but in actual sense are very crucial in measuring and evaluating learner’s intelligence

REFFERENCES

Barrow, H.M &McGee (1971). A Practical Approach to Measurement in Physical Education, 2nd Ed. Philadelphia: Lea & Febiger.

Burden, P.R & Byrd, D.M (2010). Methods for Effective Teaching: Meeting the Needs of All Students, 5th Ed. Person Education, Inc. Gardner, Howard.)

Gardiner, H (1983). Frames of Mind: The Theory of Multiple Intelligence. New York: Hans-Hilger Ropers.

Hassan, J (1987). Perceived Causes of Examination Malpractice in Nigeria. Osu J. Education 

Lefton, L.A (2010). Psychology, 7th Ed. The George Washington University: Allyn & Bacon.

Shute, V. J. (2007). Educational Measurement and Intelligent System. USA: Educational Testing Services.

Thorndike, R.M et al (1991). Measurement and Evaluation in Psychology and Education, 5th Ed. New York: Macmillan Publishing Company.