Literaturnachweis - Detailanzeige
| Autor/inn/en | Humble, Steve; Dixon, Pauline; Schagen, Ian |
|---|---|
| Titel | Assessing Intellectual Potential in Tanzanian Children in Poor Areas of Dar es Salaam |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 4, S.399-414 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| DOI | 10.1080/0969594X.2016.1194257 |
| Schlagwörter | Foreign Countries; Intelligence Tests; Poverty; Public Schools; Teacher Attitudes; Student Attitudes; Correlation; Scores; Family Structure; Age Differences; Peer Influence; Self Esteem; Mathematics Tests; Reading Tests; Cognitive Ability; Alternative Assessment; Tanzania; Raven Progressive Matrices; Raven Advanced Progressive Matrices |
| Abstract | The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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