Intelligence and Theory for Educational Evaluation and Policy

Question: Discuss about theIntelligence and Theory for Educational Evaluation and Policy Analysis. Answer: According to extract from Teachers TV intelligence revolves round superior quality performance in tasks that require cognitive skills where the individual is able to strike a chord between brain and bodily movements. Cognition is required in the execution of intelligence since it helps an individual to reason, perceive and use logiomathmatical skills while performing a task. The same has been demonstrated in a concise manner with the help of famous sportsman David Beckham and his outstanding capabilities of striking a goal. This is one clear demonstration of intelligence with the maximum retention of details and information in mind for the perfect harmonization and infusion of them in order to solve a situation. It can be therefore never concluded in a simplistic manner that a sportsman does not need intelligence since it requires the highest collaboration of cognitive skills in order to make decision during a crucial moment. The mental and physical balance that the athlete achieves is itself one instance of possessing intelligent agent faculties. In the short video, it is well discernable how the athletes are required to make instant decisions crucial to winning and losing in an activity where there is no scope of acting on sheer impulse. One of the other most fundamental aspects of intelligence is brain power manipulation for the purpose of achieving something (Nilan, 2018). Two contrasting school subjects would be Mathematics and History, the former requires problem solving skills, language system, working memory, inhibitory processes and visual spatial processing for the purpose of information grasping and manipulation, use of conceptual knowledge required for maths. The later is about memory, ability to recapitulate facts require the cognitive skills of working memory and sequencing. The child and adult are both intelligent since they are both in possession of basic cognitive skills like attention, memory, imagination, awareness towards external events and thinking which they can apply in critical problem solving skills like adults. However in case of adults it is particularly different since adults use brain in a more efficient manner than children. This is apparent in the usage of brain and performance of task with different level of brain proficiency. Adults are more activated in using the brain regions when compared to the children and therefore can be termed more intelligent when compared to children. They are dissimilar in verbal IQ, capability for processing information, picture comprehension where the WAIS scale was more stable in adults than in children. Verbal intelligence aspects like vocabulary and comprehension are also better in the adults than found within the children. Another key area of difference is children are at a developmental stage of cognitive skills while in adults, they are present in a complete manner. In adults cognitive development results from a complex process in multiple ranges where will the components of brain gain full shape resulting in making the individual interactive. According to me intelligence is the collective ability to use memory, experience and imagination in order to solve problems and learn from the experience. It also helps in reasoning, thinking abstractly, making analogies and therefore overcome obstacles (West et al 2016). I have chosen this particular formulation because it involves a close harmony and collaboration of cognitive skills resulting in undertaking of judicious action that can be termed as intelligence. Reference List: Nilan, M. (2018). PGCE International - Understanding Learning. [online] Nottingham.ac.uk. Available at: https://www.nottingham.ac.uk/~ttzelrn/understanding-learning-e/unit2/section2.php [Accessed 22 Apr. 2018]. West, M.R., Kraft, M.A., Finn, A.S., Martin, R.E., Duckworth, A.L., Gabrieli, C.F. and Gabrieli, J.D., 2016. Promise and paradox: Measuring students non-cognitive skills and the impact of schooling.Educational Evaluation and Policy Analysis,38(1), pp.148-170.