Contextual Responsiveness: An Enduring Challenge for Educational Assessment in Africa

Contextual Responsiveness: An Enduring Challenge for Educational Assessment in Africa

Numerous studies in Africa have found that indigenous conceptualization of intelligence includes dimensions of social responsibility and reflective deliberation, in addition to the dimension of cognitive alacrity emphasized in most intelligence tests standardized in Western societies. In contemporar...

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Bibliographic Details
Main Authors: Robert Serpell, Barnabas Simatende
Format: Article
Language:English
Published: MDPI AG 2016-02-01
Series:Journal of Intelligence
Subjects:
intelligence
Africa
culture
educational assessment
standardized testing
educational policy
early childhood
initial literacy learning
tertiary educational selection
social responsibility
Online Access:http://www.mdpi.com/2079-3200/4/1/3

Internet

http://www.mdpi.com/2079-3200/4/1/3

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