By Robert J. Sternberg
SATs, ACTs, GPAs. we all know that those ratings can’t inform a faculty every thing that’s vital approximately an applicant. yet what else may still admissions officials search for, and the way can they realize it after they see it? In university Admissions for the twenty first Century a number one researcher on intelligence and creativity deals a daring and sensible method of collage admissions trying out. Standardized exams are measures of reminiscence and analytical talents. however the ever-changing worldwide society past a school campus wishes greater than simply these traits, argues Robert Sternberg. Tomorrow’s leaders and voters additionally want creativity, practicality, and knowledge. How can the potential of these complicated characteristics be measured? One resolution is “Kaleidoscope,” a brand new initiative in undergraduate admissions, first used at Tufts collage. Its open-ended questions for candidates, and the ability used to attain the solutions, offers candidates and admissions officials the opportunity to head past standardized checks. Does it paintings? As Sternberg describes intimately, Kaleidoscope measures envisioned first-year educational good fortune, over and above SATs and highschool GPAs, and anticipated first-year extracurricular actions, management, and lively citizenship in addition. and each yr that Kaleidoscope measures have been used, the coming into class’s normal SATs and highschool GPAs went up too. What labored at Tufts can paintings in different places. New different types of exams, like Kaleidoscope, can free up many faculties and scholars from the narrowness of standardized checks and encourage new methods to instructing for brand new types of gifted, influenced voters of the area.
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Extra resources for College Admissions for the 21st Century
This time he scored at the level of the top group. Given the school’s ardent belief in the superstition that the test tells all, one would expect the school then to place Adam in the top reading group. The school didn’t. It left him in the middle reading group. Adam’s mother and father made an appointment with very high-level personnel in the school to discuss why he was being retained in the middle reading group. The teacher was there, as was the principal, the reading specialist, and a school psychologist.
I discovered that he used a correction factor that took into account the high school one attended. Yale had been using percentage grades and the psychologist in charge would convert a student’s grades in high school to expected percentage grades at Yale. In my case, for example, because I had attended a public high school that was largely unknown to him, he had automatically subtracted nine points. That meant that the highest predicted GPA I could attain was a ninety-one. The psychologist in charge was only trying to do his job, albeit in an outdated way.
By second grade, I was slightly worse as a student, and in third grade, still worse. This is a fairly typical pattern. ” Once low expectations set in, every year one performs a bit worse than the year before. Eventually, one is labeled a perennial loser. Was I really a perennial loser? To the extent that there was a superstition that the low IQ scores ensured my poor academic performance, the superstition created a self-fulfilling prophecy, of which I was the victim. So academic superstitions are not victimless.