Are we judging intelligence the 'right' way?

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What is 'intelligence'? From a young age, we're taught to think that the better we do on test, the smarter we are. We are conditioned to learn, rehearse and retain information for when it's needed, in order to pass tests and exams. This is how intelligence and knowledge is evaluated in education systems. The grades we get determine what future opportunities are open to us. University programmes, apprenticeships and graduate positions are offered to those with certain grades, leaving out any consideration for your work ethic, passion, creativity, attitude and transferrable skills, opening doors to some educated grads, but not others.

When it comes to recruitment for graduates to enter the world of work, opportunities available to us are based on grades, and isn't really a true reflection of who you are. There is a problem with the way we regard grades as a reflection of intelligence. The truth is, intelligence comes in many forms. Howard Gardner outlines the Theory of Multiple Intelligences in his book Frames of Mind as a combination of different modalities, which includes knowledge and astuteness in mathematical reasoning, interpersonal skills and verbal linguistic intelligence, to name a few. Students learn in 'identifiably distinctive' ways. The education system is biased towards certain instruction and assessment which assumes everyone learns in the same way. Gardner argues that society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means."

Students don't learn the same way, so why are we assessing them on the same measuring scale?

Students don't learn the same way, so why are we assessing them on the same measuring scale? If we all think differently, why are companies assessing applicants on the archaic scale of grades? We all bring unique combinations of our intelligence and skills to a job. The system of recruitment set in place doesn't allow the chance to prove how well your combination of skills and personality could best suit the role. Eager and hard-working graduates are blocked from applying to a degree program or a decent job, because of poor test performance. But in an internal survey of 400 of its own graduates, EY has found that there is no correlation to grades and successful job performance. There should be a broader means to assessing job applicants. Yes, education would play a part, but it wouldn't be the only part.

If only there were a way to offer a more well-rounded view of who you are and how able, apart from the grades you get in school. It's up to employers, institutions and governments education policy makers to make a change to the way the world actually works, and not tie their recruitment practises to the way they think people should work. This way, they can harness a greater variety of skills in a wider talent pool, opening opportunities to a larger group of graduates and professionals from different academic backgrounds. Proversity helps bridge the gap between employers, academic institutions, students and professionals. Here's how we do it: