What is intellectual level. Intellectual giftedness.



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What is intellectual level

Translate this page from English Print Page Change Text Size: These standards are suggestive of common denominator academic values and must be contextualized at two levels: High Level Performance High level performance implies excellence in thinking and performance within the domain of a subject and course, along with the development of a range of knowledge acquired through the exercise of thinking skills and abilities. A level work is, on the whole, not only clear, precise, and well-reasoned, but insightful as well. Basic terms and distinctions are learned at a level which implies insight into basic concepts and principles. The A-level student often raises important questions and issues, analyzes key questions and problems clearly and precisely, recognizes key questionable assumptions, clarifies key concepts effectively, uses language in keeping with educated usage, frequently identifies relevant competing points of view, and demonstrates a commitment to reason carefully from clearly stated premises in the subject, as well as marked sensitivity to important implications and consequences. A-level work displays excellent reasoning and problem-solving within a field and works consistently at a high level of intellectual excellence. The Grade of B The grade of B implies sound thinking and performance within the domain of a subject and course, along with the development of a range of knowledge acquired through the exercise of thinking skills and abilities. B level work is, on the whole, clear, precise, and well-reasoned, but does not have depth of insight. Basic terms and distinctions are learned at a level which implies comprehension of basic concepts and principles. The B-level student often raises questions and issues, analyzes questions and problems clearly and precisely, recognizes some questionable assumptions, clarifies key concepts competently, typically uses language in keeping with educated usage, sometimes identifies relevant competing points of view, and demonstrates the beginnings of a commitment to reason carefully from clearly stated premises in a subject, as well as some sensitivity to important implications and consequences. B-level work displays sound reasoning and problem-solving with in a field and works consistently at a competent level of intellectual performance. The Grade of C The grade of C implies mixed thinking and performance within the domain of a subject and course, along with some development of a range of knowledge acquired through the exercise of thinking skills and abilities. C level work is inconsistently clear, precise, and well-reasoned; moreover, it does not display depth of insight or even consistent competence. Basic terms and distinctions are learned at a level which implies the beginnings of, but inconsistent comprehension of, basic concepts and principles. The C-level student sometimes raises questions and issues, sometimes analyzes questions and problems clearly and precisely, recognizes some questionable assumptions, clarifies some concepts competently, inconsistently uses language in keeping with educated usage, sometimes identifies relevant competing points of view, but does not demonstrate a clear commitment to reason carefully from clearly stated premises in a subject, nor consistent sensitivity to important implications and consequences. C-level work displays inconsistent reasoning and problem-solving within a field and works, at best, at a competent level of intellectual performance. The Grade of D The grade of D implies poor thinking and performance within the domain of a subject and course. On the whole, the student tries to get through the course by means of rote recall, attempting to acquire knowledge by memorization rather than through comprehension and understanding. The student is not developing critical thinking skills and understandings as requisite to understanding course content. D-level work represents thinking that is typically unclear, imprecise, and poorly reasoned. The student is achieving competence only on the lowest order of performance. Basic terms and distinctions are often incorrectly used and reflect a superficial or mistaken comprehension of, basic concepts and principles. The D-level student is insensitive to important implications and consequences. D-level work displays poor reasoning and problem-solving within a field and works, at best, at a low level of intellectual performance. The Grade of F The student tries to get through the course by means of rote recall, attempting to acquire knowledge by memorization rather than through comprehension and understanding. F-level work represents thinking that is regularly unclear, imprecise, and poorly reasoned. Basic terms and distinctions are regularly incorrectly used and reflect a mistaken comprehension of basic concepts and principles. The F-level student is oblivious to important implications and consequences. F-level work displays incompetent reasoning and problem-solving within a field and consistently poor intellectual performance. What is intellectual level

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6 Comments

  1. Very well, now suppose the long hand is changed to the place where the short hand is, and the short hand to the place of the long, what time is it?

  2. In contradiction to the Sophist's public market of knowledge, Socrates proposed a knowledge monopoly for and by the philosophers; thus, "those who sought a more penetrating and rigorous intellectual life rejected, and withdrew from, the general culture of the city, in order to embrace a new model of professionalism"; the private market of ideas. We here give the technique of each question. While intelligence is extremely important in Western and some other cultures, such an emphasis is not consistent throughout the world.

  3. We present them saying, "And here? The D-level student is insensitive to important implications and consequences. It will not suffice simply to read what we have written in order to be able to conduct examinations.

  4. The experimenter should receive each child with a friendly familiarity to dispel the timidity of early years.

  5. It is a suggestion by personal action, developing obedience. Often the first attempt is unsuccessful because the subject has not clearly understood and commences to repeat the first figure the moment he hears it; he must be made to be quiet, renew the explanation and commence the pronunciation of another series of figures.

  6. Little Mary who is dressing her doll would like to do some 7 ironing, but she has not had permission to touch the 8 irons. Several other equivalent examples of elimination could be cited.

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