Composition 1: English 111
Introduction
“In academia, writers most often respond to arguments that are formally delivered (in an essay or editorial). They respond to a particular text or person and to particular statements or claims.” This is true in almost all cases, as unless there is evidence to prove otherwise, everything is taken on face value, or on whatever is available to them. This is the case with college admissions as well. Little is known about a student who is applying for a particular course except for the marks provided for their memorization of rote knowledge. Therefore, colleges are bound to consider the marks of a student to evaluate him or her, and assess whether they are suitable for a seat in their college. A student who may be good academically because of his or her cognitive skill will not be easily recognizable by the marks they score. Talented students sometimes find themselves pushed into studying something they are less interested in, and because of this, they underperform. Therefore, in order to justify selection of students to courses in colleges, assessment centers help gather comprehensive information about students. The so-called assessment centers have been existence for more than half a century, and are used to screen candidates suitable for business, government and military positions. Assessment centers put candidates through exhaustive personality tests and field trials, and the candidates have to build and maintain a comprehensive cover story over three and half days of intense assessment. It was in 1956, that psychologist Douglas W. Bray used the assessment center at AT&T to develop techniques for testing the cognitive skills of corporate managers on leadership skills, motivation and optimism and succeeded in predicting their managerial capabilities and effectiveness. In the article Throw out the College Application System, Adam Grant argues that selection is centered on outdated college application systems. The criteria for selection should not be considered for an assurance of a seat in college, or for excellence in life. While there are many who will support the idea of having students assessed based on evaluations drawn from assessment centers, it is not easy to avail such services everywhere. Students, who are busy studying hard to score high grades, won’t have the time or inclination to look at other options to enhance their cognitive skills. Also, since colleges select based on a student’s academic score, it does not make much sense in asking students to go to assessment centers to enhance their cognitive skills. Therefore, students may not opt for assessment centers, and instead, stretch themselves by reading their subjects more than indulge in other activities. Also, colleges call only those students for interviews who have excelled themselves in academics. So, why should students deviate from working toward their goal, than risk losing valuable marks that can give them the seat in a college of choice? Assessment centers don’t come cheap; they are costly and require extensive financial support to set up. It is therefore, difficult for all institutions to set up assessment centers within their campuses. Even if the infrastructure is made available, the need for qualified experts will be even harder to bear.
There is more to life outside simple memorization of rote knowledge. Despite changes in the process of evaluating a student through an interview, students are called for interviews based on their grades. This is a major concern for educationists who believe that there are students out there who may not have performed well academically, but are certainly talented. Knowledge generated from text books alone is not enough to make a student successful in life; he or she must be able to trouble shoot situations that are far from textbook knowledge. Therefore, instead of continuing with the current practice of calling students based on their grades, the system needs an overhaul. Colleges must use techniques to gather adequate information on students. They must search for hidden talent in addition to their academic knowledge. Douglas Bray’s method to understand a student’s cognitive skill should be employed by colleges, and this should follow the pattern of assessing students over a period of time, rather than assessing them based on interviews. Just like how students memorize rote knowledge, they can easily prepare for interviews, which kill the purpose of identifying talent. Similarly, the role of recommendation letters that influence selection can also be made redundant. Therefore, as Bray did, colleges need to look at assessment centers. Assessment centers will not only identify role models, it will also deliver training and development programs to identify talent and enhance them. This view is also expressed by Pappie (2006), who says, “by eliminating biased policies and procedures; providing equal opportunities; training and development; and conducting workshops,” organizations can improve the level of performance and production of their employees considerably. The government must promote more assessment centers in cities to promote the development of cognitive skills in people so that there is overall development of talent in the country.
The centers of excellence should evaluate a student by his or her academic strength and other achievements to recognize their potential. Business centers must be set up in colleges to teach students on business, and business acumen. The more exposure these students get to such professional business environment, the better they will be in business. Psychologists should be hired to assist and motivate students in realizing their talent, and exposing them to extensive thought and reasoning processes within the centers. The criteria for selection into colleges should be made based on the results of both; academic and cognitive. Ultimately, a student’s professional growth will be decided not just by his or her academic score, but how well he or she is able to adapt to the challenges in the professional world, and that can come only through the development of cognitive skills.
Conclusion
Emphasis must be drawn to recognize the importance of assessment centers in communities and colleges. While it is easy for academicians to relate a student’s progress based on his or her academic score, little do they know how well this education is going to help them face the challenges of the professional world. Scoring high grades isn’t going to assure a student of success, but development of cognitive skills will. Therefore, the impetus should be on recommending selection of students based on their cognitive skills.
References
Grant, A. (2014). Throw Out the College Application System. Nytimes.com. Retrieved 23 October 2014, from http://www.nytimes.com/2014/10/05/opinion/sunday/throw-out-the- college-application-system.html?_r=1
Pappie, D. (2006). The MT Essays 40th Anniversary: Women in business - The long haul to parity - Management Today. Managementtoday.co.uk. Retrieved 25 October 2014, from http://www.managementtoday.co.uk/news/591708/mt-essays-40th-anniversary-women- business---long-haulto-parity/?DCMP=ILC-SEARCH
