Chapter 10: MI Theory and Assessment

Written testing in all its forms has been the go-to tool for assessment in our education system for quite a period. Not till quite recently have we become aware of how our nations reliance on test taking has limited the ability generations of students have had to express their knowledge of content. While students grasp the ideas, their test scores reflect otherwise. This creates frustration and confusion for students whose continued interactions with tests is a reflection of incompetence.

Chapter 10 of Multiple Intelligences acts as the answer to this debacle. The core of MI theory and assessment is that it allows students to communicate their knowledge of a topic without the hindrance of factors which might interfere with them doing so. For instance a student who has limited writing skills might fully understand the effects the Enlightenment Era had on the start of the French Revolution; however if I ask them to write me an essay on the topic, their lack of writing ability could influence me to conclude that they don’t understand the connection between the two. They would in fact know the content but their grade would reflect otherwise – Fail. Rather I should allow the student use whatever intelligence they are most capable of using to express themselves, in this instance if that intelligence is verbal I shall allow for a verbal recitation of the information. In essence the end goal is to show evidence of mastery no matter the platform.

MI theory is a two-fold process, half instruction, and half assessment. When MI theory is done right the two work in harmony. By incorporating each of the eight intelligences into your curriculum, you in-turn incorporate assignments that allow for reflection of learning in that style. In addition this process requires the assigning of a handful of projects, giving the teacher numerous opportunities to assess learning and better evaluate. As noted in the chapter, it is equally as important for there to be variation in the mediums we asses for evidence of learning. In a classroom where MI theory is successfully implemented evidence of learning should be expressed through the use of pictures, videos, audio, and written notations to name some of the more accessible options; each gives a broader view of a particular ability within an intelligence.

Lastly, the topic of portfolios arises and again I am reassured of their importance in the classroom. I especially enjoyed the inclusion of The Five C’s of Portfolio Development (celebration, cognition, communication, cooperation, and competency); their guidelines help to clearly define purpose, which allows for a better-directed and complete portfolio.