Multiple Intelligences: Chapter 10

Chapter 10 of Multiple Intelligences went over appropriate assessment methods for a classroom made up of students of multiple intelligences. The book introduces a method of assessing differing from the traditional standardized testing. It describes a concept called "Authentic Assessment"--a method in which students are assessed for their mastery of a subject through observing performance. The students can demonstrate their knowledge by problem solving or producing a project, rather than on-demand testing. Rather than answering a series of multiple choice questions, as would be done in standardized tests, the students are asked to perform tasks in real life scenarios, making the learning more relevant to the student. The chapter provides detailed charts with examples of authentic assessment for each type of learner in each type of subject. It also emphasizes the importance of observation--teachers must get to know their students in order to properly assess them. An example of documenting observations would be making videos of students presenting products. By keeping these videos, the teacher is able to measure progress. Progress is an important thing to consider while assessing, which is often neglected. Students can also keep track of their own progress, through journals and various other methods of personal assessment. Students and teachers are encouraged to compile portfolios in order to document the progression of work the student has produced. Through portfolios, students are able to demonstrate their strength in the multiple intelligences, as well as develop a sense of pride in the work they have accomplished.

The class responses were pretty similar. Everyone seemed to like the idea of authentic assessment, and many people felt that standardized tests are not an appropriate way to measure understanding. Many people mentioned that they enjoyed the way in which the chapter gave charts full of examples of assignments to properly assess learners of multiple intelligences. Some reflected back upon the types of assessments they had in high school, mentioning that authentic assessment would have been a much better way of demonstrating their learning. There were some mixed reviews on portfolios--some seemed to love the idea while others found it less useful. Overall, however, it seemed as though the majority of the class agreed with what was said in the chapter.