Using a Multiple Intelligences Assessment to Promote Teacher Development and Student Achievement

Abstract

This article addresses three interrelated propositions. First, a valid and reliable assessment for the multiple intelligences (MI) can be created. Second, teachers can use this MI profile to better understand, accept and create Mi-inspired instruction and curriculum. Third, an MI profile can be used by both teachers and students to promote the use of strength-based learning activities to enhance instructional practice as well as personal development. Evidence gathered during two phases of research over a period of 7 years is supportive of these three propositions.

In contrast to a “testing society”, I think that the assessment approach and the individual-centered school constitute a more noble educational vision. I define assessment as the obtaining of information about the skills and potentials of individuals, with the dual goals of providing useful feedback to the individuals and useful data to the surrounding community. Gardner (1993, p. 183)