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Abstract
In order to truly teach using the multiple intelligence theory you must also assess using the multiple intelligence theory. Standardized testing, while sometimes useful, does not assess the full range of intelligences. Giving students a grade that represents what they know is not an accurate assessment of what students have learned. Authentic assessment is the best way to find out what students know. Authentic assessment means providing students with multiple forms of assessment such as portfolios or journals. Portfolios give the students a chance to show their best work in the subject area. Journals or observations give the teacher the chance to monitor learning and make proper adjustments within the lesson. When you give your students multiple ways to show their intelligence you gain a better understanding of what students know. As a teacher you also gain a better understanding of what you must do to help each student reach their highest potential.

[|Ethan's Synthesis]
It is already obvious that we need to teach to the eight intelligences. It only makes sense that if we are teaching to all eight intelligences, we should then assess learning across all eight intelligences. [|Authentic assessment] is the best way to do this. As teachers we need to strive towards engaging our students in their own assessment. Observations must take place daily in the classroom and adjustments must be made from these observations. [|Portfolios] are key in recording student’s progression over time in any classroom situation. Having a diverse collection of student samples is the best way to assess a students understanding.

A my
CH. 10 The purpose of learning about the eight intelligences is to be able to apply them in the classroom as the teacher, and to allow students to use their best intelligences to respond to problems, projects, etc. However, the use of multiple intelligences in the classroom is far from having any value when the students’ knowledge of what they have learned is measured by assessments such as verbal or logical. Assessing students this way means nothing, because students were offered the option to learn in their own way. For assessments to be valid, teachers should gather multiple sources of evidence from a spectrum of methods and measurements. Some examples given by the authors of “Multiple Intelligences In the Classroom” indicate observation as a key tool for getting a big picture of what students know. Keeping samples of a students work, informal testing, and student journals are only a few of the ways teachers can observe learning. Several programs have been set up across the nation to practice correct methods of assessing children from as young as pre-school aged to seniors in high school, based on the teachings of Multiple Intelligences in the Classroom. Those schools assess students’ abilities to perform tasks in each of the eight categories in order to get an understanding of how the students learn. One example would be to link a reading, “Heart of Darkness” for example, to a series of physical actions, logical explanation, and so forth. Assessing in this way seems to be most fair for every student involved in Multiple Intelligence learning.

Cassandra
There are ways to assess students without tests and homework. One way is to keep a folder of their work. This can allow teachers to see improvement for each student. Another way is to keep a journal of the students, writing notes on all the different things they do. When dealing with a whole lot of different students, writing notes is a must so that teachers can learn about the students and not mix up details. The chapter gives a lot of ideas like these, however I feel like they are little more pointed at lower grades, not High School. In the real assessments, the chapter talks about Multiple Intelligent test questions. What I mean by this is that the test questions appeal to different intelligences. For someone who is intrapersonal a question on a main character could be //What is your personal response to the character?// or for someone who is interpersonal the question could be //Relate the main character to someone you know.// Always, give options for the different intelligences. Let the students decide.

Zack
This chapter discusses which ways are able to be used while teaching students to make sure you assess all of the different multiple intelligences. I learned many different ways on how to let students express themselves as well as making sure they are learning the way that is best for them. I learned that even in math there are different ways in which students can learn the material, and can be accessed on the material. I am not just teaching in the different type of intelligences, I must also give the students the ability to use all of them also. A student that is very good at linguistic, and knows the subject through the linguistic intelligence should be assessed linguistically. This is the same for a student who learns subjects through the logical intelligence, they should not be tested the same as a student who knows it the best through another intelligence. I need to remember I am not testing them on whether they can be accessed through one of the intelligences or not, I am testing them on whether they know the subject well enough, no matter what intelligence.

Dan
“I believe that we should get away from tests and correlations among tests, and look instead at more naturalistic sources of information about how peoples around the world develop skills important to their way of life”-Howard Gardner (1987) I believe this to be an important quote because it is basically saying that by using tests we aren't making students use knowledge they are going to use in their respective worlds. Every student has a separate learning style and path for their life. These forced assessments aren't making the students use all the different styles they have or arent relating to how they will use this information in their future. My favorite parts from the chapter were figure 10.2 and 10.3. In one of them it gives the teacher information to make the other one. Figure 10.2 has each learning style and a couple ways the students can show their knowledge on the subject by using that learning style. From there you can make a sign up sheet that gives the student the choice of product, intelligence they will use, and a sense of responsibility to finishing the product because the teacher is letting them choose the way they want to show their knowledge. I believe a student that gets choices will feel they have more stock in their product then if the teacher tells them what they need to do. The cherry on top is that you once again stay away from standardized testing.

Andy
This book also brings up portfolios. I am glad to have the other book first, because this was a bit vague but now it has given me a bit more insight on portfolios. The author brings up “The five C’s of portfolio development.” These are celebration, cognition, communication, cooperation, and competency. Celebration is for acknowledging and validating the students’ product and efforts for what they accomplished. Cognition will help the student reflect on their work. Communication allows the student to let their parents, administrators, and others know that they have accomplished something and are proud of it. With cooperation it gives the students the opportunity for groups to collectively produce and evaluate their work. The last, competency, is for their work to compared to others by setting up an establish criteria. These gave me a better sense on how I would assess portfolios.

Brian
At the same time that we incorporate the eight intelligences into all of our teachings we must stress the need to assess in all eight intelligences as well. This would allude to the need to avoid issuing formal tests and mundane essays all the time. Instead give group projects, independent research projects, group quizzes, informal tests, take home tests, the options are endless, yet all too often educators revert too the typical five paragraph essay, or fifty question multiple choice test. These are sometimes useful tools to assess students abilities, however, not all students excel in test taking, or have an extensive vocabulary. For these reasons we need to be sure to teach AND assess in all eight intelligences.

George
Chapter 10

Once again, a chapter about assessment. This chapter focused more on trying to assess using the eight intelligences. In the past several chapters we had learned how to teach students using the eight intelligences but then we go and assess students using standardized tests. This leaves the notion that it's fun to learn eight different ways but we still need to prove our knowledge same as before. This chapter introduced ways to try and assess student learning by using the eight intelligences. You can check for understanding by having someone write or talk about a subject but you can also have students try to pantomime things or try to compare them to things that they would be more familiar with. Not only is this beneficial to learning, it also makes things a whole lot less boring.

Ethan
This chapter relates the multiple intelligence theory to assessment in the classroom. The point is made that in order to assess multiple intelligences you must use multiple forms of assessment, which would only make sense. Authentic assessment is compared to standardized testing and it’s obvious that standardized testing does not give an accurate depiction of a students learning. Teachers must use authentic assessment to compensate for the different ways people learn. Giving students ways to show their intelligences through authentic assessment is the best way to gauge how far the students have come in your class. This chapter gives me further motivation to use authentic assessment in my classroom. I will have a class of different learners and it is not very clear to me that the only way to properly assess will be to give them a variety of assignments that will give every student a chance to use their intelligence.

Jennifer
When assessing students we should not just be using standardized test. This whole book has been about the multiple intelligences and how using them all will help students understand better. If it helps them understand lessons better, it should help them assess better as well. Standardized test only use maybe one or two of the intelligences, there is no variety, no range of ways to express the knowledge the students have learned in ways they are most capable of. It is also good for teachers to assess their students, without actually giving them an assessment. For example, observing students progress and keeping a journal or maybe video taping or taking pictures of class presentations or class discussions. Another way teachers can document progress is by creating MI portfolios, portfolios of projects and activities, and materials that deal with all eight intelligences. I think this is really important for teachers to keep records of what things worked and what things did not. Assessments will help us adapt lesson plans and make them better.

Sean
This chapter was on assessment and using the eight intelligences to assess a student's learning. It gives a ton of ways to assess a student's learning, such as containing samples of each of the students work and having interviews with them to determine how they think they're doing at school. It also has on page 94 a table with a bunch of examples of how a student can show their stuff. It gives an example for each intelligence that relates to History, English, and Biology. Basically, the whole chapter just gives ideas on how to assess MI.

Josh
Chapter 10 discussed ways to asses students with multiple intelligences. Research has shows in recent years that authentic methods of testing has proven to be a better way to gauge student's understanding as opposed to multiple choice and tests of the like. The best way arguably to assess a student is by observation. " Observing students solving problems or fashioning products in real-life contexts provide the best picture of student competencies in the range of subjects taught in school" (MI page 89). Documentation comes next as important components of assessing a students problem solving methods. There a several projects that have been put into place to create models of assessment that work with the philosophy of MI theory. Among them are Project Spectrum which consists of "rich and engaging activities forming an integral part of the spectrum curriculum"(MI page 92), and Key Learning Community in which an educator uses videotape in their assessment. As students work with MI projects documenting their learning can be done effectively by using MI portfolios. MI theory suggests expanding to include materials from each of the eight intelligences. The following quote sums up MI theory assessment very well: "Ultimately, MI theory provides an assessment framework within which students can have their rich and complex lives acknowledged, celebrated, and nurtured" (MI page 101).

Darren
This chapter stressed differentiated testing and assessment. Wouldn't it be hypocritical if we built a classroom that revolved around multiple intelligences and tested them in a black-and-white, fill-in-the-bubble sort of way? This is one of the things that the author asks. I wondered, though, how capable teachers are of following Armstrong's suggestion to become more lax with the standardized tests that they //must// give by extending and changing time lines, asking students to develop answers, etc. I am not sure whether this could be done or not because it is supported by the State government; it would be something interesting to learn more about. Because if teachers had the freedom to somewhat adapt standardized tests, I think teachers and the government might grow closer to reaching an agreement about the validity of the testing. It was also nice in this chapter to see side-by-side comparisons of different ways to assess a student on the same topic. On page 93, the author lists eight ways a teacher could test the student's knowledge on Huck Finn according to the eight intelligences. It was nice to see a concrete example in the midst of a chapter focused on different types of learning; this certainly helped me.

Liz
This section also covers how to assess students who are different. It strongly encourages avoiding basic multiple choice or fill-in-the-blank tests as the reach almost none of the Multiple Intelligences. The way to test and to use the knowledge of MI is take typical testing away and in the place of it bring in choice. A teacher that offers choice in projects allows the students to produce products that agrees with them and that they understand. Another way is through portfolios. Portfolios allows for a collection of evidence of learning. It isn't just a single pile but a selection of information about the student's work that shows their understanding. Once again for the teacher it is about working with and understanding the students of your class. What this means for me is that I need to vary my testing and make assessment fitting for each child.

Damian
MI - Chapter 10

Knowing, recognizing and catering to the diversity among the intelligences in the classroom won’t be enough in the field of teaching. If the first half of educating is conveying a message with the intent to be understood, then the second half is knowing that your message has been listened to and memorized. If we accept that the 8 (or more) intelligences exist and that the theory has merit, then we must also recognize that we must test in that capacity as well. We cannot lend credence to a part of a theory then ignore the ramifications it holds in future contexts. Testing and measuring learning through the use of the intelligences may be a more accurate way to assess our students, but we must also be wary of using this as our fail-safe method. If we constantly encourage our students to strengthen their predominant intelligence, then we are capping their potential. As educators, we must acknowledge a student’s abilities and encourage the use of their facility but also foster their understanding in other methods of learning. The world they are entering will not be as accommodating as a school district submerged in the facets of deeper learning.

Brian
At the same time that we incorporate the eight intelligences into all of our teachings we must stress the need to assess in all eight intelligences as well. This would allude to the need to avoid issuing formal tests and mundane essays all the time. Instead give group projects, independent research projects, group quizzes, informal tests, take home tests, the options are endless, yet all too often educators revert too the typical five paragraph essay, or fifty question multiple choice test. These are sometimes useful tools to assess students abilities, however, not all students excel in test taking, or have an extensive vocabulary. For these reasons we need to be sure to teach AND assess in all eight intelligences.