MI+B2+Chapter+10

Synthesis/Analysis by T.J. Hebert
The primary topic of this chapter is assessment using the Multiple Intelligence (MI) theory and ensuring that it is authentic. Observation is listed as one of the primary techniques for authentic assessment. Authentic assessment, such as observation, allows the teacher to see the students using the content as they would in the "real world". Assessments such as standardized testing only tests one or two of a student's intelligence's. There are many other methods of authentic assessment to accompany observation, things such as keeping a folder of student work, keeping a journal of observations, or student interviews. Assessment is key to understanding the students in your classroom and the sooner the teacher determines intelligences the more effective the teaching will be and the higher the learning will be. Assessment should be done continuously through the entire unit and not just in the beginning as students can change depending on what information is being put out at the time and how they relate to those topics. Assessment is key to a differentiated classroom and effective teaching.

Most everyone in the class liked the idea of using MI theory in their classrooms and a majority of the class liked the keeping of a student portfolio as their preferred method of assessment with a couple people preferring the journals. It is obvious that everyone agrees that MI is important and vital in the classroom and most everyone liked some of the examples provided in the chapter. From what I remember from my high school, none of my teachers used any of the strategies described in the chapter. I do not even know if the MI theory was available when I was in high school; however, it is refreshing to see so many new teachers buying into the theory as well as differentiated instruction. I feel that these techniques and strategies will enhance learning and aid in the development of future citizens.

Lauren Breton
Chapter 10: MI Theory and Assessment The focus of this chapter was how to assess students based on the MI Theory. The chapter discussed how detrimental it would be for teachers to show their students the importance of all of the multiple intelligences, yet only test them in the same, boring, standard way. This chapter offered many different options for assessments which included everything from work samples to student interviews to MI Portfolios. This chapter opened my eyes to how many options we, as educators, have for assessments. Although I have been exposed to some different assessments that have targeted specific intelligences, I have not experienced even a quarter of those assessments that this chapter recommended. One of the types of assessment that I hope to use in my classroom is a student journal. Although I have always liked the idea of student journals being used in education, this chapter made me realize that student journals did not necessarily have to be just for written responses; they could also be for drawing, doodling, or writing music. This would be a good way for students to be able to show what they’ve learned in a way that they choose. Although I would need to read their journals in order to use them as teaching tools, they would allow students to communicate with me in a variety of ways. Another form of assessment that was discussed within the text was an MI portfolio. While I am not sure whether or not this would be practical within an English class, I like the idea of taking drafts, finished pieces, and self-assessments of work and putting them together in the form of a portfolio. Although I might use a variation of the MI portfolio within my classes, to me it seems to be a better idea for either a senior project or an ongoing project through the school years.

The main focus of this chapter was how to incorporate assessments and MI theory together. Armstrong begins by talking about how observation is a key part of authentic assessment and points out various ways in which teachers can observe their students besides just watching them write. Teachers can create portfolios of the student, which has different subcategories too of video, photography, and audio. As a teacher, I feel like I would use this to my advantage because the only way to really get to know your students and their MI is to observe and put pieces together of who they were. It might be particularly difficult for teachers in high school to go about this because they have so many students, but it seems to be worth the time and energy to me.

I particularly liked the fact that this books focus is primarily on how the multiple intelligences need to be implemented into classrooms. A good example of why this needs to be put into curriculum is because mostly all assessments are just test after test. This is mostly just benefitting the particular student who is more linguistic, and does not really care about the other intelligences. It might also seem hard for teachers to create many projects to assess students based on their multiple intelligences, but you can combine them into one project. Armstrong describes that creating a video is more than just simply pressing a record button. There is a linguistic side to write up the script for the movie, an audio, visual, kinesthetic, and possibly even natural side if shot outdoors.

T.J. Hebert
According to the chapter, one of the best ways to assess students in your class is by observation. Observing their behaviors and keeping a journal or log with your observations on each child is one of the easiest ways to determine learning styles. There are many methods of assessment listed in this chapter, keeping work samples, recording the child’s abilities, having the students keep journals of their experiences, interviewing the students to discuss progress or talk about their interests. These are all just a few methods of assessment, there are several more. The multiple intelligence theory suggests that there are eight ways to assess by describing eight different ways students learn: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. If a teacher is able to place students in one of these categories it can help the teacher adapt the curriculum in order to maximize the students learning. There are several of these methods that I hope to utilize in my classroom, my two favorite are the teacher keeping a journal of observations and the students keeping a journal of their progress and feelings. The teacher’s journal will help me track progress and better understand learning styles and by reading their journals I can get a better understanding of how they feel about the class and hopefully determine ways to teach more effectively. It will also help me as a teacher connect with my students and develop trust. I want the students to get excited about coming to my class and to retain and utilize the material I teach.

Rachel Joiner
After reading this chapter about using the MI Theory in assessment, I have a better understanding of how to create assessments using the MI Theory. This chapter has provided me with many great ideas and examples on how to format assessments that will work for all students. One thing I learned from this chapter was the importance of authentic assessment. According to the book, authentic measurements allow teachers a better look at student’s understandings much better than a normal standardized test. Authentic assessments allow teachers to see students using the information in context, as they would in the real world. This is beneficial to the student as well. I also learned from this chapter that in order for students to be properly assessed using the MI Theory, they must have the information presented to them in a multiple intelligences way. I thought this was important information to know, because I would have never thought of something like this myself. This chapter has had an impact on me, because the things that they discuss in here would have never occurred to me. I would love to work the MI theory into my classroom, but I would not have realized that I needed to assess my students this way as well. I am grateful for reading this chapter and finding this information out. I loved the idea of giving students a signup sheet where they choose how they want to do a project. I thought that as a teacher this worksheet sample was helpful. I think this would give students a sense of free choice and independence, and they can decide what mode of presenting works best for them. I thought this was a great idea, and would love to use it in my classroom.

Lauren Scheidegger
In chapter ten of “Multiple Intelligences” by Thomas Armstrong the question of how to assess students was answered. The chapter spoke of what creates an authentic assessment. It mentioned that standardized testing nearly always gives off the feeling of an artificial setting. This is not ideal. Authentic assessments should allow the students to use multiple instruments and try out various methods. A way in which teachers should think about assessing their students is by documenting students’ performances and their improvement in problem solving. There are many ways to go about doing this. One could look at work samples, take video or audio, use student-journals, and conduct student interviews, to list a few. The chapter went back to standardized testing by saying how it really only tests one or two intelligences (logical/mathematical, and linguistic) while children should be able to show their strengths in all intelligences. For a teacher to be able to assess their children in all areas the book suggests an MI Portfolio using the five “c’s”. The five “c’s” are celebration, cognition, communication, cooperation, and competency. I agree that children should be given the opportunity to be assessed on all their intelligences, and the portfolio seems like a very well-rounded way to go about doing so. The chapter ended by saying that instructors should make their assessments feel like an opportunity for learning to their students not just some feared judgment day. To that I couldn’t agree more on. Students should respect their teachers and their feedback, not dread it.

Kevin Lind
The various forms of assessment for students seems to be the major idea of this chapter. I was actually surprised that I could use some of these methods, such as video and audio. These mediums seem as though they couldn’t really be used in this way, but as I think more about it, it really makes sense. There are so many different activities taking place in the classroom that it really would require multiple ways to capture it all. This could also turn into an effective to show students new ways for them to use this technology for their own purposes.

Another effective idea portrayed in this chapter is the combining of different intelligences for assignments. First, this idea could be used to help develop the intelligences in students. For example, if a student is particularly well developed in his verbal skills, I could have him write lyrics and out music to it to explain the Bill of Rights. This idea is also important when trying to learn about your students. By combining intelligences, you can see multiple areas in which your students have some proficiency.

The MI portfolio sounds like a good idea in theory, but I don’t think it is something I would ever use in the classroom. I know that if I would probably misplace something important that could change the entire portfolio. I don’t ever want to ask my students to do anything that I couldn’t do myself, so I wouldn’t make them hold onto old assignments for the sole purpose of putting them in a portfolio.

Alyssa Amari
Although it is important to give students the opportunities to learn through a wide range of experiences in each of the eight intelligences, it is also important to assess students through a variety of assessments as well. Most assessments are too narrow and do not offer enough opportunity for students to show what they have learned. The most important prerequisite to assessing is observation, to observe students in their everyday activities and experiences is just a great way to begin to understand what forms of assessment might work best for them. This chapter offers a variety of assessment ideas, including: work samples. Audio files, videos, photography, student journals, informal assessments, checklists, or even student interviews. Howard Gardener himself has actually created his own nationwide assessment projects such as the “Project Spectrum” that coincide with his MI theory. Assessment should be given in multiple ways or forms so that a student can show their competence in a specific skill, it is not difficult to take an assignment and assess it through each of the eight intelligences. Teachers can observe through their assessments, the best performance tasks that would work for their students or even let them have exposure to all the intelligences. It is also important to provide students with assessment opportunities that include access to a variety of methods of presentation and different forms of expressions. Portfolios can e developed to show student work and assessment in each intelligence through using the “five C’s of portfolio development”, celebration, cognition, communication, cooperation, and competency. I like the idea of the portfolio development, because I see it as a way to assess students, prepare them, and to help them reflect upon their own work. It could be a great tool in my classroom, especially when designing a summative assessment because I can design my assessment based off of their progress and intelligences. My students will be impacted because they will be able to reflect on their work as well as see their progress throughout the class.

Megan Millette
In chapter 10 of MI, Armstrong discusses assessment and incorporating the multiple intelligences in your assessment plans. He tries to persuade the reader to step away from standardized tests and instead try new methods that help the students succeed better when being assessed. He entices the reader into using the MI theory to help come up with assessments by saying it is more successful and will help your students excel. As a future educator his persuasion helps make this idea catch my eye, and I really enjoyed reading about using the intelligences to help make assessments for my students that will accurately assess each one. His discussion about authentic assessment was intriguing, informing teachers that it probes their students’ understanding. It was especially interesting to read about ipsative or comparing students work now to their past work to help assess them. MI theory helps support students by allowing them a chance to show their understanding in a specific skill, subject, content area, or domain in a variety of ways. As a future teacher this seems beneficial and a crucial way to see where my students are in my class. It is always good to have a variety of methods to help fully understand where your students are and this method does so. It might seem a bit stressful for a teacher to try and grade many different project types. However, Armstrong gives a good example of making a movie that helps show what the students have learned and in this video they can include the intelligences that seem to be better for them.

Emily McGee
Armstrong explicates the importance of offering authentic assessments as a means of surveying students’ understanding of material. He offers a number of possible products students may create that could allow the teacher to gain access to their problem-solving processes and overall understanding of the important concepts. Through the use of observation and documentation throughout the lesson and unit, in conjunction with formative assessments, teachers can measure students’ mastery through criterion-based authentic assessments. According to Armstrong, this gives a much more accurate and appropriate measure of student performance and overall understanding than a tradition assessment method.

I believe this is of huge importance to me in my future profession as a teacher. Rather than measure students’ understanding on “snap-shot picture” assessments, such as quizzes or essays, the use of MI assessment projects may engage students’ to work with their proclivities and working styles so they can demonstrate more fully their understanding for the task at hand. Also, according to Armstrong, allowing students to choice their mode of assessment gives them ownership in their education, which I believe may be empowering and motivating. I strongly believe that there are so many ways to intake information and that traditional assessments and instruction only scratched the surface. As a future teacher of the 21st century I feel it is my duty to work with students proclivities and strongest intelligences to guide them to be effective learners.

**Patrick Hurley**
Using authentic measures of assessment is a better way to test a student’s knowledge than standardized measures. The most important prerequisite to authentic assessment is observation. There are several MI assessment projects that are given out nation wide, like Project Spectrum and Key Learning Community. In order to incorporate the 8 ways of assessment you need to ask questions in different ways for each type of intelligence. This way everyone can chose the option that is best suited for them. Normally teachers have students read a book and write a response, which may be good for some people, but other people may do better listen to a book. You give other options like you can listen to the audio version of the book or you could have the write a story instead of an essay. You should try and make portfolios of the students experiences with MI projects. These portfolios should contain evidence of all 8 intelligences. I will have to use assessments in my classroom, so I think making them suitable for all kinds of learners would be a good idea. This way everyone can demonstrate what they learned in their own way. When I give out assessments or tests I will give a variety of options for my students to choose from. Making a portfolio is a good way to track my students knowledge in the different intelligences. It will also expose them to some different kinds of learning that they may have never tried before.

Matt Roy
Chapter 10, like all of our recent readings, focuses on how to make assessments fair, efficient and pertinent. The big question is how do we properly assess students while still allowing for use of the eight intelligences? MI theory focuses on the transition from standardized tests, to assessments that require “authentic” or original work. Obviously, there is no way to make one assessment that covers all eight of the intelligences, so the only way to really evaluate the overall understanding is to observe the student working over a period of time. Ultimately, observation of the student is the greatest tool at our disposal in determining whether or not a student understands the material. Ultimately this chapter dives into an exhaustive overview of how best to incorporate the multiple intelligences into our classrooms. I feel that figure 10.4 will be a tool that I utilize heavily in the classroom. I imagine that, when it all comes down to it, the hardest thing is to remain creative and proactive despite exhaustion and overall lack of time. Figure 10.4 provides 64 examples of how to assess different intelligences for each individual (i.e. it gives assessment examples for each of the other intelligences but geared towards a musical learner). Fair and efficient assessment is of the utmost importance if we ever want to truly get an honest understanding of just how well we are teaching our students. It is up to us to make sure that we are doing everything in our power to ensure we are reaching our students.

Simone Thiry
The chapter that connected the MI theory to assessment was informative, but also somewhat difficult for me to relate to. I found the discussion of authentic assessment using the MI model to be helpful, because it included a list of ways to document student performance. Work samples, student journals or interviews, photography, and informal usage of standardized tests are just some of the ways we can track student progress and develop a greater understanding of student mastery. This information is relevant to the classroom because it helps us understand what students know, and how to teach them what they are missing based on strategies that have worked in the past. I felt less connected to the section that discussed how to assess for each of the eight Intelligences. As a logical-mathematical thinker, I did not relate to the Huck Finn example of relating him to a scientific principle or idea, and I feel that although some of the other questions (for different intelligences) might have worked, it might be hard to accurately assess student mastery of Huck Finn based on the musical phrase they associate him with. I also feel that all of the questions could be improved by the addition of the word ‘why’ at the end. The section that discusses assessment in context also seems like it would be ill-suited for many math standards and units. This tells me that I must take extra care to create options for my students who do not have logical-mathematical or verbal proclivities, because it will be easier to overlook the Intelligences that don’t seem to directly relate to the material. I do however, like the portfolio option, and I feel like that will be a better fit for assessing the Multiple Intelligences in my future classroom.

Morgan Ware
Chapter 10 talks about how the MI theory helps with teachers assessing their students. The most important thing to do is to observe students. Teachers should notice how students learn and document it. There are several ways to document. One is to use anecdotal records are when teachers keep a journal and has a section for each student. Second is collecting work samples, teachers should keep files on every student with examples of their work. Third is to record audio files of students reading or presenting projects. Fourth is to record video files doing things that cannot be record in any other way. Fifth is to take pictures of the students. There are many other ways to record student progress. Student can also assess them selves with checklists and journals. Teachers should assess students in a way that best suits their learning styles. Students who learn a certain way but are tested in the opposite way will not be able to show their true mastery of the material. Assessments that are proposed by the MI Theory give students opportunities to be exposed to several different contexts at once. Students can also produce a MI Portfolio as an alternative form of assessment. I hope to be able to include all of these types of assessment involved in the MI Theory in my classroom. I think that it will really help my students thrive because they will be able to use forms of assessment that will show their true mastery of the material.

Mike Kahler
In chapter 10 we learn how to restructure our assessments based on MI theory. It is established that a formal test would not be appropriate all of the learning has been done through multiple intelligence because it presents a double standard to the students. It is basically saying that testing needs to be formal because that is the only way that it can be taken seriously. MI suggests that assessments be done in a way that puts the learning in a real world context and this makes the learning more relevant. Simple assessments can be made just by observing and keeping all kinds of files on students that map out their progress. MI presents multiple models that are currently used to track student growth over time for a grade rather than just subjecting them to traditional tests. Although multiple choice questions are a staple in testing they are not always effective because the answers are not really open for interpretation. Looking into the eight intelligences is much more effective with prompts that capture the essence of the material while at the same time allowing students to interpret the information themselves. Standardized tests are not always fair as they sometimes give students trouble when they don't “test well.” Portfolios are an alternative for of assessment that can be used to make testing your students fair. I personally see how this could effect my teaching, but in some places I can only really see the standardized test as an effective assessment method. When dealing in hard facts there is no interpretation in involved, and students need to know the facts. I will incorporate creative projects spanning the intelligences in my assessments, but testing also has its place and needs to be utilized effectively. It can be done.