Assessment
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Serious MI theory consideration is
predicated on fair means of assessing each
multiple intelligence
 The present day school assessment is
based on mindless instruments that do not
signal what learning is
Education should be geared toward
fostering understanding
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Extreme cases of assessment
Standardized testing – decontextualized
but efficient and rapid
Apprenticeship – in the naturally occurring
context – where the novice spends time
observing an expert and then takes several
years of supervised training
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School assessment
• Apprenticeship is not applicable
• Standardized testing is however excessive
• Gardner advocates what he describes as
contextualized learning
• He envisions a form of education and
assessment that have firm rooting in
enlightened education goals
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Binet and the Testing Society
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Large set of items
Intelligence tests
Great appeal to the Binet methods
Virtual mania for producing tests for every
possible social purpose
• Measuring of ability or potential performance
• Premium is placed on efficiency, brevity and
readily administered
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Uniform view of schooling
• This view of schooling is consistent with the cult
of testing
• Homogenized education
• Students study same subject matter
• Frequent formal tests to assess progress in school
• National normed instruments are highly valued
• Value on subjects that lend themselves to
efficient assessment
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Standardized testing
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Inborn human abilities
Linear curve of learning
Hierarchy of disciplines
Assessing of potential and achievements in
decontextualized conditions
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Multiple intelligence
• Alternative view as contrasted to behavioristic
views
• Piaget’s - cognitive development
• Importance of human cognition especially in
symbol manipulation
• Evidence of multiplicity of intelligences
• Assessment should be designed not to mask the
differences but allow students to show their
strengths
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Creativity measurement
• Use cognitive processes efficiently and with
flexibility
• Full engagement and passionate about something
• Exhibit a need to do something new
• Strong sense of purpose and ultimate goals
• Reflective about activities, use of time, and
quality of their products
• Fostering creative people should be the ultimate
goal for education - Gardner
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Nuanced view of assessment:
• Sensitive to the developmental stages of
the candidates
• Recognizes different intelligences
• Recognizes diverse cognitive and stylistic
profiles
• Possesses understanding of creative
individuals in various domains
• Recognize contexts
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Assessment not testing
• Assessment is part of the natural learning
environment
• Occurs almost without being conscious
• Assessment is part of the landscape
• Teachers and students are always assessing
• Since assessment closely resembles “actual
working conditions”
• Easy to devise intelligence fair instruments
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Good assessment instrument
• Occurs in the context
• students are working on problems,
projects, or products
• They elicit students’ full repertoire of skills
• Goal of assessment is to provide feedback
• Feedback points strengths and weaknesses
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Processfolios will:
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Enable assessments to occur naturally
Be cultivated in long-term projects
Encourage individual-centered approach
Differentiate mode of assessment by helping the
individual’s natural and acquired strength to be
made` manifest
• Narrow the gap between activities in school and
in society – career oriented environment
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