MI+B2+Chapter+10

toc

Mike Lawson- Abstract
Chapter 10 was all about assessment, staying away from standardized testing, and observation. Armstrong believes that it is unfair to students to be taught using the MI theory and then be tested on a much more narrow scale. Gardner states that “the most important prerequisite to authentic assessment is [|observation].” (Gardner (1993a, 1993b, 2006a)). Gardner says that by observing students while interacting with symbols from all the intelligences, we can gain a good understanding of what intelligences are most developed in a student. Many examples are given to actually record these observations. They are all very effective and would be perfect for any teacher to use. The chapter also refers to testing guided by Howard Gardner at Tufts University in Massachusetts that focuses on testing intelligences in students from preschool all the way up to high school. The chapter also suggests that the way we assess students during testing is even obsolete. Armstrong provides an example of a normal question a student may see that refers to Huck Finn. Underneath the question is a list of answers you would normally see. However, this is the problem. Why not give the test taker a choice of how to answer the question. Armstrong lists out a possible question for all eight intelligences. This is a great way for a test to be posed. It would take about 15 hours to actually create this test, but it would be the best test your students will ever take. Armstrong suggests that students should be assessed in all eight intelligences. Basically the teacher would be using the MI theory while creating standard tests. The five C’s are also introduced as ways to use portfolios. The thing that is most interesting about these five C’s is that they all start with “To” which means that these portfolios are providing information to not only the teacher as a way to document MI, but to the student as a reflective piece and also to the parents.

Mike Lawson- Synthesis
Everyone agreed that the main idea of this chapter were implementing the MI theory into the assessment of your students. The examples of assessment were very popular. Almost everyone mentioned how they [|disliked standardized] testing, and the teachers who would just lecture us until out ears bled. The overall thought was that as teachers we will have to use standardized test at some point but to start heading towards assessing students by using the MI theory whenever possible. This chapter seemed to make people excited about tweaking their own assessments to include the MI theory. There were a couple people however that really want to use the MI theory in class, but when it comes to testing they prefer more traditional testing. I would agree that I enjoy standardized testing sometimes. Some concentrations are better fit for it than others.

Jared Merrifield
Chapter 10: MI Theory and Assessment

Our previous readings in this book did not elaborate on how to assess students’ multiple intelligences in great detail, so I found this chapter to be quite helpful. According to Gardner, one of the most essential methods of assessing a student’s MI is to observe their interaction with the symbols pertaining to the different intelligences. Of course, this is a given, but I can see how it would help. Armstrong then lists a myriad of materials the teacher can use to document these interactions. What I found to be most useful about the list is that the medium actually pertain to at least one of the intelligences, making it easier for both the student and the teacher to assess properly. Personally, I prefer the student journals above all, for it gets the students involved in the process too. After reading about Project Spectrum, I have concluded that it is a fantastic idea, for it “tests” students while they are still relatively impressionable but are “sure” about what they “like” and “don’t like.” It offers a fairly accurate prediction of how the child will learn in the future. Once again, I agree completely with the chapter’s take on standardized testing and enjoyed the MI alternative. Some of the questions are rather odd, but they still pertain to a specific intelligence, which matters more, really! I found the MI assessment contexts to be especially helpful; once again, it elaborated on an idea that was previously mentioned: the interconnections among the intelligences. When the intelligences coincide, a reasonable variety of possible activities emerge, so hopefully there are enough options to appeal to all students. The portfolio checklist was also quite impressive, in that it reiterated how every intelligence can be used in (and outside) the classroom.

Amanda Fitzpatrick
This chapter discussed ways in which a teacher could implement the MI theory into their assessments of different curriculum. Quite a bit of factors stuck out to me as a teacher; I for one agree that the most important way to figure out a student is by observing them. The book agrees, and gave many ways in which I could observe my students and the work they do which pertains to their specific intelligences. By studying this work I will be able to know how they learn best as they will most commonly demonstrate and convey through means they already know works best for them. This ties into the next component of allowing the students, when it comes time for assessment, to chose which assessment they will use. The student who is able to easily come up with logical answers but fails in his coordination efforts will not chose a bodily-kinesthetic activity (not if he is wise anyway) and thus will be able to best describe the context--which ties into differentiated learning; each student will be able to best succeed if they can work on a project that best suits them. As an English concentration, I especially liked the idea of using a portfolio to complete a project--that way the student writes, but it pertains to their own areas of knowledge and at the same time they are creating a Multi-genre like portfolio.

Sarah McGinley
Multiple Intelligence Chapter 10: MI Theory and Assessment 2/2/10

This chapter does a really great job describing what needs to be done with assessment tests if we are changing our methods of teaching. I agree with everything this chapter covers about the restructuring of assessment exams. If we improve our teaching methods by teaching in all eight methods then our standardized tests for assessment are not good enough anymore. We have to change both in order to get the desired result. The assessment tests evaluate students in only two of the eight intelligences. We need to restructure our assessment exam to fit all eight of the multiple intelligences. It just makes sense to make the assessment match the new way of teaching. Not only should we change the assessment exams themselves but the method of assessing the students could be better. Such as, we are now thinking outside the box for teaching but why not think outside the box to assess the students, instead of making them sit for hours ready and answering questions? A great way to achieving this could be through observation. Let the teachers assess the students by watching the student learn. This is one method I would like to use in my

Alicia
Armstrong urges us as teachers to not use all tests as assessments. There are eight ways that can be fun to evaluate the learning process. I was impressed on the ways of documenting observations such as making video and audio files, work samples and anecdotal records. I personally like the use of a student journal and will try to compile it into my lessons because with them you get the opinions of your students and are able to able the feedback to a lesson in class. With MI, we can break up how we teach something in eight different ways and always provide choices. This technique makes learning fun and allows the students to think on their own. I believe portfolios are a great way to keep your students on track and focused. I love the idea of a celebration portfolio because it seems like a fun and engaging way of assessing the students. Armstrong emphasizes how the MI theory provides an assessment framework within which students can have their rich and complex lives acknowledged and celebrated as well as nurtured fully.

This chapter was powerful for me as it talked about different opportunities to assess work using the ideas of MI. In my experience, I've only ever dealt with teachers who taught in classic lecture style, did very few projects, and gave a test at the end of the unit and called it good. I know students who had difficulties in school because of tests, but did very well when it came to gym class or vocational/technical education. I think that if more teachers used this MI response to assessment and had a variety of ways to represent their answer, it could be more beneficial to all students. I don't know how effective in doing this I would be as a teacher, but I would like to implement MI assessment into my curriculum in addition to any final performance task and examinations.

S arah Robinson
When reading this chapter I have realized that there are many ways to assess students that have multiple intelligences. This chapter has taught me that there are varied ways to assess students, so you can touch on their strengths of multiple intelligences, therefore they can do their best on the assessment. I know that as a teacher I would like to keep on file documentation of my students learning and how they learn; therefore making it easier to assess them. In my classroom I would like to use photography’s to document my students learning, achievements, and other such rewards. This chapter also teaches about the multiple intelligences projects, these projects show that schools have gone out of their ways to assess students in new ways that are out of the old frame, and this helps students do as best as they can on their assessments. This chapter as also taught me that there are many ways to assess the eight multiple intelligences. This has impacted my classroom because I realize that I could ask my nature learns how they would survive at the camps during the civil war. As teachers we need to be organized and keep what we use as examples for each multiple intelligences documented. This chapter has also given the good example of portfolios to document assessment of students. Items that are placed in the portfolio can vary from unit to unit, but it is important to allow the students to decide some of the items that go into the portfolio. Overall I have learned from this chapter that the theory of multiple intelligences allows assessments of students to show then many aspects of a student’s complex life.

Mike Lawson
MI Theory and Assessment 2/3/10

Understanding how a student learns is always useful. However, being able to assess how they are progressing is incredibly useful. The most important prerequisite to authentic assessment is observation states Howard Gardiner (1993a, 1993b 2006a). So by always observing my students I will be able to keep an active archive telling me how my students are progressing and what changes I may need to make by differentiating my teaching. This chapter is packed with great ways to record how the students of any class are doing. Some of the examples given are really inventive. Having audio files of a student reading for any English class would be a great way to assess them. Classroom Maps are also an interesting way to record students. Studying the movement and activity of my classroom is very compelling.

I have hated standardized test for so long. I was always disappointed that there was no history section, or even government. The example given in the book is perfect is a perfect example. There would be so many literary components that would try to lead you astray. Presenting the question in differentiated categories would let students really show how intelligent they really are. This chapter gives me so many examples on how to assess different intelligences. By doing this I would really get to see how intelligent my students are. And I really think they would love it. Everyone like learning the way they learn best, because they are thriving.

Eric Cole
There are several things I took out of this chapter on different methods of assessment for all different kinds of intelligences. First, it made me realize just how difficult this job is going to be, and how hard it is going to be to cater to all students needs. I have always kind of hated professors who just do straight lecture classes. I never feel like I learn anything in those classes because I don’t learn well just sitting in the back of a room, and listening to someone talk over and over and over again. However, looking at this situation through the eyes of a teacher, I can kind of see why my professors would do this. It is hard to make everyone happy, so once you find a way that you enjoy teaching, you just stick with it. I am not saying that is the right way to go because teaching should not be about you, but about your students, and what makes them happy. I am just saying that I understand now. Maybe I am completely wrong in my reasoning as to why a professor would just lecture all the time, but it makes me happy that I am looking more and more through the eyes of a teacher. The other thing this chapter did for me is it provided me with a lot of really good ways to teach. I know my bag of teaching “tricks” is pretty limited right now, and so to be able to add to it is a real thrill.

Diana Quinlan
This chapter is dealing with assessments that can be used in the classroom. The most important thing to remember when creating an assessment is that students will not do well if they learned the information differently than it was taught to them. This is why standardized testing is not always effective. Teachers teach using the eight different multiple intelligences, than students are forced to take a test that is primarily linguistic, or logical. Observation is one of the best forms of assessments teachers can use. When observing students you should keep a journal, take photos or videos, and/or conduct periodic student teacher-interviews. This will allow you to look at the student’s progress over time. Having students keep their own journals or charts to asses themselves is also beneficial because it allows them to see where their strengths and weaknesses are. I really liked the “celebration of learning student sign up sheet” on page 139 of this chapter. This is the type of model I want to use in my classroom when it comes to assessments. I feel that if students get to pick what kind of assessment they are doing, they enjoy it more and learn more from it.

Jared Boghosian
First idea I learned about in this chapter is that although assessing eight different ways might be effective and interesting, teachers will have to assess in a standardized fashion at some point. An authentic assessment shows students what they have learned in context of the real world. However, a standardized tests are given in an unrealistic environment under unrealistic conditions. A standardized test only addresses logical-mathematical and linguistic intelligences. A lot of students probably learn better in different intelligences. On top of that a standardized test needs to be completed in a set amount of time which drastically changes the parameters of the test. I understand that I will have to teach my students effective testing methods. Fortunately for my students I will make far more interesting and engaging assessments.

Susanna Cooper
Chapter 10: MI theory and Assessment

I found this chapter a little hard to grapple with and think about using in my own classroom. I think I would be the kind of person to use the 8 intelligences in my classroom for assignments and activities, yet still do “traditional” testing when assessing whether my students know the standards. Although the chapter gave some ideas, I am still a little confused on how I can use all 8 intelligences to cover or “replace” all the standardized tests. I guess that I feel like by hardly ever giving standardized test, I wouldn’t thoroughly know whether a student has mastered a unit. I think with a little more time the authentic testing concept will get clearer. I did connect to the section on portfolios. My high school required us to keep a portfolio of our best work for all 4 years of high school. We also had our intelligence test in the portfolio and other career building worksheets. Almost everyone hated doing them. Reading this section on how they can help students enjoy making portfolios of there work makes me wonder how I can do it to get a positive outcome. I think the portfolios are a great idea and really show what the students have learned over time, but what difference does it make if they don’t appreciate them any more than they do standardized tests. I also liked the idea of presenting a list of authentic assessments, the “student sign- up sheet”, that the students can choose from in order to show their mastered knowledge in that unit.

Jason Malbon
Teachers would not be playing fair if they taught, and conducted classes in the MI world and then went back standardized testing for assessment. Standardized tests focus mostly on linguistic or logical/mathematical intelligences. The other six intelligences are largely left out as are the students with these intelligences. That is why assessments should allow for interpretation of ideas and allow for understandings based on all intelligences. Observation is a good way of informally noting how students use their intelligences. This is a pre-authentic measure. Teachers can size-up students and see how they can be assessed so they can be successful. Documenting student performance can be made in the following ways; anecdotal records, work samples, video, photography and audio files. I personally liked the student interview. If the student feels comfortable talking freely with you, they will share all the information needed to figure out assessment needs and measure understanding. Student journals keep popping up as a method of assessment. They are flexible and can be formal or informal, private or public. I believe that any and all of these methods should be at the ready.