MI+B1+Chapter+10

Abstract (Jesika):
This chapter is all about assessment for the Multiple Intelligences. One of the types of assessment I saw was [|authentic assessment]. This chapter was also about the fact that standardized testing is not an effective way to measure knowledge in a classroom because standardized tests cater only to those students with highly developed linguistic or logical intelligences. It was stated in many of the responses that portfolios of students work is a better way to measure knowledge than a pen and paper standardized test.

Synthesis (Jesika):
The entire class sided against the use of standardized tests. We would rather use the forms of testing that are more[| friendly] to the MI theory. We recognize that our students a re not all the same and therefore, cannot be measured by the same standards.

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Amanda Martemucci
MI-Chapter 10: Chapter 10 discusses assessment with MI theory. With MI, it is best to use authentic assessments rather than standardized tests. Authentic assessments allow student to “show what they’ve learned in context” (p. 131) while standardized tests assess students “in artificial settings far removed from the real world” (p. 131). Furthermore, authentic assessment can allow for students to be assessed in eight different ways (eight learning styles), which is key in MI theory. Examples of authentic assessment are work samples, student journals, and MI portfolios. MI portfolios are a great way to organize students’ work and analyze their learning process. As a teacher, authentic assessments will be used in my classroom. Like this chapter, I don’t feel standardized testing really proves how well a student is grasping information. The use of the eight intelligences is definitely not used in them. Students who don’t learn well with the learning styles needed for standardized testing won’t do well on them. I think students need an equal opportunity to show their capability of understanding the context of lessons. Authentic assessments will do this.

Bridget
Chapter 10: MI and Assessment If one teaches to the multiple intelligences, it makes no sense to test to only a few. While assessment usually consist of pen, paper, and a litany of questions to answer, MI assessment seeks to prove an understanding of knowledge in any form that gets the job done. Students who learn in different intelligences should be allowed to demonstrate their understanding in ways that best suit their learning styles. Students should be allowed to submit essays, songs, videos, dioramas, photographs, anything that shows they know the material. If students are being taught to strengthen their intelligences and become accountable for their own learning, they should have a say in how they get to demonstrate their learning. Portfolios are a great way to do this, and they can be anything from physical manila folders to online compilations of student work. Portfolios can be used for self-reflection, celebration of knowledge, sharing of achievement, and competency. With endless possibilities for assessment in MI, I feel confident that I will take the time to learn and understand how to evaluate student knowledge in many different ways. After all, they deserve to explain their understanding in a way that makes sense to them.

Successful assessment requires the teacher to take into account all of the intelligences and provide your students with the opportunity to test themselves in their “strongest” intelligence. It is our job to keep track of their improvement in a subject by not only keeping grades, but also portfolio-like files. I liked the idea of having students keep a working-journal of their learning, because I think that journals (when checked often) can be one of the most useful tools for student learning. It was surprising to me how some of the MI assessments are barely recognizable as assessments to students, or educators. In my classroom I look forward to having different intelligences and helping students realize that assessment can be something that shouldn’t be feared, when its done right. I want my students to know that I’m in it for the long haul when it comes their learning and success down the road.

Kristen
If we want to teach students according to the eight intelligences we also have to test them according to them as well. The current assessment types do not cater to any of the intelligences aside from linguistic and logical. There are many suggestions for keeping track of a students progress including video recording, student journals, student interviews and photographs. In addition to progress suggestions there are also assessment suggestions for different projects that students could try. There is a student sign up sheet that lets the student decide how they want to be assessed for a project which is something I think is a really good idea which I definitely plan to use in my future classroom. Many teachers already keep portfolios on students but they usually only include linguistic and mathematical/logical milestones. It is suggested that teachers should include items from all intelligences in student portfolios to create a better, more rounded image of the students abilities because each student is unique and can not be critiqued, reviewed and understood using the same material for each.

Jesika
This chapter highlighted the most evident flaws of the standardized testing system. Standardized tests are geared entirely toward linguistic of mathematical/logical learners. This leaves the other students who do not learn in those two ways in the dust as far as testing goes. The author encouraged us to bend the rules of standardized testing whenever possible, by lengthening the time allotted for sections and allowing the students to ask questions or elaborate on their own answers.

I fear that there is not much that I can do in the way of changing the way students are tested in this state. I would hope that in the future the ideals of multiple intelligences will be incorporated into tests that are supposed to gauge the knowledge of entire student populations.

Christina
Chapter ten of //Multiple Intelligences in the Classroom// discusses MI and assessment. If a teacher uses the multiple intelligence to teach his/her students, then the teacher should be assessing them in the same manner. If not, the teacher loses the capability of seeing mastery when tests focus on only linguistic or logical-mathematical intelligences. Authentic assessments, therefore, are geared so that the students who learn in all eight intelligences, are able to display their knowledge using those intelligences as well. Authentic assessments may include work samples, student journals, and MI portfolios. As a teacher, I would use MI portfolios to record not only math concepts, but as an opportunity for feedback and reflection.

Chelsea
This chapter discussed ways in which you can integrate MI theory into assessments. The book says that as teachers we should take into account the fact that all of our students all have different types of intelligences and our assessments should be designed to represent these learning styles. We should authentic assessments to test our students but in order to do this we must observe our students in order to discover our students competency levels. Using authentic assessments gives us an idea about how our students learn and increases their comfortably with assessments. The book also discussed eight different ways in which we can assess students. We should create assessments that best reflect students learning and it is possible to adjust questions to fit all eight intelligences. Another good way in which we can assess students is through portfolios because they can be expanded upon and can be used to directly show how students’ learning is completed. The chapter stresses that we should create an assessment process that engages the students and creates a successful experience for them.

Kevin
Chapter 10 focuses on how MI theory applies to assessment. The idea is to give authentic assessment that allows display to apply their understanding in a real world context. MI theory proposes that students be allowed to display their learning in multiple ways. According to the theory students should be allowed to express the understanding in the way that they learn best. MI theory also proposes using portfolios to display learning done in all intelligences, and gives 5 C’s as ways to use a portfolio. A Checklist is also provided which helps the teacher to refine his or her portfolio use even more. Overall I think this chapter has some interesting ideas, but it does not seem very practical. To give every student eight choices for ways to express learning is a rather daunting task for a teacher who probably already has a full schedule.