Chapter 10 MI

Chapter 10 focuses on how to us Multiple Intelligence to assess student learning.  MI quickly turns its back on standardized testing.  MI focuses more on student growth compared to themselves rather than those around them and the nation as a whole.  The chapter also puts emphasis on gathering any information a teacher can on a student and their performance inside and outside of class. I like this approach to assessing a student and it seems similar to the portfolio idea that FIAE and UbD push.  Several of the assessment projects brought up in the reading are used across multiple grades.  This seems like a great idea for teachers to better track student growth as well as familiarize themselves with their students.  I know for me this might have been difficult due to frequent school changes.  However, with the way the communication between schools is increasing, the projects might be more doable across the nation.  Using MI to assess also means that requiring a student to sit at a desk and write a paper is not necessary.  While some students may prefer the traditional method, the chapter gives several suggestions to assess a student using their personal MI.  With all the talk about portfolios in multiple areas I had not thought about how portfolios only currently cover mostly linguistic and logical intelligences.  I hope that in the future classroom ideas for other intelligence portfolios will have surfaced or I can come up with some of my own to broaden my assessment.