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Authentic Assessment in the Multiple Intelligences Classroom

Authentic Assessment in the Multiple Intelligences Classroom

In the traditional classroom, the teacher has very few tools for evaluating a student's work. In the elementary grades, he or she can grade computations, examine vocabulary and reading workbooks, and check standardized tests by counting correct answers. The teacher can also grade writing samples and teacher-made essay tests by counting mistakes in grammar, spelling, and punctuation and by giving points for good ideas. In the secondary classroom where lectures dominate, quizzes and multiple-choice tests are the favored evaluation options. For the most part, grading is simple and straightforward. In the multiple intelligences classroom, the possibilities for assessing student learning are a numerous as the options for organizing what and how students learn. Although assessment drives instruction in the traditional classroom, assessment and instruction are partners in the multiple intelligences classroom. This is possible because the process approach of multiple intelligences instruction calls for active and authentic learning that engages all students in the construction of their learning. The authentic assessment of learning in the multiple intelligences classroom begins with more authentic learning. Authentic learning is that which replicates as closely as possible situations that students will encounter outside school. Instead of sitting at desks filling in work sheets or having their heads filled with facts they will reproduce on more work sheets, multiple intelligence students are up and running. Sometimes working alone, sometimes with other students, and sometimes with high technology, these students work in the classroom as if they were in an office, store, or laboratory. The teacher organizes the day, structures the task, and gives help as needed. To enrich the learning and to ensure that each child is challenged to develop all the intelligence, the teacher mediates the tasks so that the students understand what they are learning. There are many option for structuring authentic, active learning opportunities to develop each intelligence. For the sake of brevity in this information a list is provided that gives these opportunities. The author however will in detail explain about the ways of assessing these learning opportunities Authentic Learning Strategy 1. Exhibits Description Students research a topic and prepare an exhibit to display what they have learned

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Authentic Assessment in the Multiple Intelligences Classroom

2. Performances

3. Journals and logs

4. Demonstrations

5. Products

6. Problem-solving process

Students participate in a show of multiple talents for their peers, parents, other classrooms, or audiences such as senior citizens and school neighbors The journal or log is a personal learning history. It enables students to make connections, examine complex ideas, and think about novel applications of the curriculum over a period of time. A student show others how to do a process. This is especially helpful for learning mathematics, science, fine arts, and health topics. Demonstrations challenge students to take factual material (ordinarily left to memorization) and turn it into a presentation that must organize and explain. Student make objects that are the end result or product outcome connected to a learning unit. Often products are replicas of art works or multimedia presentations of key concepts. Products are especially helpful in challenging students to make cross-disciplinary connections when studying in a particular discipline such as history or science. Products are the result of a "learning by doing" approach. They are especially effective when combined with journals and exhibits. This approach is significantly different from the traditional organization of curriculum and instruction in two ways. First, problem solving is the starting point. It is not something that classes merely "get to" when they show mastery of the basic skills or have covered the textbook. Second, problem solving is the basic tool for all students. In the past, many districts have saved problem for the gifted children. In the multiple intelligences classroom, all students start with learning how to problem solve across the curriculum.

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Authentic Assessment in the Multiple Intelligences Classroom

7. Graphic organizers

8. Projects

Students use visual formats to gather, analyze, and evaluate information. To encourage students to take a "learning-how-to-learn approach to standard text material, teachers use cooperative groups to teach students the graphic information organizers appropriate to each of the intelligences. Students construct and create meaningful longterm projects that incorporate several intelligences. At the beginning of the year, cooperative teams learn how to organize a project and, by the end of the year, students are engaged in a variety of individual and group projects.

The multitude of learning strategies available to stimulate the multiple intelligences creates numerous opportunities for assessing student learning. Once the teacher has selected the ways students will address topics in the curriculum, he or she can select one of many tools for assessment. When judiciously selected, these instruments can provide more information about what and how the student learns than is possible using only standardized tests. A rubric becomes a valuable tool for the teacher in providing feedback to the student. A rubric link is included here for you access more information concerning the use of rubrics, examples of rubrics, and generating your own rubrics The following table lists authentic assessments with a brief description of their use. Authentic Assessment Strategy Description This tool promotes two-way conversation between student and teacher. It works especially well in the journal. As students work through a project, the teacher asks the student to write comments on the work they are doing and to submit samples of that work. Using a rubric as a guide the teacher comments on the indicators as they relate to the student's work. He or she give suggestions from the rubric on how the student can improve the quality of his or he performance. The student responds to the suggestions, and the dialogue continues to the end of the project.

1. Double-entry responses

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Authentic Assessment in the Multiple Intelligences Classroom

2. Observation Check Lists

3. Observation note cards

4. Likert scales

5. Open-ended and guided responses

The teacher creates a check list based on a rubric. He or she can use these check lists at specific intervals as students are working or create check lists for student observers to use. It is better if check lists vary among the intelligences. After the check lists are done, the teacher may use them for a class discussion and/or put them in portfolios. According to Harold Gardner's theory, check lists need to focus more on the process of learning than on the final products. This communicates to students the importance of the process of learning than on the final product. The teacher carries a packet of index cards or adhesive notes with his or her grade book. He or she identifies five to seven students per day to observe at works. He or she may use a rating scale such as "doing great", "moving along," and "not yet, " or if grades are required a number scale. To save time, some teachers use a duplicating machine to make standardized cards with space for the date, the student's name, and the selected intelligence. This helps the teacher focus on observing one intelligence at a time. After the observation, the student reads the card and puts it into his or her portfolio This is the most popular and easy-to-use measurement tool for a rubric. It is also easy for students to use in their self-assessments. Some teachers will go so far as to have students attach two Likert scales to every portfolio entry: one by the teacher and one by the student. These responses provide a helpful way to encourage students to think more on their own and not merely parrot what they believe the teacher wants to hear. By modeling with the whole class how to use one of the models, the teacher can "prime the pump" and make students more comfortable with the idea that "what the teacher wants is insightful thinking." Response prompts
q q

What did I/we do well? If assigned the same task, what would I/we do differently?

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Authentic Assessment in the Multiple Intelligences Classroom


q

What help do I/we need?

6. Teacher-made tests and quizzes

The most helpful teacher-made tests prompt students to display their knowledge while responding to higher-order thinking prompts. The three story intellect model (Bellanca and Fogarty, 1991) provides an easy-to-use reference for constructing challenging test questions in middle and secondary grades. Many teachers keep this model handy when they are constructing written tests or giving surprise oral quizzes.

The above are just a few examples that the teacher might use to assess the authentic activities that are taking place in their classroom. Regardless of what the task for the student might be, the learning situation should focus on essential knowledge, understanding, and skills specific as content goals. It should also call on students to use what they learned--preferably working as much as possible as a professional would work. The tasks assigned should have clear, challenging, and specific criteria for success, based both on grade-level expectations and individual student needs. They should endeavor to capture student interest. Finally, high-quality assignments are written and guided in ways that support student success with the process of working on the product. The teacher devises the guidelines and rubrics sharing with the students at the beginning, evaluating and providing feedback at intervals along the way, and allowing students to process their success as they complete the tasks at hand. This philosophy makes the classroom sensitive to the learner as well as making the learning environment enjoyable. (Tomlinson,2005)

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