MI+Chapter+10+Block+2


 * [|Synthesis MI C10 Bl2]**

Chapter ten of MI goes into how we can use multiple intelligences in assessment. The opening section of the chapter goes into how we can document students’ work in all of the different intelligences. The next section of our book goes into the different projects looking how we can use MI fundamentals in our assessments. The third section of our book looks into assessment and how it can be done in all eight intelligences. The next section of our book asks us to look at portfolios that show all the intelligences. || I enjoy this section because of the examples it gave us a way to assess using the different types of intelligences. I found the chart was easy to read and had useful ideas on ways we can gear our assessment towards students different intelligences. I think that this important to me because I like to give students a product task and then let them find their own way to show it and this chapter will be useful in helping come up with possible suggestion for ways students can show knowledge. || In chapter ten of Multiple intelligences Armstrong covered a variety of authentic assessments. The most crucial assessments were observation and documentation. Armstrong suggests using anecdotal records, work samples, audio cassettes, videotapes, photography, student-kept charts, sociograms, informal tests, informal use o standardized tests, student interviews, criterion-referenced assessments, checklists, classroom maps, and calendar records as formative assessments. Armstrong also mentions how standardized tests tend “to place the focus of interpretation on errors, mistakes, low scores,” and they also “disturb the natural ecology of learning,” (pg.90-91). For summative assessments Armstrong suggests assessing in eight different ways, a different approach for every kind of learner. He also suggests the use of “MI portfolios,” which focus on “The Five C’s of Portfolio Development,” celebration, cognition, communication, cooperation, and competency (pg. 98) Reading this chapter reminded me of a teacher I had in high school that used different assessment types that reached nearly every kind of learner. For everything we covered in class he assigned a chapter of reading in the text book, a short two page paper, a poster presentation, he gave a short lecture and we watched a movie. I didn’t realize it at the time but he was doing a great job at reaching every student. His approach was simple but extremely effective. It most certainly left an impression on me. What stands out most to me is that despite the amount of material he had to grade, he never cut an assignment to get out of the extra work. He very easily could have taken the easy way out and given us a text book and lecture. I hope that I can be a teacher like that. I want to be thinking about what works best for the students, not what’s easiest for me. It’s easy to get caught up in doing what’s easiest, but saving a few hours of grading is not worth losing the interest of my students. This chapter touches upon testing and assessing using the multiple intelligence theory and opens itself by saying that it would be quit hypocritical to teach in the form of multiple intelligence, but to then test and assess our students in the standard fill-in-the-blank, multiple choice, or short answer quiz. The chapter states that the best form of pre-assessing in a multiple intelligence classroom is to simply observe the students’ behaviors. Some of the examples the chapter suggests are anecdotal records, work samples, videotapes, photography, informal tests, informal use of standardized tests, interviews, and criterion-referenced assessments. Another good point of assessing that the chapter suggests is to keep a list of important content areas used in class, and check off these areas as students begin to grasp them. The chapter states that the basis of multiple intelligence assessment is so that students are allowed to demonstrate their understanding of material in any of the eight intelligences that best suits them. The chapter helps to demonstrate this idea through the example of the Huck Finn question on a standardized test, and shows how this form of assessment does not abide to all eight intelligences nor does it allow for any amount of interpretation or explanation. Beside the example is given a list of several ways that the question could be better answered through multiple intelligence assessment. This chapter ties in very well from what we’ve been reading because it is another assessment based piece, and shows the importance of assessment in a learning environment, but it is different in the scope that it shows us educators how to assess students with the multiple intelligence theory. It seems very true to me that if were choose to adopt multiple intelligence learning in our classroom we should also have multiple intelligence assessing so that we are getting an accurate look at how children are functioning. This is very similar to the chapter in FIAE that states that if a child is very proficient in solving math problems, their assessment on math should not solely be based on a word problem incase their deficiency in language skills may interfere with their opportunity to show they logical math abilities. This chapter is very helpful in showing the importance of assessment, and multiple intelligence learning.
 * **Names** || **Abstract** || **Reflection** ||
 * Barnes Mckell || Chapter ten in multiple intelligences talks about how we can assess the multiple intelligences. The big idea about the assessments is the need to coordinate with the multiple intelligences you are testing. You cannot provide different ways of learning then assess in only one way, it defeats the purpose of teaching to different styles of learning. It is important to observe our students and the success they have in the classroom. This will give us a better understanding to how we can teach to their needs and which ways they learn better. The chapter offers different examples to assess each multiple intelligence. || I think this chapter provokes a great idea in teaching by assessing to each of the eight intelligences. I really like the point the chapter makes that the assessment needs to fit the intelligence. It is not fair to assess one particular way if you are going to teach to the multiple intelligences. I also really liked the examples the book provided in how to assess lessons targeted on certain multiple intelligences. ||
 * Brennick Christopher ||
 * Columbia Laura || Chapter ten of //Multiple Intelligence,// entitled "MI and Assessment," discusses various ways to assess the multiple intelligences. In the introduction it was stated how it is hypocrisy to teach students in different ways, using the multiple intelligences strategy, but then testing them in only one such as logical or linguistic. Different ways of assessing students such as videotaping, work samples and photography. Also included is a chart of standard testing versus authentic assessment. Also included are assessment projects such as "processfolios," which is an ongoing portfolio that includes various works of students, that reflects the learning center they are going through. Also another example given is videotaping a student at two times throughout the year, which is kept on their record. A very important statement was made that it is important to assess a student in at least eight different ways. Another chart was shown that gives examples of how students can show their knowledge by demonstrating it in one of the eight intelligences. In conclusion, what is really important is doing many assessments in many different ways. || The more and more I read about teaching and doing assessments, the more knowledge I feel I am gaining. There was a lot of good information in this chapter. Especially the part about assessing students using the eight intelligences. It only makes sense that if we teaching using multiple intelligences, we need to assess the same way. I also feel like this chapter was very complementary to the information that was presented in the reading from //Fair Isn't Always Equal.// Many of the charts gave very good examples of different assessments that could be given. It was also easier to read, than if all that information was put into a paragraph. The charts allowed the reader to quickly find them specific. Overall, I felt this chapter was very good and insightful. ||
 * Coombs Kayla || Chapter ten, entitled “MI and Assessment” discusses how to use authentic assessment and what should be done prior to the assessment to ensure its authenticity. A teacher should document his or her students’ performance by the following: anecdotal records, like keeping a journal of the student, work samples, audio cassettes, to record reading samples or other samples of oral language, videotapes, photography, to take pictures of their work that may not be preserved, student journals, in which one has them journal their own experiences, student-kept charts, for students to keep their own records of progress, sociograms, a visual record of student interactions within the classroom, informal tests, informal use of standardized tests, student interviews, to discuss their progress, criterion-referenced assessments, to evaluate students on a given set of skills, checklists, classroom maps, and calendar records, in which one has his or her students keep record of their day by day activities. There are many projects that have attempted to create models of assessment that correspond with the philosophy of MI theory. MI theory contributes greatly to assessment in the idea of using multiple ways of evaluating students, and it implies that any subject can be assessed in at least eight different ways. Without the eight ways context of assessment all students do not have the opportunity to show their mastery of the subject. As students participate in multiple intelligence projects and activities, the opportunity to document their progress as a learner in MI portfolios increases. MI theory suggests that portfolios should include material from all eight intelligences. Thomas Armstrong, author of Multiple Intelligences found there to be at least five basic uses for portfolios, and these are: celebration, which acknowledges students’ products and accomplishments; cognition, which helps students reflect on their own work; communication, to let parents, administrators, and other teachers know how the students are progressing; cooperation, which provides a way for groups of students to produce and evaluate their own work collectively; competency, which establishes a criteria by which a student’s work can be compare to another student’s work or to a standard. || From this chapter I realized how important it is to use authentic assessment and how to best record and assess the progress of all students. I think that I will find it useful to document the performances of my students by keeping samples of their work, taking photographs of their projects, and having them keep their own journals on their performances. Students need to have the opportunity to participate in MI projects so I will be able to assess individual mastery of the subject I am teaching. MI portfolios seem like a great idea because each student will be able to create a portfolio of their performances in the intelligences they excel in. ||
 * Cummons Michael || Chapter 10 of MI is about assessing students using multiple intelligences. Early in this chapter there is much written about many different ways to assess students in non traditional ways to address each kind of intelligence. There are many different ways to keep track of kid’s progress as learners. This book talks about projects to asses kids which can show how kids are progressing each year in a school. There are schools that are doing this and it is benefiting learners, teachers, and parents. This chapter talks about assessing students in context. It is important to assess a student in a way that their strong intelligences can be used. Assessing a student, while letting them express themselves in the best way they can, is the most accurate way to assess a student. This chapter also talks about portfolios. MI portfolios can help you keep track of how well you are showing each intelligence when assessing students. || Assessing students using the eight intelligences makes a lot of sense to me. If a student cannot express themselves using his or her stronger intelligences makes assessing inaccurate. Different students learn in different ways, and need to be assessed in different ways. This is a teacher’s responsibility. If a teacher becomes careless and/or lazy regarding this issues, many students will definitely fail, even when they understand the material. ||
 * Damboise Kelley || The main focus of chapter ten is on multiple intelligence assessment, and if we teach using the MI theory then why don’t we assess using the MI theory. There is quite a variety of authentic assessment types out there including: anecdotal records, work sample, audio cassettes, videotapes, photography, student journals, student-kept charts, sociograms, informal tests, and informal use of standardized tests, student interviews, criterion-references, checklists, classroom maps, and calendar records. Authentic assessments are assessments that focus on the child’s way of expressing his or her understand of a certain topic. For instance if a child’s MI is spatial, and he or she learns best by drawing, why not allow the student to draw his or her understanding of the topic to decide whether the student has mastered the context. The chapter stresses the importance of including MI assessment project; four examples were given: project spectrum, key learning community, PIFS, and arts PROPEL. These projects allow students the opportunity to decide which way they would like to be assessed. For instance, art PROPEL projects focused on two domains; the first domain is a variety of activities and exercises that explore the visual aspect of learning, and the second domain is a collection of the students work to see how far the student has come from when he or she first started. The second domain of the art PROPEL is a demonstration of what a MI portfolio should encompass. There are five important parts to a MI portfolio they include: celebration, cognition, communication, cooperation, and competency. Celebration is the part in the portfolio where the students hard and achievements are displayed. Cognition is the section that help students look at their work and evaluate it, where as cooperation is the section where groups of people study their work and look for ways of improvement. Communication is the part where teachers can express how a child is doing to his or her parent or to the administrator. Competency is to provide a comparison, based upon criteria, of how that student did compare to other student or to a certain generic standard. || A good point was brought up in this chapter; that “learning in eight ways is fun, but when it comes to our bottom line- evaluating students’ learning progress- we’ve got to get serious again and test the way we’ve always tested”. (Armstrong, p. 88) This sends mixed signals to our students. If we as teacher understand that students learn in different ways then we must also realize that students relay information in different ways as well. It not fair to teach a student about a certain topic using bodily-kinesthetic, and then ask this student to take a written standardized test to assess whether the child has mastered this subject or not. Also, MI assessments are not any harder to administer, or correct then a standardized assessment. I think teachers who continue to use standardized assessment, to test mastery levels, either don’t understand that standardized exams don’t provide accurate information, or they are too lazy to want to change their method of assessments. ||
 * Kelley Kathleen || Chapter ten in Multiple Intelligences focused around different assessment styles for students who have one or more multiple intelligences. It discusses authentic assessment and how one of the most important pieces of it is observation. Through different modes of observation such as journals, audio tapes, and photography, you may be able to learn about the students multiple intelligences and how they solve and complete tasks. Doing so allows you to keep the documented information for future use. There are also some MI assessment projects that have been created nationwide to help form assessments that agree and work with Gardner‘s theory of multiple intelligences. Project spectrum was created for preschoolers and uses several different types of assessments or activities that address the multiple intelligences. Portfolios are kept to monitor their growth. Arts PROPEL is another example of a project that began in a five year high school. For the most part, it is based around the visual, aural, and linguistic parts of MI. Here they use portfolios for compositions and art work, and domain projects to bring compositions and art to life. The chapter also discusses how to assess students in the eight intelligences and provides examples. The author wraps up by talking about portfolios for MI and the role the five C’s (celebration, cognition, communication, cooperation, competency) play in the portfolio. || Overall, I thought that this chapter was fairly interesting because I had never thought about how students with a significant strength in one intelligence may have to be graded a little differently. The sections on the different projects were also really interesting to me because I had never heard of anything like that before. It is great that people are taking the time to do pilots like this because it can really help those students with multiple intelligences focus on their own or enrich others. The last thing that I thought was really neat was when one question for a test was given as an example, and then it was reformatted in eight different ways to target each modality. I thought there were some really creative ways of reaching students that way. ||
 * Knowles Christina || Chapter ten tells us to focus on how our students lean in the classroom. It tells us to write down various things about each student and monitor them to get more information about them. One of the suggestions is to have a student read into a tape recorder. The chapter also encourages students to keep their own journals; in the journals they could write about their other classes and how they feel about school. We can also give assessment tests to find out what areas our students are good at and which ones they are not good at. The chapter also gives great examples of activities for students from each learning style. The chapter also suggests creating portfolios to measure the progress the students make. || The one thing I really liked about this chapter was the examples for activities for each learning style. I liked this because it helped a lot for another project we were doing in practicum and it gave me a lot of ideas I probably would not have had without reading this chapter. These examples show me that each subject can be taught to people from every learning style. ||
 * Mourkas Margaret || The title of the chapter is MI and Assessment. Which is precisely what the chapter is about. This chapter is about assessments within the Multiple Intelligence model. The chapter says that the teacher needs to have documentation of all the work that is done throughout the school year. This can be in the form of work samples, videotapes, photos, student interviews, and many more methods. The point of these records is to prove that student has shown that they truly understand the material. The chapter also gave examples of different programs across the country that are all about the different assessments. One program was Key Learning Community; this program starts in kindergarten and goes through high school. The students are video taped twice a year presenting learning projects and the videos are passed to the next teacher every year until they graduate. What happens to the videos when they graduate was not explained. The chapter also provided some really in depth charts with some great information what types of projects you can do with multiple intelligences and how to assess them. || This chapter really put my thoughts to ease about having to assess all the students. I strongly believe in the multiple intelligences and making sure I reach every student, but it was hard for me to foresee how I could assess all my students using the multiple intelligences. But this chapter provided some excellent charts and lists that explain how you can assess your students. I liked the idea of the MI Portfolio as well. It was described using the five c’s; celebration, cognition, communication, cooperation, and competency. I think that the Key Learning Community has the right idea. Create these video portfolios and watch the students grow throughout their education. These portfolios could be like the portfolios that teachers need to create in order to prove they have met the standards. Have a giant binder full of different work that the student has produced and pass it on each year. “Of course you do not need to develop fifty-six different assessment contexts for everything you need to evaluate . . . [but you] need to provide students with assessment experiences that include access to a variety of methods of presentation (inputs) and means of expression (outputs)” pg. 98. ||
 * O'Neil Christopher || Chapter ten discusses assessing multiple intelligences. Some of the ways that a teacher can document and assess their students is by using anecdotal records, work samples, audio cassettes, videotapes, photography, students journals, student-kept charts, sociograms, informal tests, informal use of standardized tests, student interviews, criterion-references assessments, checklists, classroom maps, and calendar records. All of these documentation methods cover the eight different intelligences. Chapter ten discusses a lot about how standardized tests are very inaccurate ways to assess students by looking at the multiple intelligence theories. Standardized tests mainly focus on the linguistic intelligence and really ignore the other intelligences. One way to document a student’s learning process is by using MI portfolios. These portfolios are useful in documenting a student’s learning progress over a long period of time and can be used to document which of the eight intelligences is their strongest. Portfolios have five basic uses, celebration, cognition, communication, cooperation, and competency. These assessments can be seen by students as another way to learn. || I enjoyed this chapter because it gave some valuable information about how to assess students and still maintain the idea of multiple intelligences. I agree with the statement that standardized tests are not the most accurate way to assess all students. Not every student is able to take a standardized test in a set time limit and come out on top. Students that do poorly on standardized tests might have excelled in a test that was directed towards their strongest intelligence. Standardized tests put a lot of pressure on students that are not strong in the linguistic intelligence, thus causing them to not do as well on the test. I was one of those students. I despise taking standardized tests because I am not very strong in the linguistic intelligence and I cannot stand sitting there and filling in all the little bubbles. If the test was geared towards interpersonal or bodily-kinesthetic, then I would have done much better on it. ||
 * Richardson Cassandra || Chapter ten has a wealth of suggestions on how to incorporate the eight learning styles into assessments. According to Howard Gardner, the best way to evaluate a student is to observe that student interacting with others while using each intelligence. (p. 88) Use of records, student interviews, audio or videotapes, and journals are some of the ways that a teacher can document student learning. This chapter also outlined four different learning programs that were successful in a varying spectrum of settings; project spectrum was used in preschools, where each of the intelligences are used to plan activities and teachers observe the personality and behavior of children during times of decision-making and group work. Key Learning Community used videos to document progress with students. Practical Intelligence for School, used in middle school, allowed students to provide teachers with feedback on classroom projects and activities. Finally, Arts PROPEL, used in high schools, combined two elements ( incorporating music, art, and writing to make cohesive projects, and collections of student artwork) to document progress. This strategy also used both teacher and student assessments. || I thought it was interesting, how each of the ‘tried and true’ learning projects were geared towards different age groups, but each of them could have easily been modified for each level. I really enjoyed looking through the different style rubrics provided in the chapter to go along with each of the assessment samples. Being able to visualize the technical as well as the ideal elements of assessment and meaningful projects go hand in hand for me. I also noticed how, whether it was intentional or not, elements of the different learning styles (eight intelligences) were present and most of the time prominent in the samples. ||
 * Trundy Monique ||  ||
 * Webb Christopher || This chapter starts by talking about the importance of assessment through all eight intelligences. It argues the point that if we strive to teach towards all eight intelligences why are most of our standardized tested geared towards and formatted verbally/logically? Testing students they way they suggest is a more authentic the author claims because students can show what they have learned in context. Some examples of such that they give are; student interviews, students journals, work samples, audio cassettes, videotapes, and photos. It then went on to describe 4 schools where they are trying to implement this style of assessment in every aspect of the students learning. Project Spectrum is a preschool which uses many different types of assessment and tries to identify proficiencies in children early on. The Key Learning Community is innovative because it uses videotapes exclusively is their assessments of students. PIFS is a school devoted to developing metacognative skills and understanding in school related activities. Finally Arts Propel is a school devoted to the arts such as; drawing, music, painting, creative writing, and they focus on domain projects and proccessfolios. The chapter concludes with saying that MI’s greatest contribution to assessment is that it suggests not only should students be taught via the eight intelligences but they should be assessed through them as well. || This chapter had a lot of useful information for assessing students. I would never have thought of assessing them through the eight intelligences as well because throughout my high school career I was one of those people who were only assessed verbal/logically. It makes so much more sense after reading this chapter because if students learn something through one fashion and are comfortable with it, they should be able to show their mastery that way as well. All the examples the book gave of the various schools were great ideas and I never knew that there were schools out there like that down to the preschool level. ||
 * West Simon ||  ||