MI+Chapter+10+Block+1

[|Synthesis MI C10 B1]


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Assessment is a very large area to cover with multiple intelligences. There will need to be a variety of ways to show if a student has mastered the material so that a full and accurate assessment will be made. Authentic assessment is a much more personal and respectful way to approach grading a student. Standardized tests try to fit the students into percentiles and numbers, which is never helpful in a learning environment. MI theory allows students to be creative in their responses, which gives teachers a better angle at their total understanding. || This chapter was very similar to a lot of other things we have already read. I agree with open ended questions to assess a students learning. I also agree that some students might test better in a conversation than in a written response. As educators, we need to find the most accurate way to analyze where are students are at, so we can attack their learning more aggressively and give them better feedback. Creating a portfolio may be a waste of time. Instead, I would offer the students to pick two or three styles to express themselves, so they can do what they want, but don't need to do what they don't. I wouldn't want to express my understanding of anything artistically. I also don't think it would be efficient to grade a million responses to the same prompt, just in a different learning style. ||
 * Audy Melissa || Chapter 10 in Multiple Intelligences addresses the issue of determining effective assessment within a multiple intelligence orientated classroom. It goes over the idea of authentic assessment—assessment which aims to look at a student’s real progress and comprehension of material. The authors criticize standardized assessment, which has on-demand needs that are limiting to a student’s presentation of understanding. The chapter goes on to provide many examples of final products students of various intelligences could produce to convey their understanding. It also goes over how to effectively observe students and record findings to properly assess progress. By having students create these types of projects, teachers are able to really assess a student’s genuine grasp of knowledge, and how well the students are able to apply this knowledge to real life. || I was thrilled when I read the chapter because I agree and feel very strongly about the topic. Standardized tests are an outdated and inefficient way of measuring one’s comprehension and I hope to never be forced to use them in my classroom. I believe that a final product is a much better way of allowing students to tap into their strongest intelligence, and use their creativity to demonstrate their mastery of a subject. People generally tend to learn best while teaching others. By having students create presentations to inform their peers, they are acquiring a deeper understanding of the topic they have studied. I also feel very strongly about recognizing and rewarding students on their progress. By documenting observations about students throughout a term, teachers are able to see how hard a student has tried—even if they still are not at the appropriate level, they may have made great progress. ||
 * Boulter Elizabeth || This chapter discusses how to assess multiple intelligences. They talk about how standardized testing is not an authentic form of assessment and does not give an accurate reading of the intelligences. Instead, they suggest other varieties of assessment, especially observation. In observation you can see how they interact and relate, how they react, and how they adapt whereas on a test- you don’t see any of that. Another form of assessment is through documentation like videotapes, photos, students’ work samples, and checklists. They also make discuss different testing styles’ effectiveness and what makes authentic testing. The chapter gives some great examples of 8 different ways to assess dependent upon the MI. || This chapter gave some great examples of authentic testing. Observation should be number one! It also explained well how authentic assessment benefits both the teacher and the student. Each student is unique and this chapter catered to that by giving examples of how to assess each MI. It is true that standardized tests don’t allow for explanation or interpretations, instead it forces kids to think inside the box and hinders those who are weak in that intelligence. ||
 * Brown Ryanne || This chapter gives insight into the ways testing can fit into the multiple intelligences. Because it is unfair to teach to all 8 multiple intelligences, only to test along the lines of 1 or 2, the book suggests different types of assessment options that can form to the 8 intelligences. Along with all of these options, the chapter demonstrates the advantages to these ideas in comparison to standardized testing. The idea of forming authentic tests reaches students on a more personal level of learning. The standardized tests have far less benefits than the authentic testing, which work harder to shape and continue the learning of the students, rather than score their effort. Also in this chapter, the author suggests the use of other forms of assessment that were suggested in Fair Isn’t Always Equal, such as portfolios. Each type of assessment discussed delivers new ways to evaluate student understanding of any material. || The benefits to authentic testing blow the standardized tests out of the water. Teachers should be always creating new ways to assess the student learning without turning to the predetermined and impersonal types of tests. This chapter was really full of ideas for how to reach certain types of students and use their strengths to give them the most thorough evaluations. It is my opinion that when learning is differentiated and accommodating to the multiple intelligences, the students should not be assessed on anything less than that extensive planning. It only seems fair that if we are considering strengths and weaknesses in teaching, we should be using the same respects for testing and assessing. The more the variety the better. ||
 * DePue Margaux || Chapter 10 of Multiple Intelligences in the Classroom focuses mainly on integrating the MI theory into assessment. Rather than assessing students using standardized tests, which only measure one or two facets of a student’s abilities, educators should vary their forms of assessment. Observation of students’ abilities in the classroom and out of the classroom is one of the best ways to assess what a student has learned since it gives a natural perspective of their abilities. Another is using specific forms of documentation, such as portfolios, work samples, informal exams and pictures or video of student work. Students can be assessed in eight different ways that coincide with the eight intelligences, not just the one way that a standardized test offers. Students can also learn the same material in many different contexts. || This is a highly beneficial chapter to us as educators since students should be assessed according to their abilities. This reminds me of the “photo album” metaphor used in our DI/UbD book and how students should not have to be assessed using just one test, but a number of examples of their work. The chapter makes a very important point about how students should not be assessed in just one way. I am a firm believer that though standardized tests are acceptable for testing certain knowledge and skills of students, it should not be the basis for assessment in schools. This chapter gave some great examples of schools that did use various types of assessment such as video/graphic documentation or portfolios, and gave me some excellent ideas of how to assess my own students in various ways. ||
 * Dunne Kaisha || If you teach with the 8 multiple intelligence's than you must grade with them as well. Assessment must be based off of all that you’re teaching. Once you figure out how they learn best, using the 8 MI’s, you must then incorporate that into your assessment of the student. The book gives many options for assessment in this chapter. Its main focus is on Authentic and Standardized testing. Standardized testing doesn’t hit as many targets in learning as authentic. Standardized testing presents stress upon the students learning and only makes them learn what is necessary for the end goal. Also standardized testing doesn’t get the students as interested into the topic and explore as much. This is a great way to look at and critique the current teaching of older teachers in the school system and how out of date they are. Some of the assessments are like the ones in our FIAE book for the chapters we read for last class. The examples of authentic assessment made standardized testing so outdated. || This made me think back to all the types of assignments that we had in high school and how a good percent fit into the standardized category which wasn’t as helpful as the Multiple Intelligence way of assessing and assigning work. It made it so that it was more accurate and a lot more beneficial to both the students and the teacher. I hope that I can be able to do this with my students when I have my own classroom. I feel as if students would really bonus from this method of assessment and it would be easier for me to assess where they are at as students in generala dn as students in my class. ||
 * Hudson Kimberly || This chapter discussed the different types of assessments that can be used for the different intelligences. The best way to assess students is to observe them. Watching students solve real life problems truly shows the students’ knowledge and if they have mastered the subject. The most important part of creating an authentic assessment is to document the students’ products. One way is to have a file to store the students work samples from all different subjects. Another would be to use videotapes to document a student using skills that are normally hard to document. There have been many projects that have been developed to use the fundamentals of the multiple intelligence theory. For example, Project Spectrum is a preschool program that uses these fundamentals. A teacher can also make a multiple intelligence portfolio. There are five different uses for these portfolios celebration, cognition, communication, cooperation, and competency. || I think it is really important to use the fundamentals of the multiple intelligence theory as assessment if you are using the theory in the classroom. It does not make sense to have a student assess a student who has a heavy musical intelligence in the form of a test. Most likely the student will fail it and then the teacher will not have an accurate idea about where the student stands. Also, if assessing is not using the multiple intelligence theory, then the teacher should not be using it in the classroom. Too many times students are taught in a way that makes sense to them and then tested in a way that doesn’t. To me this makes no sense at all. ||
 * Korn Shauna || This chapter was about the ways that teachers chose to asses their students and which ways really work. The beginning talks about standardize testing and the reasons why this kind of assessment is really not helpful and does not tell you as a teacher if progress is being made. Testing only allows students to show that they can answer multiple choice, fill in the bubble, or chose the best answer to fill in the blank. It does not allow students to the ability to explain why they think the answer they have put is the best or correct. A student may have reasons for picking the answer that they did that are actually validated and reasonable. This chapter also gave a chart that explained the different Multiple Intelligences and how you can reach or these students by assessing them in a manor that would be best for their learning and would give you the best results for each. || I liked this chapter a lot, because it allowed me to see how you can do assessments for each Multiple Intelligence that would give you the best results of how much and what the student is learning. I know that it is very difficult to see how the student has grown in their knowledge from a standardized test. I know that in school I always did awful on tests, just because of the stress to succeed. If my teacher was to give me a project I passed with flying colors, because I knew the information I just couldn’t repeat it or construct it on a test. I personally think that testing has gone way over board and is completely a ridiculous tool to be using to see if students are learning. There are so many more interesting and better ways to do so, why would you want just a boring piece of paper to correct every time? ||
 * LaRose Rebecca || This chapter of MI was about how to assess certain activities, but to do so in order to reach all intelligences. Standardized tests aren’t even close to the right answer. The chapter goes over many different options of assessment. Some, such as anecdotal records, work samples, videotapes, sociograms, and photography, are kept just by the teacher and added to over time in order to track the progress of each student. Others, such as charts, journals, and calendar records, are kept by the students as an opportunity to self assess and track their progress throughout the year. The chapter states that it is now important to use projects to reach each intelligence, even if the teacher has to assign the project based on their perception of the student’s most developed intelligence. The chapter wraps up by showing that portfolios are becoming increasingly helpful because they track a student’s progression easily. || This chapter was helpful because it showed how to successfully assess or track each student’s progress throughout the year. I think that it can be hard to truly track progress when each student has a different learning style but all are taking the same test. Some students don’t learn well that way. It is beneficial to the students in the long run to assess over time and to log the results. ||
 * Murphy Amber || Chapter ten goes over a number of different ways to assess students. This chapter gave two measures which were authentic and standardized. Authentic allows students to show knowledge in context or in a setting that closely matches environments which they would be expected to show that learning in real life. Standardized assess students in artificial settings removed from the real world. This chapter listed a number of different examples of assessing student’s performances such as anecdotal records, work samples, videotapes, informal tests, and interviews. All of these provide some sort of assessment without giving a written test. Assessment in eight different ways is important and it gives each of the different intelligences the opportunity to test in their best settings. || I believe that this chapter had some extremely good points and the examples they gave of different forms of assessment was very helpful. I believe that the best information in this chapter was about authentic and standardized measures with testing. If students believe that it is an example of real world activity they will put more effort into it. It is extremely important to test students in these situations because it allows them opportunity to experience the real world. ||
 * Nieuwkerk Hannah || It is important to teach using the eight intelligences to get to each and every student, and so it is equally important (and fair) to give the assessments in the eight intelligences, too. The trick is first the observe the students to see how they learn best, and keeping track of the best way to make assessments for the learning styles of those students. There are many ways to give assessments in the eight intelligences since standardized testing is so limiting because of the exact knowledge the student has to have to answer the question. And when the student does answer it, it is hard to give feedback to the student because of the narrowness of the question. As the assessments are more and more in the form of using all the intelligences, keeping a portfolio of each student becomes easier because there are so many neat projects to document, or papers show true mastery of how the student really thinks, which is wonderful insight on the student. || I hadn’t thought about assessing the students in all the intelligences, I was still so focused on how to best teach the students. This really does make sense, though, because what would be the point of teaching a lesson in several different ways if the test was still going to be a boring, standardized test? The students would be right back where they started, which would be a waste of both the students’ and the teacher’s time. The whole goal of teaching to all the intelligences of students is so that they understand and learn the subject better, but the goal is also to have the students begin to like class, want to come to class, and not dread it. ||
 * Scheffler Erich || This chapter was all about using the multiple intelligence theory in how teachers assess their students. The chapter started off giving examples of how we can keep records of what students have done, and what they have learned. Then the author goes on to give and example of a question, and how that question can be answered by using the logic of each intelligence. This chapter stresses the importance of realizing that each student has a different intelligence, and that some students may have trouble with a certain test because they may not be able to answer questions in certain ways. Also, teachers should be more flexible when it comes to assignments, and let students be more creative when doing assignments. Also, teachers should create MI Portfolios for students, that include assignments from each of the eight intelligences, so teachers can not only see where a student’s strengths and weaknesses lie, but what they have learned. The author mentions the Five C’s of Portfolio Development: Celebration, Cognition, Communication, Cooperation, and Competency. || I thought this chapter was pretty interesting. I think it’s only obvious that teachers should assess students based on their strongest intelligences. Teachers have an obligation to the student to make sure the student learns everything they can in class, and one way a teacher can know if he/she is doing their job is to assess students, and teachers have to make sure they are doing that properly. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || This particular chapter dealt with the assessment of multiple intelligences in schools. The chapter really focused on how to thoroughly study the students through almost every type of intelligence: this meant keeping tape recordings, letters, and videos. Only through thorough analysis can a student be properly assessed. This chapter also explained how to test according to the student’s intelligence: there was also a chart explaining what activity should be used to teach to which intelligence. It is apparent that every subject can be taught to each of the intelligences. The concept of an MI portfolio was introduced as a way to document a student’s progress in every kind of intelligence. || I was a little confused by the types of tests they had for each assignment. I thought they were a little repetitive: for example, the mathematic students would look at statistics in order to do a musical activity. I find, however, that this is better than what is being done in school now. Using one test for all just is not the best way to assess every student. If a I was taking an exam, I would want to use my best intelligence to work through the exam rather than one I do not use. Testing to the intelligences is perhaps the superior method to assessment. ||
 * Stevens Newcomb || This particular chapter dealt with the assessment of multiple intelligences in schools. The chapter really focused on how to thoroughly study the students through almost every type of intelligence: this meant keeping tape recordings, letters, and videos. Only through thorough analysis can a student be properly assessed. This chapter also explained how to test according to the student’s intelligence: there was also a chart explaining what activity should be used to teach to which intelligence. It is apparent that every subject can be taught to each of the intelligences. The concept of an MI portfolio was introduced as a way to document a student’s progress in every kind of intelligence. || I was a little confused by the types of tests they had for each assignment. I thought they were a little repetitive: for example, the mathematic students would look at statistics in order to do a musical activity. I find, however, that this is better than what is being done in school now. Using one test for all just is not the best way to assess every student. If a I was taking an exam, I would want to use my best intelligence to work through the exam rather than one I do not use. Testing to the intelligences is perhaps the superior method to assessment. ||