Assessment

1
Assessment
2

• Serious MI theory consideration is predicated on
  fair means of assessing each multiple
  intelligence
•  The present day school assessment is based on
  mindless instruments that do not signal what
  learning is
• Education should be geared toward fostering
  understanding

3
Extreme cases of assessment

• Standardized testing decontextualized but
  efficient and rapid
• Apprenticeship in the naturally occurring
  context where the novice spends time observing
  an expert and then takes several years of
  supervised training

4
School assessment

• Apprenticeship is not applicable
• Standardized testing is however excessive
• Gardner advocates what he describes as
  contextualized learning
• He envisions a form of education and assessment
  that have firm rooting in enlightened education
  goals

5
Binet and the Testing Society

• Large set of items
• Intelligence tests
• Great appeal to the Binet methods
• Virtual mania for producing tests for every
  possible social purpose
• Measuring of ability or potential performance
• Premium is placed on efficiency, brevity and
  readily administered

6
Uniform view of schooling

• This view of schooling is consistent with the
  cult of testing
• Homogenized education
• Students study same subject matter
• Frequent formal tests to assess progress in
  school
• National normed instruments are highly valued
• Value on subjects that lend themselves to
  efficient assessment

7
Standardized testing

• Inborn human abilities
• Linear curve of learning
• Hierarchy of disciplines
• Assessing of potential and achievements in
  decontextualized conditions

8
Multiple intelligence

• Alternative view as contrasted to behavioristic
  views
• Piagets - cognitive development
• Importance of human cognition especially in
  symbol manipulation
• Evidence of multiplicity of intelligences
• Assessment should be designed not to mask the
  differences but allow students to show their
  strengths

9
Creativity measurement

• Use cognitive processes efficiently and with
  flexibility
• Full engagement and passionate about something
• Exhibit a need to do something new
• Strong sense of purpose and ultimate goals
• Reflective about activities, use of time, and
  quality of their products
• Fostering creative people should be the ultimate
  goal for education - Gardner

10
Nuanced view of assessment

• Sensitive to the developmental stages of the
  candidates
• Recognizes different intelligences
• Recognizes diverse cognitive and stylistic
  profiles
• Possesses understanding of creative individuals
  in various domains
• Recognize contexts

11
Assessment not testing

• Assessment is part of the natural learning
  environment
• Occurs almost without being conscious
• Assessment is part of the landscape
• Teachers and students are always assessing
• Since assessment closely resembles actual
  working conditions
• Easy to devise intelligence fair instruments

12
Good assessment instrument

• Occurs in the context
• students are working on problems, projects, or
  products
• They elicit students full repertoire of skills
• Goal of assessment is to provide feedback
• Feedback points strengths and weaknesses

13
Processfolios will

• Enable assessments to occur naturally
• Be cultivated in long-term projects
• Encourage individual-centered approach
• Differentiate mode of assessment by helping the
  individuals natural and acquired strength to be
  made manifest
• Narrow the gap between activities in school and
  in society career oriented environment