The tenth chapter of Multiple Intelligences in the Classroom, by Thomas Armstrong, focused on the usage of multiple intelligence theory in regard to assessments. This chapter was full of so much information that I love as somebody who is averse to standardized testing. In a multiple intelligence theory practicing classroom various forms of instruction and activities are the core of the class, what about assessments? It makes very little sense to emphasize creativity and individuality if the assessments are going to be cut-and-dry standardized exams; additionally, it could even confuse or discourage the students as these exams generally take either a linguistic or logical approach. So then how should teachers assess their students? Authentic assessments are much more accessible to all learners, they emphasize real-world application. Instead of the unnatural individually-given and timed pen-and-paper test allow students to take the initiative to present what they have learned in the medium of their choice, if it meets the standards than why not? By allowing this kind of approach it will also help alleviate students’ testing anxiety.
I feel like a broken record. If you have read my other posts on assessments I am positive that it is evident that I detest standardized testing for its narrow outreach. I truly believe that allowing individual approaches in the classroom is key to efficient learning; also, by allowing students to make connections to themselves and their interests it will create a more passionate environment in which learning is welcome.
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