The contribution of theories of multiple intelligences to

the promotion of deep learning through

the assessment of learning

Charles de Jongh

Three key concepts

The contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning

Deep Learni

ng

Assessment of

learning

Theories of Multiple

intelligences

Deep learning

Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests

Deep learning

Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests

Contrasted with surface learning that is characterized by an attitude in which learning is regarded as external to the student

Deep learning

Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests

Contrasted with surface learning that is characterized by an attitude in which learning is regarded as external to the student

Deep learning is what most lecturer aspire to for their students

Assessment of learning

Assessment is the most significant influencing factor in a student’s approach to learning

Assessment of learning

Assessment is the most significant influencing factor in a student’s approach to learning

The ‘backwash effect’ refers to the manner in which assessment will shape a student’s approach to learning

Assessment of learning

Assessment is the most significant influencing factor in a student’s approach to learning

The ‘backwash effect’ refers to the manner in which assessment will shape a student’s approach to learning

The consequence is that deep learning is best promoted through the medium of assessment

Assessment and approach

Assessmen

t items

Approach to learni

ng

Deep or

surface?

Principles for deep learning assessment (DLA)

Principle 1:Assessment is integral to course design and centred on envisaged achievement

Principles for deep learning assessment (DLA)

Principle 1:Assessment is integral to course design and centred on envisaged achievement

Principle 2:Assessment focuses on significant principles and structures

Principles for deep learning assessment (DLA)

Principle 1:Assessment is integral to course design and centred on envisaged achievement

Principle 2:Assessment focuses on significant principles and structures

Principle 3:Assessment is based on clearly stated objectives and outcomes

Principles for deep learning assessment (DLA)

Principle 1:Assessment is integral to course design and centred on envisaged achievement

Principle 2:Assessment focuses on significant principles and structures

Principle 3:Assessment is based on clearly stated objectives and outcomes

Principle 4:Assessment uses a wide variety of methods and types

Principles for deep learning assessment (DLA)

Principle 1:Assessment is integral to course design and centred on envisaged achievement

Principle 2:Assessment focuses on significant principles and structures

Principle 3:Assessment is based on clearly stated objectives and outcomes

Principle 4:Assessment uses a wide variety of methods and types

Principle 5:Assessment requirements and criteria are clearly and explicitly stated

Principles for deep learning assessment (DLA)

Principle 1:Assessment is integral to course design and centred on envisaged achievement

Principle 2:Assessment focuses on significant principles and structures

Principle 3:Assessment is based on clearly stated objectives and outcomes

Principle 4:Assessment uses a wide variety of methods and types

Principle 5:Assessment requirements and criteria are clearly and explicitly stated

Principle 6:Assessment is supported by good preparatory guidance, material and personal support, and appropriate resourcing

Principles for deep learning assessment (DLA)

Principle 1:Assessment is integral to course design and centred on envisaged achievement

Principle 2:Assessment focuses on significant principles and structures

Principle 3:Assessment is based on clearly stated objectives and outcomes

Principle 4:Assessment uses a wide variety of methods and types

Principle 5:Assessment requirements and criteria are clearly and explicitly stated

Principle 6:Assessment is supported by good preparatory guidance, material and personal support, and appropriate resourcing

Principle 7:Assessment gives early and comprehensive feedback, addressing weaknesses and improving learning

Theories of multiple intelligences

Fundamental thesis: the historical understanding of intelligence as a single attribute is too limited; rather, intelligence should be seen to be multi-faceted

Theories of multiple intelligences

Fundamental thesis: the historical understanding of intelligence as a single attribute is too limited; rather, intelligence should be seen to be multi-faceted

Two key proponents:o Howard Gardner at a popular levelo Robert Sternberg[?] at a theoretical level

Howard Gardner’s Intelligences

http://pzweb.harvard.edu/interdisciplinary/images/Howard%20Gardner.jpg

Seven (plus One) Intelligences:

Robert Sternberg’s Abilities

http://farm6.static.flickr.com/5270/5669228517_af3ba82261.jpg

Triarchic Theory:

Principles for Multiple Intelligence Based Assessment (MIBA)

Principle 1:Acknowledge that learners have different intelligence strengths

Principles for Multiple Intelligence Based Assessment (MIBA)

Principle 1:Acknowledge that learners have different intelligence strengths

Principle 2:Acknowledge that learners achieve differently

Principles for Multiple Intelligence Based Assessment (MIBA)

Principle 1:Acknowledge that learners have different intelligence strengths

Principle 2:Acknowledge that learners achieve differently

Principle 3:Assessment options should acknowledge different intelligences and be characterized by variety

Principles for Multiple Intelligence Based Assessment (MIBA)

Principle 1:Acknowledge that learners have different intelligence strengths

Principle 2:Acknowledge that learners achieve differently

Principle 3:Assessment options should acknowledge different intelligences and be characterized by variety

Principle 4:Variety and choice apply in the specific assessment of all objectives and outcomes

Principles for Multiple Intelligence Based Assessment (MIBA)

Principle 1:Acknowledge that learners have different intelligence strengths

Principle 2:Acknowledge that learners achieve differently

Principle 3:Assessment options should acknowledge different intelligences and be characterized by variety

Principle 4:Variety and choice apply in the specific assessment of all objectives and outcomes

Principle 5:The variety in assessment is to be based on different intelligences

Assessment and approach

Theories of

Multiple

Intelligences

Design of

assessmen

t items

Influence

approach to learni

ng

Promote

deep learning

Multiple Intelligence Based Assessment

for Deep Learning (MIBADL)Principle 1:

Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently

Multiple Intelligence Based Assessment

for Deep Learning (MIBADL) Principle 1:

Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently

Principle 2:The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice

Multiple Intelligence Based Assessment

for Deep Learning (MIBADL) Principle 1:

Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently

Principle 2:The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice

Principle 3:Variety and choice in assessment is based on clear and stated objectives and outcomes, which are directly associated with the aims and purpose of the course

Multiple Intelligence Based Assessment

for Deep Learning (MIBADL) Principle 1:

Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently

Principle 2:The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice

Principle 3:Variety and choice in assessment is based on clear and stated objectives and outcomes, which are directly associated with the aims and purpose of the course

Principle 4:A wide variety of methods and types of assessment are utilized, based on an intentional consideration of different intelligences

Intelligence emphasesGardner’s

Seven (+One)

Intelligences

Intelligence Emphasis

Sternberg’sTriarchic Theory

LinguisticLogical-mathematical Academic Componential/

analyticalMusical SpatialBodily-kinesthetic Creative Experiential/

creativeNaturalistic Practical Contextual/

practicalInterpersonalIntrapersonal Relational

Assessment emphasesIntelligence

EmphasisEssential Emphasis

AssessmentEmphasis

Academic ‘Write about’ Written workCreative ‘Create afresh’ Creative workPractical ‘Make anew’ Practical task

Relational ‘Relate amongst’ Relational task

MIBADL instrumentOutcome

StatementIntelligen

ce Emphasis

AssessmentItem

Clear statement of intended or required outcome

Academic Academic item; for example, an assignment or examination

Creative Creative item; for example, an artwork or inventive solution

Practical Practical item; for example, a practical task or situational application

Relational Relational item; for example, the establishing of a relationship or a reflective evaluation

Assessment criteriaIn completion of this requirement, the student should ensure that they:

MIBADL proformaOutcomeStatemen

t

Intelligence

Emphasis

AssessmentItem

Academic

Creative

Practical

Relational

Assessment criteriaIn completion of this requirement, the student should ensure that they:

Questions and comments?