Responds to "The Bell Curve" by arguing that IQ is merely a statistical fiction, an artificial construct not corresponding to any real entity. Discusses the "seductive statistical trap of factor analysis" as it relates to IQ tests, multiple intelligences, content and bias of IQ tests, lack of validity of IQ tests for individual…

The purpose of the present study was to assess the use of multiple intelligence assessment instruments as predictor measurements of achievement. The sample included 51 male and female students enrolled in two sections of an introductory psychology course. They were asked to complete the Multiple Intelligences Challenge (MIC) and the Self…

Ten myths and countermyths about intelligence are explored. It is argued that the desire for simplicity and publicity has led psychologists and others writing about intelligence to take positions that cannot be justified by current theory or recent data. However defined, intelligence is but one aspect of being human. (SLD)

The assessment conundrum results from the fact that students almost always know, understand, and have learned more than they can demonstrate on any tests administered. This book is about confronting current knowledge about assessment and applying it to restructuring the assessment process in schools so that assessment can become a means for…

Addresses educational and policy issues related to use and interpretation of intelligence (IQ) tests in schools. Summarizes research on cognitive abilities and origins of individual differences in IQ. Considers implications of findings for educational and social policy. Discusses important issues related to practical application of IQ tests in…

Since its introduction in 1983, Howard Gardner's theory of multiple intelligences has attracted widespread interest among educators. The chapters in this book describe alternative assessments that capture the range of intelligences, allow the intelligences to be given more equal weight, use intelligence-fair formats, and focus on student…

New findings about intelligence as a set of capabilities that expand and change throughout life are changing the view of learning and necessity of assessment. This book presents a new view of assessment that is aligned with the emerging paradigm of multiple intelligences. A multiple intelligence approach to assessment should grow from multiple…

Educators are beginning to look at authentic assessment as a valid alternative to standardized tests and traditional objective tests. Although authentic assessment means different things to different people, it is understood to focus on whether or not students can use the skills and strategies they have learned and apply them in appropriate…

Selected issues must be considered in choosing an effective assessment method from diverse procedures. External means of evaluation stress the use of national and state-developed tests to measure student achievement. In addition to external evaluations of students, administrators may use external tests for teachers. Internal means of evaluating…

To say that assessments must be authentic, dynamic, fluid, and formative is not to say that normative, standardized evaluations have no place in the overall assessment scheme. What is needed is a combination and balance of assessments. The tri-assessment model promotes using traditional assessments along with portfolio and performance assessments.…

This book is designed to align assessment with instructional practices that promote the development of the multiple intelligences outlined by Howard Gardner. To facilitate the use of multiple assessments for the multiple intelligences, the information in this book is transferable to the classroom. The book explains how a teacher can design…