Assessing Student Learning through Multiple Intelligences
1995; National Council of Teachers of English; Volume: 84; Issue: 8 Linguagem: Inglês
10.2307/821191
ISSN2161-8895
Autores Tópico(s)Education and Critical Thinking Development
Resumobe admitted to state universities by today's standards. These perplexing conflicts in my own life bring to mind the type of questions which begin many of the presentations on multiple intelligences: Who's smarter-Liberace or Einstein? Whom would you rather have work on your car-a scientist with 145 IQ or a mechanic of average ability? The answers may be obvious, but the questions do pose some probing inquiries into the kinds of intelligence valued in our society and, more importantly, the kinds of intelligence taught in our schools. Educators have often attempted to account for the discrepancies between abilities we see in students and end results such as grades or standardized test scores. We know that students we deem as smart or
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