1. By: Sylvia Long, Loubna Humdai,
Kimberly Kruse and Shadava Jackson
AET/500
April 20, 2015
Dr. Shaitaisha Winston

3.  The priority is on learning rather than on outcomes. The
assessment process gathers information about individuals’
competence to provide useful and appropriate information for
learning. Gardner considers the evaluation of intelligence as a
procedure which should be understood as a part of the
teaching and learning process. Cognitive competency is
assessed in a natural way at the appropriate moment. The
abilities are assessed in the classroom as students learn the
curriculum. The materials used in the evaluation are
essentially of interest, in comparison with traditional
intelligence tests. Cognitive assessment should happen in
enthusiastic contexts where problem-solving are
accomplished to obtain the best performance ( Almeida,
Prieto, & Ferreira, 2010).

4.  Intelligence assessment for multiple
intelligence should:
 Turn to diverse and attractive material to
assess the different intelligences
 Identify the strengths and weaknesses or
several intelligences through the use of
observation scales, portfolios, working
styles and inventories
 Help identify abilities and forms of taking
advantage of these abilities in order to
overcome the discrepancy between
strengths and weaknesses
 Inform teachers about students’
competencies in order to foster the
transfer of those competencies to
curriculum domain
 Create the conditions that allow the
student commitment and expertise
 Focus on gathering information which is
relevant for the teaching and learning
process

5.  Practical Intelligence involves the
ability to grasp, understand and
deal with everyday tasks. Practical
Intelligence is also an ability to find
solutions to problems. Unlike
academic or general intelligence, it
is a person’s ability to learn from
everyday experience and use that
knowledge to solve problems. It is
also the ability of the person to
adjust to the demands of their
environment. This is done by
adapting to their environment,
shaping their environment, and
finally selecting a favorable
environment.

6.  “Emotional Intelligence refers to
the capacity for recognizing our
own feelings and those of others,
for motivating ourselves, and for
managing emotions well in
ourselves and our relationships”
(Goleman, 1998).
 Self-Awareness – Knowing what
we are feeling and why we are
feeling it
 Self-Management – Harnessing
our emotions and controlling the
external responses to capitalize on
those to the best of our ability.
 Empathy – Knowing what
someone else is feeling
 Social Relationship and Social
Skills - Skilled relationship, pulling
all of these behaviors together

7.  The cultural impact on these theories have a huge effect on
our intelligence.
 Intelligence is defined as the ability to acquire and apply
knowledge and skills. However this definition can very in each
society, ethnicity and culture
 emotional intelligence: someone can learn about appropriate
behavior by observing and experience situations
 Living and working in other cultures enhance understanding of
ones own and other moods, emotions and personality;
resulting in effective communication ( Crowne, 2013)
 According to Daniel Goleman emotional intelligence can
improve academics , increase willingness to learn, manage
emotions, and decrease violence in the learning environment.

9.  “Parts of the theory are culturally universal and
parts are relative.”(Sternberg, 1986)
 “there are persuasive evidence for the existence of
several relatively autonomous human intellectual
competencies that can be fashioned and combined
in a multiplicity of adaptive ways by individuals and
cultures” (Gardener, 1993)
 "Even though a high IQ is no guarantee of
prosperity, prestige ,or happiness in life, our
schools and our culture fixate on
academic abilities, ignoring the emotional
intelligence that also matters immensely for our
personal destiny.“ (Goldman,1998)

10.  Almeida, L. S., Prieto, M. D., Ferreira, A. I. (2010,6).
Intelligence Assessment: Gardner Multiple Intelligence Theory
as an Alternative: Learning and Intelligence Difference, 20(3),
225-230.
 Gardner, H. (1993). Multiple Intelligence. The theory in
practice. New York: basic books
 Goldman, D. (1998). Working with Emotional Intelligence. New
York: Bantam.
 Sternberg. R.J (1986). Intelligence applied: Understanding
and increasing your intellectual skills. San Diego. Harcourt
Brace.