Assessment using Multiple Intelligences Templates
Gain respect from your colleagues and be on your way to becoming an expert
on assessment based on Howard Gardner’s Multiple Intelligences

Why assess the MI way?
Because it gives every child a chance to show what they know, understand and can do.

Younger Years

Middle Years

Senior Years

Purchase a booklet

PDF version $7.95

Hard Copy $15.75

Hard copy price includes printing, packaging and postage. Order ten or more copies for a reduction in price. E-mail us for orders of more then ten. Booklets are posted within three days of payment.
If you have not received them within 14 days please email or telephone +44 (0) 1865 811 108.

If you let us know which age group you teach,
we will send you the booklet with the cover for that age.

    Please make sure that your e-mail address is correct or we won’t be able to reply to you. Yes, this booklet is an essential tool if you want every student to have an equal chance of success. Remember, it gives each student a chance to show what he or she knows and understands, in the way that suits them best.



    Testing and Assessment – definitions
    Why test or assess at all?

    Formative assessment – assessment for learning

    • The home visit or the child’s initial visit to school – what does the child already know when she first comes to school?
    • Assessment through observation – discover students’ multiple intelligences and their strengths;
    • Special educational needs – what does he enjoy doing? personalise his learning programme;
    • Group assessment – assess students’ multiple intelligences using a rubric;
    • Authentic problem solving and assessment – expert assessment of real life situations;
    • You are not the only one who can assess – students’ self assessment and peer assessment;
    • Multiple Intelligences assessment of knowledge, skills, understanding and attitudes;
    • Creating your own subject specific assessments;
    • End of lesson evaluation – to help you plan for the next lesson;
    • Monitoring and target setting – use assessment to raise standards and set goals.

    Summative assessment- test and assessment results

    • Comprehensive and continuous assessment – leading to accumulative assessment;
    • End of topic assessment – recording students’ knowledge, skills, understanding and attitudes.

    Accumulative assessment

    • Tests and examinations – assessment against criteria laid down in the syllabus;
    • Different ways of assessing – assessment through different tasks;
    • Collating the evidence – tracking and a processfolio – collecting evidence, recording progress.

    Make sure all of your teachers have their own copy,
    then use the booklet to discuss how best to assess the students in your school, using MI techniques.

    Examples of teachers plans for group assessments
    created during a workshop at Spring Dale School, Amritsar, India

    Tel: +44 (0) 1865 811108

    If you are not satisfied with the product, and let us know within 30 days, we will refund you your money.