MI Chapter 10

This chapter focused on how the MI theory relates to assessment in the classroom.  Armstrong posed the idea that there should be a variety of assessments given, one option for each intelligence, so that students can complete the assessment in the intelligence they are strongest in.  This idea of having multiple assessments creates options for students, which can connect to tiering the instruction.  I particularly like that Armstrong believes “assessment experiences and instructional experiences should begin to appear virtually indistinguishable,” (148), which I think a lot of teachers would have a problem with.  They want to teach their lessons and then they want to administer the test, but then they are only catering to one or two intelligences. When they are indistinguishable, it means that both are learning experiences for the students.  I will definitely try to create assessment options that fit each of the multiple intelligences so that each student can do their personal best.