Gardner’s Theory of Multiple Intelligences Part 2

Bodily-Kinesthetic Intelligence
 Good at body movements, performing actions, and physical control
 Excellent hand-eye coordination and dexterity (readiness and grace in physical
activity especially; skill and ease in using the hands)
 Strengths: physical movement & motor control
 Characteristics: skilled at dancing & sports, creates things with hands, excellent
physical coordination, remembers by doing
 Potential Career Choices: dancer, builder, sculptor, actor

Verbal-Linguistic Intelligence
 can use words well in speaking and writing
 good at writing stories, reading, and memorization
 sensitive to sounds, meanings, structures, and styles of language
 Strengths: words, language, and writing
 Characteristics: easily remembers spoken & written info, enjoys reading,
writing, & debating, can explain things well, use humor in telling stories
 Potential Career Choices: writer, journalist, lawyer, teacher

Intrapersonal Intelligence
 Aware of own emotional states, feelings, and motivations
 Enjoys self-reflection & analysis (daydreaming, exploring interpersonal
relationships, and assessing personal strengths)
 Strengths: introspection & self-reflection
 Characteristics: analyzes strengths & weaknesses well, enjoys analysis of
theories and ideas, excellent self-awareness, understands bases for own
motivations & feelings, KNOWS SELF WELL
 Potential Career Choices: philosopher, writer, theorist, scientist

Visual-Spatial Intelligence
 Good at visualizing things
 Good sense of direction
 Good with maps, charts, pictures, and videos
 Strengths: visual and spatial judgement
 Characteristics: reads & writes for enjoyment, good at solving puzzles, excellent
interpretation of pictures, graphs, & charts, enjoy visual arts, recognize patterns
easily
 Potential Career Choices: architect, artist, engineer
*All intelligences are present in all of us but some are more developed than
others

Kinds of Tests
Test: set of questions with accepted set of presumably correct answers designed to
gather info about individual characteristics which is used to gather data about what
students have learned after a certain period of time.

I. Intelligence Test
 Measures IQ and classify it as genius, very superior, high average,
average, low average, and borderline/mentally defective
 Function: establish one’s ability to think abstractly and organize parts
into a coherent whole
 Ex. Stanford-Binet IQ Test, Wechsler Adult Intelligence Scale, and
Wechsler Intelligence Scale for Children
II. Personality Test
 Assess human personality
 Techniques designed to measure characteristic patterns of traits which
an individual exhibits across various situations
 Ex. Myers-Briggs Type Indicator (MBTI), Minnesota Multiphasic
Personality Inventory (MMPI), and 16 Personality Factor Questionnaire
III. Aptitude Test
 Predicts person’s likelihood to benefit from instruction in a given
experience or field such as arts, music, clerical work, mechanical
tasks, or academic studies
 Philippine Aptitude Test for Teachers (PATT) designed to measure
aptitudes required in the teaching profession; used in screening
teacher applicants
 Shows one’s strengths and weaknesses and likelihood to succeed
based on innate characteristics
IV. Prognostic Test
 Forecasts how well a student will do in a certain school subject or work
 How a certain will do in a certain area/subject
V. Performance Test
 Measure which makes use of accomplishing a test
 student is required to perform a task rather than select an answer from
a ready-made list
 Ex. Dramatic performance, prose, poetry interpretation
VI. Diagnostic Test
 Identifies weaknesses in any field; serves as basis for remedial
action/instruction
  Also measures strengths
 Makes individual think of ways to improve strengths and work on
weaknesses to make them strengths
VII. Achievement Test
 Measures how much students attained in a learning task
 Ex. National Achievement Test (NAT) addresses prior learnings
VIII. Preference Test
 Measures vocational or academic interest
 Measures aesthetic decision by forcing examinee to make forced
options between members of paired or group items
 Ex. Kuder Preference Record – one of the first; 168 three-choice items

IX. Scale Test

 Series of items arranged in the order of difficulty
 Ex. Binet-Simon Scale
 Chaining of scales across various tests which are at different levels
X. Speed Test
 Alertness test
 Measures speed and accuracy within imposed time
 Consists of items of uniform accuracy
 Tests how quickly examinee can complete test within set time period
XI. Power Test
 Measurement tool composed of several items and applied w/o relevant
time limit
 Purpose: measure one’s ability to solve issues if given enough time
XII. Standardized Test
 Provides exact procedures in controlling method of administration and
scoring w/ norms and scoring concerning reliability and validity of test
 All examinees are required to answer the same questions and are
scored in a standard/consistent manner making it possible to compare
relative performance of one examinee to the rest of the examinees
 Ex. NAT
XIII. Teacher-Made Test
 Prepared by classroom teachers based on syllabi and lessons taken
by students
 Tests teachers make based on objectives and content for formative or
summative purposes
 Data gathered can be used for reinforcement or remedial instruction
XIV. Placement Test
 Determine what job an applicant should fill in the school setting
  Determine year/grade level student should be enrolled in after quitting
from school

Planning a Test and Construction of TOS

- Planning of a test is the first important step in test construction.
- Main goal of evaluation process is to collect valid, reliable, and useful data about
student

Planning a Test
1. Identifying test objective/lesson outcomes – must cover various levels of bloom’s
taxonomy; focus on objectives geared towards HOTS
2. Deciding what type of objective test to be prepared – for 1 st four levels in
taxonomy, multiple choice test can be used. For application portion, essay or
modified essay can be used.
3. Preparing Table of Specifications (TOS) – test map w/c guides teacher in
constructing test; ensures balance between items for lower and higher level
thinking skills. Simplest TOS has 4 columns:
Level of Statement of Item numbers Number of items
objectives to be objective where such an and percentage
tested objective is being out of the total for
tested that particular
objective
 4. Constructing draft test items
5. Try-out and validation

Influences on Test Construction

1. Confusing directions
2. Poor construction of test items
3. Untrained users of test results
4. Invalid content
5. Unfamiliar test design
*tests can be influenced by some factors which contribute to errors in gathering valid
and reliable info