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Multiple Intelligences Assessment Options

This document presents menus of assessment options for students to demonstrate their learning through different intelligence areas. It provides options for students to show their understanding verbally/linguistically, logically/mathematically, visually/spatially, bodily/kinesthetically, musically, interpersonally, intrapersonally. The options allow students to engage with content in different ways such as through storytelling, debates, art, games, role-playing, songs, group projects, self-reflection. Teachers would need to indicate the specific content covered by each menu.

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G. Donald Cribbs
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24 views2 pages

Multiple Intelligences Assessment Options

This document presents menus of assessment options for students to demonstrate their learning through different intelligence areas. It provides options for students to show their understanding verbally/linguistically, logically/mathematically, visually/spatially, bodily/kinesthetically, musically, interpersonally, intrapersonally. The options allow students to engage with content in different ways such as through storytelling, debates, art, games, role-playing, songs, group projects, self-reflection. Teachers would need to indicate the specific content covered by each menu.

Uploaded by

G. Donald Cribbs
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Multiple Intelligences Assessment Menu

One way to infuse variety into classroom evaluation is to provide students the following menus of options to use in
demonstrating the results of their learning. Occasionally, the options might be limited to one intelligence area with
eventual rotation through all seven menus over the course of a few months. Teachers will need to indicate specific
content to be addressed by each menu.

Verbal/Linguistic Menu Logical/Mathematical Menu

 Use storytelling to explain ……………………...  Translate ……..….. into a mathematical formula


 Set up a debate to discuss ………………………  Create a timeline of ……………………………..
 Write a poem, myth, legend, short play, or news  Design and conduct an experiment on ………….
article about ……………………………………..  Make a strategy game that includes …………….
 Relate a short story or novel to …………………  Make a calendar of ……………………………...
 Give a presentation on ………………………….  Interpret a calendar of ……………………….….
 Lead a class discussion on ……………………...  Hypothesize about ……………………………...
 Write journal entries on ………………………...  Create story problems out of ……………………
 Create a talk show radio program about………...  Write a computer program for ………………….
 Write a newsletter, booklet, or dictionary  Categorize facts and information ……………….
about …………….………………………………  Set up a lab project on ……………………….
 Invent slogans for ………………………………. ….
 Create an audiotape of ………………………….  Describe the symmetry in ………………………
 Conduct an interview of ……….. on …………...  Use inductive or deductive reasoning to …….….
 Write a letter to ……….... about ……………….  Select and use technology to ……………………
 Use technology to write ………………………...  Others of your choice …………………………...
 Others of your choice ……………………...……

Visual/Spatial Menu Body/Kinesthetic Menu

 Rehearse and perform a play on …………….….


 Chart, map, cluster, or graph
……………………  Role play or simulate …………………………...
 Create a slide show, videotape, or photo album  Create a movement or sequence of movements
of ……………………………………………….. to explain ………………………………………
 Design a poster, bulletin board, mural of  Choreograph a dance of ………………………...
……….  Invent a board or floor game of ………………...
 Visualize ………………………………………..  Make task or puzzle cards of …………………...
 Use a memory system to learn ………………….  Build or construct a ……………………………..
 Create a piece of art that demonstrates …………  Plan and attend a field trip that will …………….
 Develop a set of architectural drawings that ……  Use the qualities of a physically educated person
 Make a film or advertisements of ……………… to demonstrate …………………………………..
 Vary the color, size, and shape of your  Devise a scavenger hunt to ……………………..
…………  Make a model of ………………………………..
 Color-code the process of …………………….  Bring hands-on materials to demonstrate ………
 Invent a board or card game to demonstrate ……  Invent an adventure game that ………………….
 Illustrate, draw, paint, sketch, sculpt, or  Design a product for ……………………………
construct ………………………………………...  Select and use technology to ……………………
 Use the overhead projector to teach …………….  Others of your choice …………………………...
 Use technology to ………………………………

Teaching and Learning through Multiple Intelligences. Bruce Campbell. 1992.


Musical Menu Interpersonal Menu

 Write song lyrics for ……………………………  Create and implement group rules for ………….
 Sing a rap or song that explains ………………...  Conduct a class meeting to address …………….
 Indicate the rhythmical patterns in  Identify and assume a role to …………………...
……………...  Organize or participate in a group that will …….
 Give a presentation with appropriate musical  Use a conflict management strategy to …………
accompaniment on ……………………………...  Accommodate learning differences by …………
 Explain how the lyrics of a song relate to ………  Participate in a service project that will ………...
 Explain how the music of a song is similar to ….  Participate in a mentoring, apprenticeship, or
 Present a short class musical on ………………... tutoring program to ………………………….….
 Make an instrument and use it to demonstrate …  Generate a variety of multiple perspectives on
 Use music to enhance skill building in ………… the topic of ……………………………………...
 Create a musical game that ……………………..  Help resolve a local or global problem by ……...
 Collect and present songs about  Demonstrate your awareness of multiethnic
………………... perspectives by ………………………………….
 Write a new ending to a song or musical  Create a culturgram of ………………………….
composition so that it explains …………………  Use a telecommunication program to reach ……
 Create a musical collage to depict ……………...  Explain your perspective of an international
 Use musical technology to ……………………... issue……………………………………………..
 Others of your own ………………..……………  Others of your choice …………………………...

Intrapersonal Menu

 Describe qualities you possess that will help you


successfully complete …………………………..
 Create a personal analogy for …………………..
 Set a goal to accomplish ………………………..
 Describe how you feel about …………………...
 Explain your personal philosophy about ………
 Use some form of emotional processing to …….
 Describe one of your personal values about ……
 Use self-directed learning to ……………………
 Write a journal entry on ………………………...
 Explain the purpose in studying ………………...
 Explain your intuitive hunches about …………..
 Receive feedback from another person on your
efforts to ………………………………………...
 Self-assess your work in ………………………..
 Use technology to ………………………………
 Others of your choice …………………………...

Teaching and Learning through Multiple Intelligences. Bruce Campbell. 1992.

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