Charles de Jongh

1. The contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning Charles de Jongh

2. Three key concepts The contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning

3. Deep learning • Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests

4. Deep learning • Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests • Contrasted with surface learning that is characterized by an attitude in which learning is regarded as external to the student

5. Deep learning • Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests • Contrasted with surface learning that is characterized by an attitude in which learning is regarded as external to the student • Deep learning is what most lecturer aspire to for their students

6. Assessment of learning • Assessment is the most significant influencing factor in a student’s approach to learning

7. Assessment of learning • Assessment is the most significant influencing factor in a student’s approach to learning • The ‘backwash effect’ refers to the manner in which assessment will shape a student’s approach to learning

8. Assessment of learning • Assessment is the most significant influencing factor in a student’s approach to learning • The ‘backwash effect’ refers to the manner in which assessment will shape a student’s approach to learning • The consequence is that deep learning is best promoted through the medium of assessment

9. Assessment and approach

10. Principles for deep learning assessment (DLA) • Principle 1: Assessment is integral to course design and centred on envisaged achievement

11. Principles for deep learning assessment (DLA) • Principle 1: Assessment is integral to course design and centred on envisaged achievement • Principle 2: Assessment focuses on significant principles and structures

12. Principles for deep learning assessment (DLA) • Principle 1: Assessment is integral to course design and centred on envisaged achievement • Principle 2: Assessment focuses on significant principles and structures • Principle 3: Assessment is based on clearly stated objectives and outcomes

13. Principles for deep learning assessment (DLA) • Principle 1: Assessment is integral to course design and centred on envisaged achievement • Principle 2: Assessment focuses on significant principles and structures • Principle 3: Assessment is based on clearly stated objectives and outcomes • Principle 4: Assessment uses a wide variety of methods and types

14. Principles for deep learning assessment (DLA) • Principle 1: Assessment is integral to course design and centred on envisaged achievement • Principle 2: Assessment focuses on significant principles and structures • Principle 3: Assessment is based on clearly stated objectives and outcomes • Principle 4: Assessment uses a wide variety of methods and types • Principle 5: Assessment requirements and criteria are clearly and explicitly stated

15. Principles for deep learning assessment (DLA) • Principle 1: Assessment is integral to course design and centred on envisaged achievement • Principle 2: Assessment focuses on significant principles and structures • Principle 3: Assessment is based on clearly stated objectives and outcomes • Principle 4: Assessment uses a wide variety of methods and types • Principle 5: Assessment requirements and criteria are clearly and explicitly stated • Principle 6: Assessment is supported by good preparatory guidance, material and personal support, and appropriate resourcing

16. Principles for deep learning assessment (DLA) • Principle 1: Assessment is integral to course design and centred on envisaged achievement • Principle 2: Assessment focuses on significant principles and structures • Principle 3: Assessment is based on clearly stated objectives and outcomes • Principle 4: Assessment uses a wide variety of methods and types • Principle 5: Assessment requirements and criteria are clearly and explicitly stated • Principle 6: Assessment is supported by good preparatory guidance, material and personal support, and appropriate resourcing • Principle 7: Assessment gives early and comprehensive feedback, addressing weaknesses and improving learning

17. Theories of multiple intelligences • Fundamental thesis: the historical understanding of intelligence as a single attribute is too limited; rather, intelligence should be seen to be multi-faceted

18. Theories of multiple intelligences • Fundamental thesis: the historical understanding of intelligence as a single attribute is too limited; rather, intelligence should be seen to be multi-faceted • Two key proponents: • Howard Gardner at a popular level • Robert Sternberg[?] at a theoretical level

19. Howard Gardner’s Intelligences Seven (plus One) Intelligences: http://pzweb.harvard.edu/interdisciplinary/images/Howard%20Gardner.jpg

20. Robert Sternberg’s Abilities Triarchic Theory: http://farm6.static.flickr.com/5270/5669228517_af3ba82261.jpg

21. Principles for Multiple Intelligence Based Assessment (MIBA) • Principle 1: Acknowledge that learners have different intelligence strengths

22. Principles for Multiple Intelligence Based Assessment (MIBA) • Principle 1: Acknowledge that learners have different intelligence strengths • Principle 2: Acknowledge that learners achieve differently

23. Principles for Multiple Intelligence Based Assessment (MIBA) • Principle 1: Acknowledge that learners have different intelligence strengths • Principle 2: Acknowledge that learners achieve differently • Principle 3: Assessment options should acknowledge different intelligences and be characterized by variety

24. Principles for Multiple Intelligence Based Assessment (MIBA) • Principle 1: Acknowledge that learners have different intelligence strengths • Principle 2: Acknowledge that learners achieve differently • Principle 3: Assessment options should acknowledge different intelligences and be characterized by variety • Principle 4: Variety and choice apply in the specific assessment of all objectives and outcomes

25. Principles for Multiple Intelligence Based Assessment (MIBA) • Principle 1: Acknowledge that learners have different intelligence strengths • Principle 2: Acknowledge that learners achieve differently • Principle 3: Assessment options should acknowledge different intelligences and be characterized by variety • Principle 4: Variety and choice apply in the specific assessment of all objectives and outcomes • Principle 5: The variety in assessment is to be based on different intelligences

26. Assessment and approach

27. Multiple Intelligence Based Assessment for Deep Learning (MIBADL) • Principle 1: Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently

28. Multiple Intelligence Based Assessment for Deep Learning (MIBADL) • Principle 1: Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently • Principle 2: The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice

29. Multiple Intelligence Based Assessment for Deep Learning (MIBADL) • Principle 1: Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently • Principle 2: The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice • Principle 3: Variety and choice in assessment is based on clear and stated objectives and outcomes, which are directly associated with the aims and purpose of the course

30. Multiple Intelligence Based Assessment for Deep Learning (MIBADL) • Principle 1: Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently • Principle 2: The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice • Principle 3: Variety and choice in assessment is based on clear and stated objectives and outcomes, which are directly associated with the aims and purpose of the course • Principle 4: A wide variety of methods and types of assessment are utilized, based on an intentional consideration of different intelligences

31. Intelligence emphases

32. Assessment emphases

33. MIBADL instrument

34. MIBADL proforma

35. Questions and comments?