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Assessment Based on the Principles of Howard Gardner’s Theory

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

General Topics in Graduate Education

Tagged Division

Graduate Studies

Page Count


Page Numbers

22.248.1 - 22.248.23

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Paper Authors


Mysore Narayanan Miami University

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Dr. Mysore Narayanan obtained his Ph.D. from the University of Liverpool, England in
the area of Electrical and Electronic Engineering. He joined Miami University in 1980 and
teaches a wide variety of electrical, electronic and mechanical engineering courses. He has been
invited to contribute articles to several encyclopedias and has published and presented dozens of
papers at local, regional , national and international conferences. He has also designed,
developed, organized and chaired several conferences for Miami University and conference
sessions for a variety of organizations. He is a senior member of IEEE and is a member of
ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly
participates and presents at the Lilly Conference. He has been the recipient of several Faculty
Learning Community awards. He is also very active in assessment activities and has presented
dozens of papers at various Assessment Institutes. His posters in the areas of Bloom’s
Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in
the area of Cognitive Science and Educational Methodologies. He has received the Assessment of
Critical Thinking Award twice and is currently working towards incorporating writing
assignments that enhance students’ critical thinking capabilities.

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Assessment Based on the Principles of Howard Gardner’s TheoryHarvard University Professor Howard Gardner suggested that theIntelligence Quotient, IQ alone should not become the primary basis for measuringhuman potential. He proposed that there are eight broad areas wherein children andadults can excel and listed them as follows (Narayanan, 2007, 2009).1. Word Smart: Linguistic Intelligence2. Number Smart: Mathematical Intelligence3. Picture Smart: Spatial Intelligence4. Body Smart: Kinesthetic Intelligence5. Music Smart: Musical Intelligence6. People Smart: Interpersonal Intelligence7. Self Smart: Intrapersonal Intelligence8. Nature Smart: Naturalist IntelligenceThe degree of processing speed, accuracy and retention that an individual is able toaccomplish when encountering information depends upon to what extent the medium inwhich information presented matches his or her learning style. (Barbe & Milone 1980and 1981). Technology should not be viewed just as a growing trend; rather it must beintelligently implemented as a valuable instructional tool that can accommodate diverselearning styles of 21st century students (Watkins, 2005). It is important to acknowledgethat students learn better when alternative modes of information processing are madeavailable at college campuses (Grasha, 1996). In this presentation, the author outlineshow he has implemented, incorporated and assessed ideas from Howard Gardner’sTheory into his classroom activities and compares them with Hunter Boylan’s researchfindings (Boylan, 2002).References1. Armstrong, Thomas. (1994). Multiple Intelligences in the Classroom. Alexandria, VA:Association for Supervision and Curriculum Development.2. Barbe, Walter B. , Milone, Michael N., Jr. (1980). Modality. Instructor, 89, 44-47.3. Boylan, H. R. (2002). What Works: Research-Based Best Practices in Developmental Education.Boone, NC: National Center for Developmental Education.4. Gardner, Howard (1993). Frames of mind: The Theory of Multiple Intelligences (10thanniversary edition). New York: Basic Books.5. Grasha, A.F. (1996). Teaching with style. Pittsburgh, PA: Alliance Publishers

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