Charles de Jongh
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Transcript of Charles de Jongh
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The contribution of theories of multiple intelligences to
the promotion of deep learning through
the assessment of learning
Charles de Jongh
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Three key concepts
The contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning
Deep Learni
ng
Assessment of
learning
Theories of Multiple
intelligences
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Deep learning
Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests
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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
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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
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Assessment of learning
Assessment is the most significant influencing factor in a student’s approach to learning
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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
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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
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Assessment and approach
Assessmen
t items
Approach to learni
ng
Deep or
surface?
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Principles for deep learning assessment (DLA)
Principle 1:Assessment is integral to course design and centred on envisaged achievement
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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
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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
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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
![Page 14: Charles de Jongh](https://reader036.fdocuments.in/reader036/viewer/2022062323/56816568550346895dd7f5d0/html5/thumbnails/14.jpg)
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
![Page 15: Charles de Jongh](https://reader036.fdocuments.in/reader036/viewer/2022062323/56816568550346895dd7f5d0/html5/thumbnails/15.jpg)
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
![Page 16: Charles de Jongh](https://reader036.fdocuments.in/reader036/viewer/2022062323/56816568550346895dd7f5d0/html5/thumbnails/16.jpg)
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
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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
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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:o Howard Gardner at a popular levelo Robert Sternberg[?] at a theoretical level
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Howard Gardner’s Intelligences
http://pzweb.harvard.edu/interdisciplinary/images/Howard%20Gardner.jpg
Seven (plus One) Intelligences:
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Robert Sternberg’s Abilities
http://farm6.static.flickr.com/5270/5669228517_af3ba82261.jpg
Triarchic Theory:
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Principles for Multiple Intelligence Based Assessment (MIBA)
Principle 1:Acknowledge that learners have different intelligence strengths
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Principles for Multiple Intelligence Based Assessment (MIBA)
Principle 1:Acknowledge that learners have different intelligence strengths
Principle 2:Acknowledge that learners achieve differently
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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
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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
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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
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Assessment and approach
Theories of
Multiple
Intelligences
Design of
assessmen
t items
Influence
approach to learni
ng
Promote
deep learning
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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
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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
![Page 29: Charles de Jongh](https://reader036.fdocuments.in/reader036/viewer/2022062323/56816568550346895dd7f5d0/html5/thumbnails/29.jpg)
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
![Page 30: Charles de Jongh](https://reader036.fdocuments.in/reader036/viewer/2022062323/56816568550346895dd7f5d0/html5/thumbnails/30.jpg)
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
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Intelligence emphasesGardner’s
Seven (+One)
Intelligences
Intelligence Emphasis
Sternberg’sTriarchic Theory
LinguisticLogical-mathematical Academic Componential/
analyticalMusical SpatialBodily-kinesthetic Creative Experiential/
creativeNaturalistic Practical Contextual/
practicalInterpersonalIntrapersonal Relational
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Assessment emphasesIntelligence
EmphasisEssential Emphasis
AssessmentEmphasis
Academic ‘Write about’ Written workCreative ‘Create afresh’ Creative workPractical ‘Make anew’ Practical task
Relational ‘Relate amongst’ Relational task
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MIBADL instrumentOutcome
StatementIntelligen
ce Emphasis
AssessmentItem
Clear statement of intended or required outcome
Academic Academic item; for example, an assignment or examination
Creative Creative item; for example, an artwork or inventive solution
Practical Practical item; for example, a practical task or situational application
Relational Relational item; for example, the establishing of a relationship or a reflective evaluation
Assessment criteriaIn completion of this requirement, the student should ensure that they:
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MIBADL proformaOutcomeStatemen
t
Intelligence
Emphasis
AssessmentItem
Academic
Creative
Practical
Relational
Assessment criteriaIn completion of this requirement, the student should ensure that they:
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Questions and comments?