Multiple Intelligence Theory (Essay Sample)

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Intelligence
Intelligence is arguably the most debated topic in psychology. However, there is no standard definition of what it constitutes. It includes the ability to learn, recognize, and solve problems. Multiple intelligences and general intelligence are some of the common theories used to explain intelligence. General intelligence or the g factor is the existence of extensive mental capacity that impacts the performance of cognitive ability tests. The theory was developed by Charles Spearman and proposes that the g factor influences the overall performance of mental ability measures. The proponents of Spearman’s view believe an IQ score can be used to measure and express intelligence.
Conversely, multiple intelligences theory was developed by Howard Gardner and holds that people perceive and understand the world in eight intelligences. Gardner’s theory discredited statistical tests of human intelligence. The theory described eight intelligences based on abilities and skills valued in diverse cultures. Gardner’s list included naturalistic, musical, visual, logical, verbal, bodily, intrapersonal and interpersonal intelligences (Flynn 21). There are notable similarities and differences between Spearman’s and Gardner’s theory of intelligence. General intelligence theory highlights the biological reasons of intelligence whereas Gardner’s theory focuses on social situations. Both theories have an elaborate explanation for intelligence. However, it’s hard to confirm the hypotheses of multiple intelligences theory. Further, Spearman’s theory depends on psychometric evaluations whereas Gardner’s theory encompasses all people.
I agree with the multiple theory of intelligence as it expands the definition of intelligence. Although the theory lists eight intelligences, it remains open there might be other kinds of intelligences. Flynn (33) mentions that Gardner’s theory speculates the ability to contemplate big questions about the meaning of life. Indeed, just as the theory explains, people might excel in one of the eight areas but fail to show remarkable abilities in the rest. Further, I agree with the multiple intelligence theory because it relates intelligence with the capacity to solve problems and create valuable outcomes in the society. More importantly, historical eras and diverse cultures have different values on the eight intelligences. Intelligence has a biological base that can be realized as a result of the motivational, experiential and cultural factors affecting an individual.
Moreover, I agree with multiple intelligence theory because it does not disregard the existence of general ability but questions its usefulness in explaining human achievements. Additionally, its perspectives expand teachers’ thinking about teaching avenues and abilities. The theory also includes the cultivation of desired capabilities and approaches concepts and issues in a variety of ways. Also, I agree with Garner’s theory because every person is intelligent in his/her own way. Also, everyone has a special talent or intelligence that makes him/her special and unique. The theory also has enlightened people on the drawbacks of IQ tests, including other similar assessments. Just as Gardner holds, allowing people to explain materials in their own understanding using different intelligences is indeed the best approach to assessment.
Standardized tests require test takers to take assessments that will be analyzed and scored consistently. The results of each test taker are later compared to the rest of the class to determine how each performed. These tests are different from teacher-made assessments because they vary in different lessons. They provide an overview of what learners should know in each grade level. Therefore, these tests hold teachers more accountable for what their students should be knowing and gives an ideal achievement of students’ achievement and teacher effectiveness. The tests are reliable in determining student performance.
Standardized tests are accompanied by instructional frameworks which dictate what and when something should be taught. Such guidance creates an educational balance, especially when relocating from one school to another. Thus, it facilitates accurate comparison between different states. What is more, standardized tests are useful because they are objective. Experts develop the tests, and every question is well established to remove biases. Standardized tests are non-discriminatory and inclusive as they ensure similar content among learners (Kendra n.d). They are also good because they focus on essential skills and content and eliminates time wasting endeavors that never produce learning rewards or motivate success. Lastly, they provide ideal comparisons between sub-groups, which presents data to create services and programs directed at enhancing scores in the sub-groups.
They are many instances of cultural biases today; however, many people do not recognize them. Some people do not even understand cultural bias in standardized testing. Cultural bias involves judging and interpreting phenomenon by standards identified with a particular culture. Over time, cultural bias has had an adverse impact on the outcomes of standardized tests. Culturally biased tests may determine someone’s future because they can hold them back and hinder them from achieving their set objectives. Standardized tests are unfair to students from diverse races, culture, and ethnicity. Therefore, these student