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"Education is the most powerful weapon which you can use to change the world”
– Nelson Mandela

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Q Before writing your Discussion Board thread, please take the Multiple Intelligences Test found in the Module 5 “Reading & Study” folder. Once you have the results of the test, you can address the following discussion board prompts with your own personal results in mind. 1. Do you think “multiple intelligences” is a valid construct? In other words, do multiple intelligences exist? (Be sure to include connections to the textbook/research when building your argument.) 2. Do you think that the test you took in Module 5 gave an accurate picture of your intellectual abilities? In other words, do you think that test accurately measured what it is supposed to measure? 3. Provide at least one recommendation about how the developers of this multiple intelligences test could demonstrate evidence for the validity of the test. Your recommendation should focus on one of the types of validity described in the textbook [i.e., content-related validity, predictive validity, concurrent validity, or construct validity (using convergent or discriminant evidence)]. 4. Finally, make a Biblical argument either for or against the existence of multiple intelligences. Whichever stance you take, be sure to back it up with meaningful and relevant scripture references.

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According to Gardner and his intelligence theory which has been developed by the multiple intelligence tests, show that there are different level of intelligence. This test aims at measuring the abilities of different people on an individual basis and time and again it is mentioned that different people have different level of intelligence and trait. As per the intelligence theory, there are 7 intelligence types. The first type of intelligence is linguistics. Second one is very important as it includes the mathematical and logical calculations. Next one is musical. Rests of the types are body kinesthetic, spatial-visual; last two interrelated types are interpersonal and intrapersonal.