Date of Award

Spring 5-24-2017

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Tom Giblin

Second Advisor

Anne Walton

Abstract

Assessment is key to effective instruction. In the English classroom, engaging assessment can appear difficult because of the emphasis on the development of core reading skills. However, learning how students decipher information reveals that each individual learns according to their own unique connections. Examining and understanding the impact of Dr. Howard Gardner’s Multiple Intelligence Theory is the key to engaging assessments. This thesis dissects Dr. Gardner’s M.I. Theory and provides insight on how students learn. Furthermore, the research focuses on how Gardner’s Theory can be used to develop strategies and assessments in order to accurately and diversely assess student learning.