Development of a Two-Way Multiple Intelligence Assessment Questionnaire for Primary School Children

Abstract

The purpose of this study was to develop a two-way Multiple Intelligence assessment for primary school children. The researchers designed and developed a two-way Multiple Intelligence assessment which helped increase the accuracy of identifying outstanding Multiple Intelligence of students more than a one-way assessment approach. The two-way Multiple Intelligence assessment consisted of two assessment forms. The first assessment form was designed for teachers or guardians to observe and assess the students. The second form was intended for the students’ self-assessment. The developed tools were tried out twice. The sample of first test was forty primary school students and three teaching advisors. The sample of the second test was thirty-five primary school students and three teaching advisors. The samples of both tests were different groups. For both tests, a comparison between the teachers’assessment and the students’ self-assessment results were more than or equal to ninety-five percent matched. An analysis by using the Cohen's Kappa statistic revealed that the reliability between the teachers’ assessment results and students’ self-assessment results achieved the highest level, which were 0.94 and 0.96, respectively. The researchers also developed online assessment forms in order to reduce errors caused by form filling and to attract students.