ASSESSMENT OF THE MULTIPLE INTELLIGENCES: DEVELOPING COMPREHENSIVE EVALUATION TOOLS FOR HOLISTIC EDUCATIONAL OUTCOMES AMONG GRADE 12 GENERAL ACADEMIC STRAND STUDENTS IN BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

Multiple intelligences refer to the brain's capacity to learn and acquire knowledge across various disciplines. Learning is significantly influenced by activities such as painting, writing, listening to music, and watching performances, broadening the traditional view of intellectual capacity. Howard Gardner introduced the theory of multiple intelligences in his 1983 book Frames of Mind and later expanded upon it in Intelligence Reframed (1999), where he refined the theory and introduced additional intelligences. This study aims to assess multiple intelligences among Grade 12 General Academic Strand students to develop comprehensive evaluation tools for holistic educational outcomes. The study utilized a descriptive quantitative research method with a simple random sampling approach. A questionnaire was used as the primary data-gathering tool, collecting responses from sixty (60) Grade 12 General Academic Strand students. The assessment results indicate that students exhibit various forms of intelligence, including musical, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential intelligence. Additionally, multiple intelligence assessment tools, such as self-assessment, multi-modal assessment, and collaborative assessment, were fully evaluated and described. The findings summarize the assessment of multiple intelligences among Grade 12 General Academic Strand students, along with the evaluation tools used. Based on the results, the study recommends further development of multiple intelligences and suggests strategies to provide students with a deeper understanding of evaluation tools for a more holistic educational approach.