Wherefore art thou, multiple intelligences? Alternative assessments for identifying talent in ethnically diverse and low income students

The recent popularity of Multiple Intelligences (MI) theory corresponds with current efforts to move away from the use of standardized measures of achievement and ability to more authentic assess-ment techniques, including portfolio and performance-based assessment. Gardner and his col-leagues have strongly encouraged the application of MI theory to performance-based assessment. This study investigates the reliability and validity of a bat-tery of instruments based on MI theory, including teacher checklists and performance-based assessment activities. The purpose in developing the instruments was the identification of talent in culturally diverse and/or low income kindergarten and first grade stu-dents. Results suggest acceptable evidence of reliability but raise questions about the validity of the assessments. This study has implications for both future research efforts and the application of MI-based, performance measures to the assessment and identification of talent. Discussions of the considerable difficulty encountered in identifying talented minority and disadvantaged children and the differential effects oF special programs based upon student ethnicity pervade the literature (Ascher, 1988