Research on the Design of Adaptive Testing Based on Multiple Intelligences Theory and Its Impact on Student Learning Outcomes

Abstract

This paper examines the transformative potential of incorporating Howard Gardner’s Multiple Intelligences Theory (MIT) into adaptive testing frameworks within the United Kingdom’s educational settings. By moving beyond traditional, one-dimensional assessments that prioritize linguistic and logical-mathematical intelligences, MIT-based adaptive testing aims to offer a more personalized and inclusive approach to evaluating student capabilities. Through a comprehensive review of recent research, this study explores the theoretical underpinnings of MIT, the design and implementation of adaptive testing models that accommodate a broader spectrum of intelligences, and the empirical impacts of such assessments on student engagement, motivation, and academic achievement. The findings highlight the benefits of adaptive testing for fostering a more equitable educational environment, while also addressing the challenges and considerations for successful implementation. The discussion underscores the need for ongoing research, professional development for educators, and the development of reliable and valid assessment tools. Ultimately, this paper contributes to the dialogue on enhancing educational practices to better meet the diverse needs of learners, advocating for assessment models that recognize and value the wide array of human intelligences.