EDUC6814: My Multiple Intelligences Profile

Beginning [1] Selection of Representative Intelligences [5%] Description of Intelligences' Attributes in the Learner (You) [40%] Although intelligences are chosen, there may be less than four or the may not seem to represent the full individual. Developing [1.5] Succeeding [2] A diverse range of intelligences (at least four) are represented that seem to represent the full individual. Score/Level

How the intelligences are manifested in the learner and through the learner's work and ways of interacting with the world are described, although with little detail and with few or no examples from the learner's experience.

How the intelligences are manifested in the learner and through the learner's work and ways of interacting with the world are clearly and comprehensively described, although there may not be clear examples from the learner's experience.

How the intelligences are manifested in the learner and through the learner's work and ways of interacting with the world are clearly and comprehensively described, with examples from the learner's experience. The descriptions mean something, and provide a clear window into the learner's set of intelligences. The learner's environment--e.g.,, the physical spaces, the expectations, the values, the supports--are clearly and comprehensively described, with examples from the learner's experience. There are clear and understandable connections between the learner's intelligences profile and the environment in which these intelligences were forged. It is easy to understand how this learner's intelligences profile developed the way it did based on the learner's environment. The profile is written in a way that is appropriate for an academic essay and audience with effort and attention paid to editing the document so that it is readable and clearly written.

Description of the Learner's (Your) Environment [25%] Connections Between the Intelligences and the Environment [25%]

The learner's environment--e.g.,, the physical spaces, the expectations, the values, the supports--are described, although with little examples from the learner's experience.

The learner's environment--e.g.,, the physical spaces, the expectations, the values, the supports--are clearly and comprehensively described, although there may not be examples from the learner's experience. Connections are drawn between the learner's intelligences profile and the environment in which these intelligences were forged, and it is somewhat easy to understand how this learner's intelligences profile developed the way it did based on the learner's environment.

Some connections are drawn between the learner's intelligences profile and the environment in which these intelligences were forged, but it is not particularly easy to understand how this learner's intelligences profile developed the way it did based on the learner's environment. The profile is with little effort and attention paid to editing the document, and it may be written in a way that is not entirely appropriate for an academic essay and audience, that is, it is conversational in tone or makes use of slang and folksy sayings in a way that detracts from the reading of the document.

Conventions and Tone [5%]

The profile is written with effort and attention paid to editing the document so that it is readable and clearly written, although it is written in a way that is not entirely appropriate for an academic essay and audience, that is, it is conversational in tone or makes use of slang and folksy sayings in a way that detracts from the reading of the document. (Slang and folksy sayings can be used effectively to make a point, but use them intentionally and sparingly.)