Determining a Student’s Multiple Intelligences

How can you help your teachers determine which intelligences each
student is strong in? This checklist might help your teachers identify the
dominant type of intelligence of each student. Keep in mind that there are
no standard tests yet that will accurately indicate which intelligences are
highly developed in an individual. The best way to do it is through simple
observation.

See which of the indicators in the checklist apply to a group of students.

Coordinate with a teacher in choosing 10 students to help try out this
checklist. Photocopy the checklist so you can have 10 copies for your 10
chosen students.

CHECKLIST FOR ASSESSING STUDENTS’

MULTIPLE INTELLIGENCES

Name of Student :

Grade/ Section :

Teacher :

In each of the following categories, check all items that apply. Then count
the number of check marks made for each category.

Verbal-Linguistic Intelligence

Writes well and enjoys putting thoughts on paper (or in the

computer)
Enjoys telling stories or jokes
Has a good memory for names, places, dates and/or trivia

Enjoys word games

Enjoys reading books and magazines

 Is a good speller (if in preschool, able to spell words that are advanced
for his/her age)
Enjoys nonsense rhymes, limericks, puns, tongue twisters, etc.

Enjoys listening to the spoken word (stories, commentaries on the radio,

conversations)
Has a good vocabulary for his/her age

Enjoys communicating with others in a highly verbal way (through

talking or writing)

Total

Logical-Mathematical Intelligence

Asks a lot of questions about how things work

Computes arithmetic problems in his/her head quickly (preschool: math
concepts are advanced for age)
Enjoys math class (preschool: enjoys counting)

Finds computer math games or ordinary math or counting g a m e s interesting

Enjoys chess, checkers or other strategy games (preschool: enjoys games
involving counting)
Enjoys working on logic puzzles or brain teasers

Likes putting things in categories or hierarchies

Likes to experiment in a way that shows higher-order cognitive thinking

processes
Thinks on a more abstract or conceptual level than peers

Has a good sense of cause-effect relationships for age

Total

Visual-Spatial Intelligence

Reports clear visual images

Reads maps, charts and diagrams more easily than text (preschool: enjoys
visuals more than text)
Daydreams more often than peers
 Enjoys art activities
Draws figures that are advanced for age

Likes to view movies, slides or other visual presentations

Enjoys doing puzzles, mazes, Rubik’s Cube, or similar visual

activities

Builds interesting three-dimensional constructions

(e.g., LEGO buildings)
Likes to look at picture books better than word books

Frequently doodles on workbooks, worksheets or other materials

Total

Bodily-Kinesthetic Intelligence

Excels in one or more kinds of sports activity (preschool: shows

physical prowess advanced for age)
Fidgets when asked to sit in one spot for long

Is good at mimicking other people’s gestures or mannerisms

Likes taking things apart and putting them back together again
Likes touching/holding objects and moving them around

Enjoys running, jumping, wrestling or similar activities or shows

fine-motor coordination in other ways

Likes working with his/her hands (e.g., sewing, repairing,

making things)
Uses many gestures when expressing self

Reports different physical sensations when thinking or working

Enjoys expressing self through movement (e.g., dance)

Total

Musical-Rhythmical Intelligence

Can distinguish different sounds or tones and can tell if music

is off-key or out of tune
Easily remembers melodies or songs
 Able to carry a tune
Can play a musical instrument and/or likes to sing

Has a rhythmic way of speaking and/or moving

Often hums or sings to himself/herself

Taps rhythmically on the table or desk as he/she works

Is sensitive to noises (e.g., rain on the roof, traffic)

Can keep time to a variety of music
Can express emotions through music

Total

Interpersonal Intelligence

Enjoys socializing
Seems to be a natural leader
Makes friends easily
Seems to be street-smart

Belongs to many clubs, committees or other group organizations (preschool:

seems to be part of a general education social group)
Enjoys teaching things to others
Likes to play games with other kids

Has two or more close friends

Has a good sense of empathy or concern for others
Is good at seeing another person’s point of view

Total

Intrapersonal Intelligence

Displays a sense of independence or a strong will

Has a realistic sense of his/her strengths and weaknesses

Does well when left alone to play or study

Marches to the beat of a different drummer in his/her style of living and

learning
 Has an interest or hobby that he/she doesn’t talk much about
Has a good sense of self-direction

Prefers working alone to working with others

Accurately expresses how he/she is feeling

Is able to learn from his/her failures and successes in life

Displays high self-esteem

Total

Naturalist Intelligence

Likes plants, trees and flowers

Gets excited a b o u t b i o l o g i c a l m u s e u m t o u r s o r o t h e r
s i m i l a r activities
Seems to be conscious of proper garbage and waste disposal
Is awed by natural phenomena

Is interested in weather and weather patterns

Is good with animals

Likes to collect and study rocks and other things in nature

Can tell different species of animals or birds apart

Spends most of h i s /her l e i s u r e t i m e o u t d o o r s i n a

n a t u r a l environment
Enjoys biology class

Total
Summary
Student’s Name

Intelligence Type Score

1. VL
2. LM
3. VS
4. BK
5. MR
6. IER
7. IRA
8. N

Legend:

VL (Verbal-Linguistic) MR (Musical-Rhythmical)
LM (Logical-Mathematical) IER (Interpersonal)
VS (Visual-Spatial) IRA (Intrapersonal)
BK (Bodily-Kinesthetic) N (Naturalist)

Feedback
Now, look at the total scores for each student per category. The higher
the score, the more developed that type of intelligence is in your student.
Can you identify the most prominent type of intelligence in each of the 10
students?

What else did you notice? Was there an overall score that combines all
scores for the different intelligence types? If you answered none, you are
correct! What does this mean? This means that each intelligence should be
considered separately. The scores are not supposed to be lumped together
as this may lead to an interpretation that a student has greater over-all
intelligence than others. Doing so would go against the basic principles of
MI.
__________________________________________________________________
Source: TEACHeXCELS Module 8 - Manage the Integration of Multiple Intelligences and Higher Order Thinking Skills
Page 69-74.