The present research paper aims to discuss one of the problematic issues in general and mental measurement particularly. By reviewing the psychological and educational literature, it is observed that researchers who investigated multiple intelligences depended upon on the instruments of self-report, whether in the preparation of measurements of multiple intelligences or in measuring them as well as in the preparation of multiple intelligences batteries.
Thus, the question is that: can self-report instruments be replaced as an alternative to maximum performance tests in the measurement of multiple intelligences? Due to the importance of mental measurement and measuring tools, and the continuous efforts in this area, the researcher discussed this problem in three axes; the first concerns the mental measurement in terms of its definition, objectives, importance, tools of measurement and the basis of classification, the second tackles self-report in terms of its definition, problems related to self-report instruments, and the extent to which self-report instruments can be used as an alternative to maximum performance tests in measuring intelligence and mental abilities.
The present research aimed to examine the validity of self-report instruments in measuring multiple iintelligences. Mckenzie's inventory was used as a model for those instruments., through exploring the factorial structure of the multiple intelligences inventory, identifying their concurrent validity through identifying the significance of the correlation between the students' self-reported scores on Mckenzie's Multiple Iintelligences Iinventory and their performance on Maximum Performance Tests, identifying the possibility of predicting their academic achievement through Multiple intelligences and finally identifying the possibility of discriminating validity of multiple intelligences inventory through exploring the multiple intelligences discrimination between high and low achievers in Math and Arabic. The researcher translated Mckenzie's Multiple intelligences inventory into Arabic and depended on the National Battery of Cognitive and Social Emotional Intelligence.
Findings revealed that the factorial structure of the multiple intelligence scale Fit the current research data. There was no statistically significant correlation between students' scores on Mckenzie's Multiple intelligences inventory and their language ability test. There was no statistically significant correlation between self-reported social intelligence and social emotional situational intelligence tests; while there was a weak statistically significant correlation between students' scores on mathematical intelligence and numerical ability tests, and also spatial intelligence and spatial ability tests. In addition, the findings also showed that the achievement in Arabic can be predicted only through natural and musical intelligences. Only natural intelligence predicts mathematics, and multiple intelligences do not discriminate between high and low achievers in mathematics, nor do they discriminate between high and low achievers in Arabic except natural and bodily- kinesthetic intelligences.
Key words:
multiple intelligence, self- report, typical performance, maximum performance. academic achievement.
I raccomaded you an article: Multiple intelligences and minds for the future in a child's education - present on my reserchgate.net. I hope that it will be interesting for you. Zbigniew
Each person can recognize their Multiple Intelligences,but measuring Intelligence is something that cannot be done easily.
Best wishes,
Zylfije Tahiri
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