Özet:

The purpose of this study is to explore possible assessment opportunities in the South African Curriculum and Assessment Policy Statement (CAPS) through Gardner’s theory of Multiple Intelligences (MI). Although the CAPS document does not explicitly align itself to Gardner’s theory, this paper attempts to explore the possibilities of using the eight MI in assessment at Senior Phase1 a schooling grade in the South African secondary school. A burgeoning research output has focused on Gardner's theory of MI as a framework for designing a curriculum that meets different learning and teaching styles. In contrast, few studies have attempted to understand MI as an assessment framework. MI provides useful framework for teachers to consider eight intelligences in their assessment in order to cater for the diverse ways in which learners come to know in the classroom. This paper is written to argue that the traditional ways of assessing through tests and exams do not allow learners to demonstrate multiple intelligences they possessed. The paper followed a literature study approach where existing literature on MI was described and analysed in the light of assessment opportunities offered at Senior Phase curriculum in South Africa. From an analysis of literature and the Senior Phase curriculum, the paper does show a positive opinion of integrating Gardener’s eight MI for holistic learner assessment. Furthermore, the paper also considers the implications of MI theory on teaching and proposes ways in which MI could be assessed within the curriculum.

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