Essential Skills
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self evaluation
Multiple Intelligences Inventory

Note: This is not a test - it is a snapshot in time of an individual's perceived MI preferences.

Part I  
Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section. After you've completed Part I go on to Part II. 

Section 1

_____  I enjoy categorizing things by common traits

_____  Ecological issues are important to me

_____  Classification helps me make sense of new data

_____  I enjoy working in a garden

_____  I believe preserving our National Parks is important

_____  Putting things in hierarchies makes sense to me

_____  Animals are important in my life

_____  My home has a recycling system in place

_____  I enjoy studying biology, botany and/or zoology

_____  I pick up on subtle differences in meaning

 

_____  TOTAL for Section 1

 

Section 2

_____  I easily pick up on patterns

_____  I focus in on noise and sounds

_____  Moving to a beat is easy for me

_____  I enjoy making music

_____  I respond to the cadence of poetry

_____  I remember things by putting them in a rhyme

_____  Concentration is difficult for me if there is background noise

_____  Listening to sounds in nature can be very relaxing

_____  Musicals are more engagingto me than dramatic plays

_____  Remembering song lyrics is easy for me

 

_____  TOTAL for Section 2

 

Section 3

_____  I am known for being neat and orderly

_____  Step-by-step directions are a big help

_____  Problem solving comes easily to me

_____  I get easily frustrated with disorganized people

_____  I can complete calculations quickly in my head

_____  Logic puzzles are fun

_____  I can't begin an assignment until I have all my "ducks in a row"

_____  Structure is a good thing

_____  I enjoy troubleshooting something that isn't working properly

_____  Things have to make sense to me or I am dissatisfied

 

_____  TOTAL for Section 3

 

Section 4  

_____  It is important to see my role in the “big picture” of things

_____  I enjoy discussing questions about life

_____  Religion is important to me

_____  I enjoy viewing art work

_____  Relaxation and meditation exercises are rewarding to me

_____  I like traveling to visit inspiring places

_____  I enjoy reading philosophers

_____  Learning new things is easier when I see their real world application

_____  I wonder if there are other forms of intelligent life in the universe

_____  It is important for me to feel connected to people, ideas and beliefs

 

_____ TOTAL for Section 4

 

Section 5

_____  I learn best interacting with others

_____  I enjoy informal chat and serious discussion

_____  The more the merrier

_____  I often serve as a leader among peers and colleagues

_____  I value relationships more than ideas or accomplishments

_____  Study groups are very productive for me

_____  I am a “team player”

_____  Friends are important to me

_____  I belong to more than three clubs or organizations
 
_____  I dislike working alone

 

_____ TOTAL for Section 5

 

Section 6

_____  I learn by doing

_____  I enjoy making things with my hands

_____  Sports are a part of my life

_____  I use gestures and non-verbal cues when I communicate

_____  Demonstrating is better than explaining

_____  I love to dance

_____  I like working with tools

_____  Inactivity can make me more tired than being very busy

_____  Hands-on activities are fun

_____  I live an active lifestyle

 

_____ TOTAL for Section 6

 

Section 7

_____  Foreign languages interest me

_____  I enjoy reading books, magazines and web sites

_____  I keep a journal

_____  Word puzzles like crosswords or jumbles are enjoyable

_____  Taking notes helps me remember and understand

_____  I faithfully contact friends through letters and/or e-mail

_____  It is easy for me to explain my ideas to others

_____  I write for pleasure

_____  Puns, anagrams and spoonerisms are fun

_____  I enjoy public speaking and participating in debates

 

_____ TOTAL for Section 7

Section 8

_____  My attitude effects how I learn

_____  I like to be involved in causes that help others

_____  I am keenly aware of my moral beliefs

_____  I learn best when I have an emotional attachment to the subject

_____  Fairness is important to me

_____  Social justice issues interest me

_____  Working alone can be just as productive as working in a group

_____  I need to know why I should do something before I agree to do it

_____  When I believe in something I give more effort towards it

_____  I am willing to protest or sign a petition to right a wrong

 

_____ TOTAL for Section 8

 

Section 9

_____  Rearranging a room and redecorating are fun for me

_____  I enjoy creating my own works of art

_____  I remember better using graphic organizers

_____  I enjoy all kinds of entertainment media

_____  Charts, graphs and tables help me interpret data

_____  A music video can make me more interested in a song

_____  I can recall things as mental pictures

_____  I am good at reading maps and blueprints

_____  Three dimensional puzzles are fun
 
_____  I can visualize ideas in my mind

 

_____ TOTAL for Section 9

 

Part II
Using the data you've generated in Part I fill in the chart below. (Now carry forward your total from each section and multiply by 10 below:)

 

Section

Total Forward

Multiply

Score

1

 

X10

 

2

 

X10

 

3

 

X10

 

4

 

X10

 

5

 

X10

 

6

 

X10

 

7

 

X10

 

8

 

X10

 

9

 

X10

 

 

 

Part III
Now plot your scores on the bar graph provided:

 

100

 

 

 

 

 

 

 

 

 

 

90

 

 

 

 

 

 

 

 

 

 

80

 

 

 

 

 

 

 

 

 

 

          70

 

 

 

 

 

 

 

 

 

 

60

 

 

 

 

 

 

 

 

 

 

50

 

 

 

 

 

 

 

 

 

 

40

 

 

 

 

 

 

 

 

 

 

30

 

 

 

 

 

 

 

 

 

 

20

 

 

 

 

 

 

 

 

 

 

10

 

 

 

 

 

 

 

 

 

 

0

 

Sec 1

 

Sec 2

 

Sec 3

 

Sec 4

 

Sec 5

 

Sec 6

 

Sec 7

 

Sec 8

 

Sec 9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part IV
You've tested yourself and compiled the data. Now what? Challenge the findings (of course!) Is the "picture" of yourself accurate?

Key:
Section 1 – This reflects your Naturalist strength

Section 2 – This suggests your Musical strength

Section 3 – This indicates your Logical strength

Section 4 – This illustrates your Existential strength

Section 5 – This shows your Interpersonal strength

Section 6 – This tells your Kinesthetic strength

Section 7 – This indicates your Verbal strength

Section 8 – This reflects your Intrapersonal strength

Section 9 – This suggests your Visual strength

 

 

Remember:

  • Everyone has all the intelligences!
  • You can strengthen each intelligence!
  • This inventory is meant as a snapshot in time - it can change!
  • MI is meant to empower, not label learners!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part IV

Key:

 

Section 1 – This reflects your Naturalist strength

Section 2 – This suggests your Musical strength

Section 3 – This indicates your Logical strength

Section 4 – This illustrates your Existential strength

Section 5 – This shows your Interpersonal strength

Section 6 – This tells your Kinesthetic strength

Section 7 – This indicates your Verbal strength

Section 8 – This reflects your Intrapersonal strength

Section 9 – This suggests your Visual strength

 

 

Remember:

  • Everyone has all the intelligences!
  • You can strengthen each intelligence!
  • This inventory is meant as a snapshot in time - it can change!
  • MI is meant to empower, not label learners!

 

 

Intrapersonal--Core Characteristics:

  • Affective Awareness – the knowledge of one's feelings, attitudes and outlook
  • Ethical Awareness – the setting of one's principles and moral priorities
  • Self-Regulation – monitoring one's thoughts, actions and behavior
  • Metacognition – the awareness of one's thought processes

Students with a strong intrapersonal intelligence:

  • Are comfortable with themselves
  • Express strong like or dislike of particular activities
  • Communicate their feelings
  • Sense their own strengths and weaknesses
  • Show confidence in their abilities
  • Set realistic goals
  • Make appropriate choices
  • Follow their instincts
  • Express a sense of justice and fairness
  • Relate to others based on their sense of self

Support this intelligence in the classroom by:

  • Differentiating instruction
  • Using analogies in making comparisons
  • Providing activities which offer learner choices
  • Having students set goals for themselves in the classroom
  • Including daily journal writing in your classroom routine
  • Providing opportunities for learners to express their feelings on a topic
  • Allowing opportunities for student reflection on learning
  • Examining current events in terms of social justice
  • Including student self-assessment in classroom assessment strategies
  • Utilizing interest inventories, questionnaires, interviews and other approaches to measuring student growth

Technologies that stimulate this intelligence:

  • Journals
  • Diaries
  • Surveys
  • Voting machines
  • Learning centers
  • Children's literature
  • Class discussion
  • Real time projects
  • Online surveys
  • Online forms
  • Digital portfolios
  • Self-assessments

 

Visual--Core Characteristics:

  • Spatial Awareness - solving problems using spatial orientation
  • Non-sequential Reasoning - thinking in divergent ways
  • Visual Acuity - assessment of information based on principals of design and aesthetics
  • Imagination - seeing the possibilities before engaging them in the physical world
  • Small motor coordination - creating, building, arranging, decorating

Students with a strong visual intelligence:

  • Seek ocular stimulation
  • Respond to color, line and shape
  • Can "see" ideas
  • Use mental images for mnemonic devices
  • Imagine possibilities
  • Enjoy expressing themselves through the arts
  • Appreciate symmetry and congruence
  • Enjoy rearranging their environment
  • Can manipulate three-dimensional models in their minds
  • Understand by seeing a concept in action

Support this intelligence in the classroom by:

  • Allowing student movement around the learning environment
  • Providing a visually stimulating environment
  • Sketching plans before beginning work
  • Brainstorming ideas
  • Semantic mapping
  • Guided imagery exercises
  • Working with manipulatives
  • Diagramming abstract concepts
  • Providing visual assessment performance tasks
  • Utilizing visual technologies such as KidPix and PowerPoint

Technologies that stimulate this intelligence:

  • Overhead projector
  • Television
  • Video
  • Picture books
  • Art supplies
  • Chalkboard
  • Dry erase board
  • Slide shows
  • Charting and graphing
  • Monitor
  • Digital camera/camcorder
  • Scanner
  • Graphics editor
  • HTML editor
  • Digital animation
  • Digital movies