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dc.contributor.advisorGiblin, Thomas R.
dc.contributor.advisorWalton, Anne
dc.contributor.authorDugan, Jr., Joseph L.
dc.date.accessioned2021-09-07T21:39:20Z
dc.date.available2021-09-07T21:39:20Z
dc.date.issued5/24/2017
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4978
dc.description.abstractAssessment is key to effective instruction. In the English classroom, engaging assessment can appear difficult because of the emphasis on the development of core reading skills. However, learning how students decipher information reveals that each individual learns according to their own unique connections. Examining and understanding the impact of Dr. Howard Gardner’s Multiple Intelligence Theory is the key to engaging assessments. This thesis dissects Dr. Gardner’s M.I. Theory and provides insight on how students learn. Furthermore, the research focuses on how Gardner’s Theory can be used to develop strategies and assessments in order to accurately and diversely assess student learning.
dc.subjectEngaging
dc.subjectAssessment
dc.subjectEnglish
dc.subjectELA
dc.subjectMultiple Intelligences
dc.subjectSecondary Education
dc.titleEngaging Assessment in English Language Arts
dc.typethesis
refterms.dateFOA2021-09-07T21:39:20Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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