Assessment Practices in Legal English classroom: A study from Multiple Intelligences Perspective
Year: 2025
Type: article
Abstract: Assessment in Legal English classrooms is essential for evaluating learners’ language proficiency and professional communication skills, yet traditional assessment methods often emphasize written tests and overlook learners’ diverse abilities. Based on Gardner’s Theory of Multiple Intelligences (MI), this study examines assessment practices in Legal English classrooms to identify more inclusive and effective approaches. Employing a qualitative and descriptive research design, the study analyzes assessment methods such as tests, essays, presentations, debates, portfolios, and performance-based tasks in relation to different intelligences. The findings suggest that MI-based assessment enhances student engagement, accommodates individual differences, and provides a more comprehensive evaluation of legal language competence. The study concludes that integrating Multiple Intelligences Theory into assessment practices contributes to more authentic, learner-centered, and professionally relevant assessment in Legal English education.
Author: Hong Thu Thi Nguyen
Institution: Hanoi Law University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7117297682
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