The assessments offered by Multiple Natures International help people identify their unique personality profiles regarding their Multiple Intelligences and Multiple Natures, and help them effectively engage their potential in both professional and personal domains.
Since 2008, more than 100,000 people have learned more about their skills, interests, and passions by taking one our assessments. Multiple Natures International periodically refines assessments and develops new assessments to ensure that the tools we offer are of the highest quality. As part of this commitment, we have an on-going validation process for our assessments that is aligned with the most recent academic understanding of validity as articulated by the American Educational Research Association (AERA), American Psychological Association (APA), and the National Council on Measurement in Education (NCME) in the latest edition of the Standards for Educational and Psychological Testing.
This validation process is focused on gathering evidence to support specific uses and interpretations of our assessments. This evidence comes from the data collected from respondents, the certified practitioners who choose to use these assessments, and targeted data collection for the purposes of gathering validity evidence. These pieces of validity evidence come from statistical approaches, including widely-accepted ones such as Item Response Theory (e.g. Birnbaum, 1968; McDonald, 1999) and Structural Equation Modeling (e.g. Kline, 2011). Multiple Natures International collects evidence in each of the five sources of validity: content, response process, internal structure, relationships with other constructs, and consequences (AERA, APA, & NCME, 2014).
We are committed to providing the highest-quality assessments and to ensuring the application of their findings results in the best possible guidance for individuals for making decisions related to careers, knowledge and skill-development, and life balance. To do so, we use the latest principles of scientific validation to support the interpretations from our assessments. As such, you can be confident in the guidance and interpretations you give based on the use of our instruments.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for Educational and Psychological Testing. Washington, D.C.: American Educational Research Association.
Birnbaum, A. (1968). Some Latent Trait Models and Their Use in Inferring an Examinee’s Ability. In F. M. Lord & M. R. Novick, Statistical theories of mental test scores. Charlotte, NC: Information Age Publ.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed). New York: Guilford Press.
McDonald, R. P. (1999). Test theory: a unified treatment. Mahwah, N.J: L. Erlbaum Associates.