o intelligence has been a result of outdated assessments such as the Wechsler scales which do not assess certain Gf-Gc abilities. In the future researchers as well as school psychologists need to broaden their range of assessments to include a more complete assessment of Gf-Gc abilities. Practitioners may choose to supplement their assessments by using a Gf-Gc organized cross-battery assessment (Flanagan, Keith, McGrew &Vanderwood 1997). Secondly more focused and selective intellectual assessment might be considered thus decreasing time spent on assessment activity potentially increasing valuable time. Considering the relationship between intelligence theory, tests, school achievement, and multicultural variables Carrolls review on cognitive abilities suggests that with reference to the major types of cognitive ability, there is little evidence that factorial structure differs in any systematic way across male and female groups, different cultures, race groups, and the like (Flanagan, Keith, McGrew &Vanderwood 1997). Howard Gardners Multiple Intelligence Theory has been receiving an enormous amount of attention in the field of education although it is considered to be lacking in empirical evidence. Gardners theory has begun to change the way school officials and educators view intelligence. MI Theory has had impacts on the way students are assessed, curriculum development and instructional methods. Garnders theory is different than a psychometric approach. His theory focuses more on treatment and explanation. In 1983, Howard Gardner developed the theory of multiple intelligence, which claims all humans have at least eight different intelligences. Before going into the different intelligences we must first define what intelligence is. Gardner defines intelligence as the ability to solve problems or fashion products that are valued in one or more cultural or community settings. That ability must also have a particular represen...
