This guide to assessment of learning based on the theory of multiple intelligences (MI) stresses the use of rubrics or guidelines that establish criteria and indicators of success. Part 1 examines the theory of evaluation and rubrics in three sections that address: current evaluation methods and their biases; effective evaluation methods and their possibilities; and the case for MI rubrics (what they are and why they are important). Part 2 offers a variety of sample rubrics for each of the eight intelligences. The first section offers rubrics for the object-related intelligences (i.e., visual-spatial, bodily-kinesthetic, logical-mathematical, and naturalist). The second section offers rubrics for the object-free intelligences (the musical-rhythmic and verbal-linguistic intelligences). Next, rubrics for the personal intelligences (interpersonal and intrapersonal) are offered. Rubrics evaluate learning activities for both intelligence performance intelligence and content understanding. For intelligence performance, the rubric provides standards at the basic, complex, and higher order levels. For content understanding, questions are provided for the teacher to ask him/herself and questions to ask the student. A final section in Part 2 describes learning and assessment activities that involve all the intelligences. Part 3 notes multiple approaches to MI rubrics and provides a sample multiple intelligence rubrics planning worksheet. An appendix lists the eight National Education Goals. (Contains 86 references.) (DB)