本文首先提出三道關於「全人教育」、「適性教育」和「素質教育」的問題， 啟發讀者對「智能」和「智能公平」概念的思考。接著分析一個傳統的智力測驗（中 國比內測驗）的內容和評量方法，指出此類測驗的落後和偏隘之處。經文獻分析，本 文綜合論述 Gardner八項多元智能（Multiple Intelligences-MI）的核心內容和表徵，方 便教師籍觀察和多元化評量了解學童的智能架構。最後，本文將傳統 IQ 跟當代 MI 評量思想作一比較。

This paper starts by raising three questions related to issues of All Round Education, Individually Configured Education, and Quality Education so as to provoke readers to think about concepts of Intelligence and meanings of Intelligence-Fair in educational settings. A traditional IQ test, Chinese Binet Intelligence Test, is then analyzed to show its narrow coverage and out-of-date measurement philosophy. Through review of relevant literature, this paper seeks to examine the core components of Gardner’s multiple intelligence constructs and summarize some of their manifestations. Teachers can base on these to observe and assess via various means students’ intelligence framework. A comparison of traditional Binet IQ and contemporary MI measurement philosophies is also presented.