Mahsa Zendehbad - Department of English Language Teaching and Translation, Islamic Azad University, Shiraz Branch,Shiraz, Iran
Fatemeh Behjat - Department of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran

Considering Multiple Intelligence as an important aspect of individuals can be highly empowering in the process of teaching and learning, for both teachers and students. While numerous studies have been conducted on individual dynamic assessment, research on Multiple Intelligence theory remains limited. This study aims to evaluate four units of the Touchstone intermediate-level student textbook using a checklist developed by other researchers based on the elements of the Multiple Intelligence theory presented by Gardner (۱۹۹۸). The present research also attempts to assess the nine bits of intelligence in consideration and determine the extent to which these four units of the Touchstone intermediate level represent the MI features and how frequently each of the nine bits of intelligence is used in these units.The data analysis revealed that the Touchstone intermediate level is rich in addressing Musical Intelligence, followed by Logical, Interpersonal, Verbal, Natural, Intrapersonal, and Visual Intelligence, while Bodily and Existential Intelligence are represented to a lesser extent. Furthermore, this study demonstrates that different people possess different types of intelligence. For example, unlike Existential Intelligence, Musical Intelligence is enriched as the randomly selected units progress in the book.Overall, this study highlights the importance of incorporating Multiple Intelligence theory in teaching practices and acknowledges the varied strengths and weaknesses of individuals in terms of their intelligence. By recognizing and utilizing different types of intelligence, teachers can create a more inclusive and effective learning environment, leading to better learning outcomes for students.

multiple Intelligence, evaluation, textbook evaluation, pedagogy, educational psychology