Construction of a Differentiated English Evaluation System Based on the Theory of Multiple Intelligence

This study developed a differentiated evaluation system for middle school English, based on the theory of multiple intelligences, to address the limitations of traditional assessments. The study explored the link between language proficiency and the eight intelligences, creating a multi-level task bank and a combined automated/manual scoring system. The system includes an adaptive routing engine and dual-loop feedback, forming a continuous cycle of task assignment, evidence collection, feedback, and adjustments. Iterated in real classrooms, it ensures reliability, validity, and fairness. Results showed that it improved students' skills, encouraged autonomous learning, and reduced teacher workload, while providing tailored intervention suggestions. The study suggested that this system can drive sustainable reform in English teaching and offer a model for other subjects. Future integration with learning analytics can enhance its effectiveness and scalability.