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Quality education carried out in full swing today, and Gardner's Multiple Intelligences Theory and concept of quality education coincide. Education Reform emphasize the holistic development of students, and strive to improve the overall quality of the child. But in the actual teaching process, the implementation is unsatisfactory. The reason is not a practical, easy to operate, and to understand the characteristics of child intelligence tools. Therefore, how under the guidance of Multiple Intelligences Theory of Multiple Intelligences for the pupils to make accurate and effective assessment, prepared in this study has become the main problem. Solution to this problem would be for parents and teachers to educate children to understand and provide a strong basis, so that students get the full and harmonious development and promote quality education reforms carried out to improve the quality of primary education. In this study, self \Prediction Questionnaire Assessment Questionnaire. After a series of analyzes predicting questionnaire finalize Multiple Intelligence Assessment Questionnaire pupils formal questionnaire, a total of eight dimensions, 64 items for parents Tianda. Formal questionnaire from four primary schools in the province selected a total of 1162 to sixth grade students who, by parents Tianda. Data collated and LISREL8.7 using SPSS13.0 statistical software for analysis. The results are as follows: 1, composing the \. Multiple Intelligences pupils constituted by the eight dimensions, namely verbal - verbal intelligence, mathematical - logical intelligence, visual - spatial intelligence, bodily - kinesthetic intelligence, musical - rhythmic intelligence, communication - exchange of intelligence, insight - introspective intelligence and natural - Observation intelligence. 2, pupils multiple intelligence in general there are significant gender differences in the performance of girls scored higher than boys. But in mathematical - logical intellectual dimension, boys scored higher than girls. 3, pupils Multiple Intelligences no grade differences in the total score. But in the exchanges - exchanges significantly different dimensions, including four grades highest score, followed by third grade, fifth grade, sixth grade, first grade, second grade minimum. 4, different levels of parental education in the overall development of students on multiple intelligences there are significant differences. Specific performance, the higher the level of education of parents, the child's multiple intelligence score is also higher. 5, the only child born students with non-exclusive Multiple Intelligences in the total score showed significant differences and showed higher scores than non-child child's score. 6, in which the cities of different sizes, multiple intelligences in the overall development of students there are significant differences. The performance of students in large cities the highest score, followed by small cities, medium-sized city pupils lowest score.
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