assessment Strategies
Students who are gifted often require less time to learn the same amount of material as typically developing students. As well, they often come to school with pre-existing knowledge on curricular material. Rich, dynamic and differentiated assessment is helpful to determine the gifted student's current level of understanding and abilities (Alberta Education, 2012).
Baseline Assessment
Assessing students' background knowledge, current level of understanding, performance, strengths and readiness is an important component of instructional planning (Alberta Education, 2012; British Columbia Ministry of Education, n.d.; Silverman, 2012). Teachers use this information to guide educational decisions and streamline instruction that is learner centered. Using this information with careful planning helps teachers provide appropriate learning activities and environments with sufficient challenge that best meet gifted students' needs (British Columbia Ministry of Education, n.d.; Silverman, 2012). Some strategies to determine baseline of performance include the following:
2. Test needs to have adequate ceiling (many years above students’ age level) so that students’ maximum level of knowledge and performance can be assessed.
3. Cognitive ability test
4. Aptitude and creativity tests
Assessment for Learning (Formative Assessment)
Involving students in formative assessment is important. Formative assessment is generally descriptive and used as a coaching and reflective tool for students continual growth and learning. Getting gifted students involved in formative assessment is helpful for ownership, motivation and challenge. Students can be involved through creation of rubrics and self-reflecting on their progress to date. Portfolios, learning logs, journals can be used (Alberta Education, 2012).
Assessment of Learning (Summative Assessment)
As explained in the UDL framework, gifted students often benefit from differentiated assignments, projects and products. Teachers should carefully consider the role of grades when marking given perfectionist tendencies, as well as how grades can impact self-esteem, self-worth and growth. When students are not challenged or stimulated by material, they become motivated by grades. When students given high grades and not adequately challenged by the task, teachers are doing a disservice to their gifted students and are not preparing them for the future. Summative assessment should reflect work and effort (Daniels & Piechowski, 2009). It should also provide feedback on strengths, growth and areas for improvement (Alberta Education, 2012).
Baseline Assessment
Assessing students' background knowledge, current level of understanding, performance, strengths and readiness is an important component of instructional planning (Alberta Education, 2012; British Columbia Ministry of Education, n.d.; Silverman, 2012). Teachers use this information to guide educational decisions and streamline instruction that is learner centered. Using this information with careful planning helps teachers provide appropriate learning activities and environments with sufficient challenge that best meet gifted students' needs (British Columbia Ministry of Education, n.d.; Silverman, 2012). Some strategies to determine baseline of performance include the following:
- Observations of student performance
- Assessment of student products
- Interviews with parents, students and teachers
- Portfolios
- Journals and learning logs
- Previous report cards
- Informal and formal classroom testing
2. Test needs to have adequate ceiling (many years above students’ age level) so that students’ maximum level of knowledge and performance can be assessed.
3. Cognitive ability test
4. Aptitude and creativity tests
Assessment for Learning (Formative Assessment)
Involving students in formative assessment is important. Formative assessment is generally descriptive and used as a coaching and reflective tool for students continual growth and learning. Getting gifted students involved in formative assessment is helpful for ownership, motivation and challenge. Students can be involved through creation of rubrics and self-reflecting on their progress to date. Portfolios, learning logs, journals can be used (Alberta Education, 2012).
Assessment of Learning (Summative Assessment)
As explained in the UDL framework, gifted students often benefit from differentiated assignments, projects and products. Teachers should carefully consider the role of grades when marking given perfectionist tendencies, as well as how grades can impact self-esteem, self-worth and growth. When students are not challenged or stimulated by material, they become motivated by grades. When students given high grades and not adequately challenged by the task, teachers are doing a disservice to their gifted students and are not preparing them for the future. Summative assessment should reflect work and effort (Daniels & Piechowski, 2009). It should also provide feedback on strengths, growth and areas for improvement (Alberta Education, 2012).