Handbook on Assessments for Gifted Learners: Identification, Learning Progress, and Evaluation

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Author Biographies
1 Using Assessment as a Framework for Standards-Based Program Development in Gifted Education
Importance of Assessments
Assessment Standards in Gifted Education
Identification
Learning Progress
Evaluation
An Overview of the Chapters and Their Relationship to the Standards
Summary and Conclusion
Appendix A
References
Part I Identification
Introduction to Part I On Assessments for Identification
Introduction to Identification
Purposes of Identification
Models of Identification
Identification Questions
What Are the Characteristics of the Students We Are Identifying?
What Assessment Tools Align to the Students’ Characteristics?
What Are the Plans for Services and Programs Based On Student Characteristics?
What Sources and Types of Assessments Will We Select?
How Do We Ensure Technically Adequate Assessments?
What Process Will Be Used in Implementing the Assessments?
How Will the Assessments Be Interpreted?
What Professional Learning Needs to Be Provided? To Whom?
How Should Parents/Guardians Be Involved With the Identification Process?
How Will the Effectiveness of the Identification Process Be Evaluated?
Overview of Chapters
Conclusion
References
2 Universal Screening A Process to Promote Equity
Introduction
What Is Universal Screening?
Universal Screening in Gifted Education
Multi-Phase Identification Systems
Two-Phase Identification Systems: Universal Screening
A Single-Phase Identification System: Universal Consideration
What Makes a “Good” Universal Screener?
Alignment of the Universal Screener to Program
Time and Money
Nomination Validity
High Reliability
Sandra Day O’Connor School District
How to Improve the Quality of a Multi-Phase Identification System
Criteria for Universal Screening Instruments
Quantitative Versus Qualitative Criteria
Does the Test Matter?
Evaluating the Quality of an Identification System
Sensitivity
Cost
Equity
A Note On Universal Screening as an Equity Strategy
Recommendations for Coordinators
References
3 Quantitative Assessment Tools for Identification: Ability and Achievement Tests
Introduction
Student Characteristics Related to Academic Success
The Structure of Human Abilities
Key Measurement Concepts
Norm- Vs. Criterion-Referenced Scores
The Special Case of Local Norms
Common Scores
Score Use
Measurement Error and Reliability
Measurement Bias
Opportunity Gaps
Achievement
Definition
Purpose and Characteristics
Special Cases of Achievement Tests
Challenges and Misconceptions
Motivation
Twice-exceptionality
Scope of Assessments
Summary
Cognitive Ability Assessments
Definition
Purpose and Characteristics
Interpreting Ability Scores in Culturally Diverse Contexts
Challenges and Misconceptions
How Can They Be “Gifted” If They Don’t Excel Academically?
How Can a GT Identification From Elementary School Still Be Valid in High School?
Aren’t Gifted Students Advanced in Every Academic Subject?
Do We Need to Spend Time On Test Preparation?
Practical Examples of How Test Data Might Be Used in the Identification Process
Universal Screening for Services
Quantitative Data as Part of a Portfolio Or Body of Evidence (BOE) for Identification
Matrix-Based Identification Decisions
Cut-Scores
Identifying Students for a Developmental Talent Pool
Acceleration
Bringing Assessment Data Into Service-Identification Alignment
Equity and Justice in Identification With Ability and Achievement Tests
What About Using Different Tests?
What Are Developing Solutions to Equity in Identification?
Conclusion
References
4 Qualitative Assessment Tools for Identification: Curriculum-Based Product/Performance Tasks
Curriculum-Based Products and Performance Tasks: Defining Types and Formats
Curriculum-Based Measures/Progress Monitoring Assessments
Performance-Based Identification Tasks
Work Products and Observations From Curriculum Tasks
Role and Purpose of Curriculum-Based Product and Performance Tasks in Identification Systems
Key Considerations in Using Curriculum-Based Product and Performance Tasks
Using Curriculum-Based Product and Performance Tasks in Practice: Key Questions
Program Design and Outcomes and Implications for Assessment Tasks
Constructing and Reviewing Portfolios of Student Work
Sample Applications in School Settings
Talent Spotting Through Advanced Curriculum
Response to Higher-Level Thinking Activities
Performance-Based Assessment Tasks
Summary of Key Challenges and Recommendations
Appendix B
References
5 Use of Teacher Rating Scales to Augment Identification
Definition of Rating Scales
Characteristics of Rating Scales in the Identification of Students as Gifted
Using Rating Scales to Identify Students for Gifted Programs
The Issue of Underrepresentation
Minimizing Bias and Increasing Fairness in Testing
Interpretation of Data
Universal Screening
Local Norms
Use of Psychometrically Sound Instruments
Challenges Using Rating Scales
Recommendations
Appendix C
References
6 The Inclusion of Underrepresented Populations in Gifted Programs
Introduction
Students With Gifts and Disabilities
Gifted English Language Learners (ELs)
Gifted Students of Color
Students From Poverty
Interrelated Factors Affecting Gifted Identification Within Underrepresented Groups
Effects of Limited Access to Advanced Programming
Results of Survey and Interviews With Gifted Coordinators
Reaction to Changes in the Gifted Identification Model
Perceived Advantages and Disadvantages of Changing the Identification Process
Stories of Successful Impact of Identification Policy Change
Recommended Principles for Identifying Underrepresented Students
Conclusion
References
Conclusion to Part I On Assessments for Identification
Introduction
Summaries of Chapters
Implementing a System of Identification
Concurrent Program Development With Identification
Conclusion
Part II Assessments for Learning Progress
Introduction to Part II On Assessments for Learning Progress
What Is a Learning Progression?
The Bridge Between Identification and Learning Progress
Purposes for Using Differentiated Assessment of Gifted Student Learning
Models of Advanced Learning
Research That Documents Advanced Learning of Gifted Students
Overview of Chapters
Conclusion
References
7 The Assessment of Domain-Specific Creativity: Person, Process, and Product
The Important Role of Creativity in Education
Understanding Domain-Specific Creativity
Defining Creativity for Education
Creativity in the Core Curriculum
Assessing Domain-Specific Creativity: Person
Creative Strengths Profile
Rating Scale for Assessing Student’s Creative Traits
Student Self-Beliefs About Creativity
Measuring Domain-Specific Creativity: Process
Taxonomy of Creative Thinking
Creative Problem Solving
Measuring Domain-Specific Creativity: Product
The Consensual Assessment Technique
Domain-Specific Creativity Rubrics
Conclusion
References
8 Curriculum-Based Assessments
Definition
Purpose
Using CBAs in Gifted Education
Multi-Measure Assessments
Intentionally Designed Assessments
Appropriately Challenging Assessments
Examples of CBAs Used in the Classroom
Social Studies and Reading Example
Science Example
Math Example
Future Research and Directions for Practice
Conclusion
References
9 Performance-Based Assessments for Secondary Gifted Students
Importance of Using a Mix of Assessment Types With Gifted Adolescents
Traditional Curriculum-Based Assessments
Performance-Based Assessments
Above-Grade-Level Content-Based Performance Assessments
Advanced Placement
International Baccalaureate
Finland Example of a Performance-Based Assessment
Social Studies High School Classroom Example of a Performance-Based Assessment
Conditions and Strategies for Implementing Performance-Based Assessments
Strategies for Implementing Performance-Based Assessments
Problem-Based Assessments
Product-Based Assessments
The Role of Competition in Assessment
Challenges in Implementing Performance-Based Assessments
Role of Administration
Conclusion
References
10 Project-Based Assessments: Tasks and Rubrics
Definitions and Characteristics
A Comparison of Project-Based Learning to Problem-Based Learning
Teaching and Learning Through Engagement in Tasks (PROCESS Rather Than an EVENT)
Identifying Learning Goals for Assessment
Not All Standards Are Created Equal
Standards Must Be “Unpacked”
Seek to Design Multi-Faceted Learning Goals
Clarifying Assessment Criteria
Ensuring Project Success (Choices, Groups, Scaffolds, Feedback)
Choices and Autonomy
Scaffolds
Groups
Feedback
Connecting Real World/Authenticity to Students’ Lives (Current Issues)
Connecting Across Disciplines
Flexibility in Design: Online and Hybrid Formats
Considerations for Implementation
Pre-Implementation Planning
Implementing PBAs With Success: Virtual Book Clubs
Reflecting On Equity-Focused Project-Based Assessments
Recommendations for Directors of Gifted Programs
Summary
References
11 Accommodations and Modifications of Assessments for Twice Exceptional and English Language Learners
The Movement Towards Inclusion
Accommodations and Modifications in Assessments
Research Findings and Implications
Practical Examples
Scenario A
Student Data
Alteration
Alteration Evaluation: Modification Or Accommodation?
Scenario B
Student Data
Alteration
Alteration Evaluation: Modification Or Accommodation?
Scenario C
Student Data
Alteration
Alteration Evaluation: Modification Or Accommodation?
Scenario D
Student Data
Alteration
Alteration Evaluation: Modification Or Accommodation?
Challenges Related to Accommodations
Policies
Research
Decision Making of School Personnel
Recommendations for Coordinators and Directors of Gifted Education Programs
Final Thoughts
References
12 Student Self-Assessment
Student Self-Assessment
Defining Student Self-Assessment
Types and Characteristics of Student Self-Assessment
Purpose of Student Self-Assessment
Impact On Learning and Academic Performance
Impact On Self-Beliefs
Factors Influencing the Accuracy of Self-Assessment
Practical Examples of How Self-Assessment Might Be Used in School Settings
Self-Assessment With Portfolios
Self-Assessment in Language Arts
Self-Assessment in Mathematics
Challenges in Using Student Self-Assessment
Recommendations for Coordinators and Directors of Gifted Education Programs
Conclusion
References
13 The Use and Value of State Assessments of Learning
Introduction
The Use of State Assessments
Problems in the Use of State Assessments to Document Learning for Gifted Students
The Use of National Assessment Tools
The Use of Growth Models
Approaches to Address the Problems of State Assessment Use With Gifted Students
Current Status of States That Include Assessment of Learning
Alternative Growth Assessments
Colorado Growth Assessment: Unified Improvement Plan
Ohio Growth Assessment: The Gifted Indicator
Texas Growth Assessment: Texas Performance Standards Project
Recommendations
Conclusion
References
14 Assessment of Talent Development Trajectories
Assessment of Talent Development Trajectories
Talent Trajectories Defined
Assessments for Potential
Assessments for Psychosocial Skills
Assessments for Competence
Assessments for Expertise
Conclusion
Resources
Conclusion to Part II On Assessments for Learning Progress
Introduction
Summaries of Chapters
Issues in the Use of Assessments to Document Gifted Student Learning
Conclusion
References
Part III Evaluation of Programs
Introduction to Part III On Evaluation of Programs
Introduction to Evaluation
Models of Evaluation
Purposes of Program Evaluation
The Literature Base On Program Evaluation Results
Evaluation Questions
Overview of the Evaluation Process
Conclusion
References
15 Evaluation Tools to Assess Gifted Programs: Selection and Use
Background
Criteria for Effective Evaluation Tools
Selecting Appropriate Evaluation Tools
Searching for Tools
Data Sources
Stakeholders
Tools
Interpretation
Quantitative Data
Qualitative Data
Use With Diverse Populations
Participants
Implicit Bias
Putting It Together
A Hypothetical Example of Internal Evaluation at the District Level
Conclusion
Recommendations
Resources
Appendix D
References
16 Case Studies of District Models for Success
Case Studies of District Models for Success
Types of Data
Student Data
Teacher Data
Case 1
Data
Results
Recommendations
Results of Implementation of the Recommendations
Case 2
Data
Results
Recommendations
Results of Implementation of the Recommendations
Case 3
Data
Results
Recommendations
Results of Implementation of the Recommendations
Cross-Case Elements
Lessons Learned
Commit to Evaluation Process
Be Cognizant of the Importance of Timing and Disseminate Reports to All Appropriate Audiences in a Timely Fashion
Choose Or Construct Valid and Reliable Assessment Tools
Use Multiple Data Sources (E.g., Teachers, Parents, Students, Administrators, School Board Members) and Multiple Assessment Tools
Making Decisions Based On Student Outcome Information in Isolation From Process Information May Lead to Bad Decisions
Evaluations Are Not Controlled Research Studies
Ensure Recommendations Are Structured in a Way That Encourages Follow-Through
Final Words
References
Conclusion to Part III On Evaluation of Programs
Emergent Issues From Gifted Program Evaluations
Conclusion
References
17 Issues and Insights On the Process of Assessment
Major Principles From the Chapters
Principle 1. Assessments Should Be Selected Based On Their Technical Qualities and Their Alignment to Advanced Student Characteristics and Specific Gifted Services and Programs
Principle 2. Since Assessments Provide Different Types of Information, Multiple Assessments Should Be Used
Principle 3. When Assessments Are Administered to Every Student (I.e., Universal Screening), Students From Underrepresented Populations Are More Likely to Be Identified and Served
Principle 4. Assessments Should Be Selected, Administered, and Interpreted By Qualified Individuals
A Model of Assessment in Gifted Education
Practical Implications Emerging From the Principles and the Assessment Model
Practical Implication 1. State and Local Policies Affect Implementation of Any Assessment Process
Practical Implication 2. Effective Assessment Systems Consider the Student Population, Phases of Identification and Development of Programs, and How Multiple Assessments Can Be Used to Enhance All Aspects of Assessment, Particularly for Students From Unde
Practical Implication 3. Educators Need to Consider the Purposes and Types of Assessments to Administer
Practical Implication 4. To Interpret Assessments for Any Purpose (I.e., Identification, Learning Progress, Evaluation of Programs), Educators Need to Understand the Test’s Purpose, the Norming Population and Subgroup Scores, the Test’s Scores, the Standa
Practical Implication 5. Professional Learning Is Important for Teachers in Understanding Characteristics of Gifted Students, Gathering Performances From the Classroom, Administering and Interpreting Assessments, and Employing Differentiated Classroom Pra
Practical Implication 6. School District Resources Need to Be Sufficient to Include the Costs for All Three Types of Assessments, Educator Time, Professional Learning, and Monitoring the Fidelity of Each Process
Identified Challenges
Challenge 1. No Assessment System Assures Equity
Challenge 2. Intra- and Inter-Individual Student Differences in the School’s Population May Exclude Some Gifted Students
Challenge 3. Giftedness Is Influenced By Access and Educational Advantages
Challenge 4. Qualitative Assessments Have Less Technical Data Supporting Their Use
Challenge 5. Assessment of Gifted Students Requires Material and Human Resources
Challenge 6. Educators Have Misconceptions About Gifted Students
Challenge 7. Research Over Time Is Required to Determine the Effectiveness of All Three Types of Assessment Systems (Identification, Learning Progress, and Evaluation) in Order to Make Needed Modifications
Future Research Questions
Identification
Learning Progress
Evaluation
Conclusion
References
Index