Role of Assessment and Curriculum Design

The first consideration in assessment is best practices in the identification of GT students. It’s important to use multiple criteria when assessing and identifying GT students. Various assessments should be used at varied times. Consideration should be given to multiple talent areas. When identifying students for a GT program, measures that are relevant to available programs should be considered. Equitable processes for selection, validation and placement are important in the identification process. Consideration of instruments (tests) and other approaches should be sensitive to the inclusion of minority, ELL, low-SES and disabled students. Out-of-level assessments may need to be used and different procedures should be considered for secondary students.

There are many considerations that must be taken into consideration when designing curriculum for identified GT students. Does the curriculum provide sufficient depth, complexity, and pacing? GT students should be provided opportunities for metacognition and reflection. Will they be taught content, process, and concepts? Three characteristics of GT students critical for curriculum design include complexity, precocity and intensity. (VanTassel-Baska 2011) Motivation, persistence, interests, and access to resources and support are also important. GT students are capable of providing high-quality feedback regarding the curriculum. Will they be given sufficient voice to provide such feedback?

Appropriate learning assessments for gifted students include performance-based assessments and off-level achievement tests. Portfolios and informal assessments such as one-on-one discussion or peer-group discussions and observations are also appropriate for GT students.

The NAGC has produced national standards which list expected student outcomes. Standard 3 deals specifically with curriculum planning and instruction. We have provided links to these resources. Student outcomes include students demonstrating growth commensurate with aptitude; developing talents in talent or interest areas; and becoming independent investigators. In addition, student outcomes include developing knowledge and skills to live in a multicultural, diverse and global society; and receive benefits from gifted education that provides high quality resources and materials.

GT curriculum should provide “a means to serve not only the internal characteristics of gifted students, but also develop talent traits that are instrumental for advanced achievement. These talent traits include intellectual engagement, openness to experience, perseverance and passion for attaining long-term goals, a need for Ascending Intellectual Demand & intense focus in areas of personal and professional interests.” (Housand, A)

A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

 

Resources:

ASCD: Six Strategies for Challenging Gifted Learners

Standard 3: Curriculum Planning and Instruction

APA: What is Assessment?

SC – Gifted and Talented Best Practices Guidelines: Assessment (pdf 2018)

Developing Exemplary Gifted Developing Exemplary Gifted Programs: Programs: What does the research say? What does the research say? (pdf Stambaugh)

Alternative Assessments With Gifted and Talented Students (aff. link)

Introduction to Curriculum Design in Gifted Education (aff. link)

Assessment of Gifted and High-Ability Learners: Documenting Student Achievement in Gifted Education (aff. link)

Curriculum Planning and Instructional Design for Gifted Learners (3rd ed.) (aff. link)

Methods and Materials for Teaching the Gifted (4th ed.) (aff. link)

HK: Implementation of School-based Gifted Development Programmes

High Quality Curriculum for Gifted Learners

Texas State Plan for the Education of Gifted/Talented Students (pdf)

Gifted Learners as Global Citizens: Global Education as a Framework for Gifted Education Curriculum (pdf)

UK: What works in gifted education? (pdf)

Eight Universal Truths of Identifying Students for Advanced Academic Interventions (pdf)

Texas Performance Standards Project

Graphic courtesy of Pixabay  Pixabay License

Graphic courtesy of Lisa Conrad.

 

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Posted on September 9, 2019, in Education, gifted education, Identification and tagged , , , , . Bookmark the permalink. Leave a comment.

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