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Performance-Based Assessments

 

Performance-based assessments provide a more realistic way of assessing skills which reflect real world lived experiences. Students need to be prepared for workplace environments that don’t rely on standardized evaluations. Employers seek out those who can demonstrate the ability to apply their skills and utilize their knowledge-base to identify and solve problems. Students need to be prepared to meet these challenges. Performance-based assessments showcase or measure a student’s use of higher order thinking and their ability to create products and complete processes.

Performance-based assessments provide a way for students to be able to apply knowledge across multiple disciplines and increase their worth as productive and valuable employees. Students learn to be contributing members to group work and able to develop viable action plans in new situations on a timely basis. Performance-based assessments make students more responsible for demonstrating what they have learned.

What are some drawbacks of performance-based assessments? These types of assessments can be difficult to conduct in larger classes as compared to standardized testing. They are more costly and time consuming which can be problematic in tight budget environments.

We know that standardized testing can affect outcomes for marginalized groups of students, but that doesn’t necessarily imply that performance-based assessments are a superior alternative. In order to better meet the needs of diverse learners, how project-based assessments are designed and implemented is a better indication that greater equity will be achieved. Performance-based assessments can benefit diverse learners when paired with technology, customization, teacher collaboration and professional development for teachers and staff.

How can teachers create performance-based assessments for their students? They must first have a clear and definable understanding of their subject matter and then be able to identify goals they intend to assess. Teachers should set course standards, be prepared to identify students’ learning gaps, design the course, provide materials and implement educational learning plans.

Performance-based assessments become authentic when they are considered meaningful and students are engaged. Consideration should be taken that the product created or final activity provides a way for students to demonstrate their understanding of the subject matter. Authentic assessments such as presentations, portfolios, performances or projects must be open-ended and open to multiple potential outcomes. A transcript of this chat is available 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 2PM NZST/Noon 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.

Head Shot 2014-07-14  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:

Performance-Based Assessment for 21st-Century Skills (Prufrock)

Performance-Based Assessment: Reviewing the Basics

Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices (pdf)

Stanford: What is Performance-Based Assessment? (pdf)

What is Performance-Based Learning and Assessment and Why is it Important?

Developing Assessments of Deeper Learning: The Costs and Benefits of Using Tests that Help Students Learn (pdf)

Authentic Ways to Develop Performance-Based Activities

Performance Based Assessment

Does Performance Based Assessment Produce Better Students?

Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature (pdf)

Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment (ERIC)

Fairness in Performance Assessment (ERIC)

Guidelines for the Development and Management of Performance Assessments (ERIC)

Developing and Implementing an Assessment Plan

Program-Based Review and Assessment (pdf)

Basic Steps of Program Assessment

Performance Based Assessment & Learning (YouTube 3:08)

Performance-Based Assessment: Meeting the Needs of Diverse Learners

Performance Assessment: A Deeper Look at Practice and Research

Cybraryman’s Assessments Page

Image courtesy of Pixabay   CC0 Creative Commons

Graphic courtesy of Lisa Conrad

Gifted Identification

Gifted Identification

Why is gifted identification important? Gifted identification not only provides a basis for school services but also helps a child understand his or her self. It can explain behaviors that are not universal to all children. As pointed out during the chat, it may help parents modify how they parent their gifted child and help teachers to teach them appropriately.

Our next question focused on who should be responsible for identification. Designated school personnel should be trained in gifted education and have a solid understanding of giftedness. Clinical Psychologist, Gail Post, of Gifted Challenges recommended that a psychologist or school psychologist preferably be involved in the process. Gifted Coordinator, Angie French, added, “School personnel need an understanding that not all gifted learners look the same.”

During the remainder of the chat, we also discussed what attributes should be considered when seeking to identify a gifted child; assessments to be used beyond IQ testing; how poor identification methods adversely affect low-income, minority and ELL students; and how to identify twice-exceptional learners. A full transcript may be found here.

 

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.

Head Shot 2014-07-14About the author: Lisa 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

 

Special thanks to Leslie Graves (President, World Council for Gifted and Talented Children) and Jerry Blumengarten (aka Cybraryman) for providing us with additional links during this chat.

Links:

Dumbing Down America (Amazon) Delisle

Ohio Dept of Ed – Gifted Screening and Identification

Identification of Gifted Children @HoagiesGifted

A Response to “All Children Are Gifted” by Michael C. Thompson (pdf) via @RFWPcom

Assessing Gifted Children by Julia Osburn via @HoagiesGifted

Use of the WISC-IV for Gifted Identification (pdf) via @NAGCGIFTED

Identifying & Serving Culturally & Linguistically Diverse Gifted Students (pdf) via @NAGCGIFTED

The Role of Assessments in the Identification of Gifted Students (pdf) via @NAGCGIFTED

The Identification of Students Who Are Gifted by Ruth Mary Coleman At LDOnline

High Achiever, Gifted Learner, Creative Thinker from Bertie Kingore

Identifying Gifted Students: A Practical Guide by Susan Johnsen (Amazon)

The Ongoing Dilemma of Effective Identification Practices in Gifted Education (pdf)

Teacher Bias in Identifying Gifted & Talented Students

Identifying Gifted Children Victoria (AUS) Dept of Ed

Identifying Gifted & Talented Students from London Gifted & Talented

Who is Currently Identified as Gifted in the U.S.? by Scott Barry Kaufman in Psychology Today

5 Issues with Gifted Education That I Have

Best Practices for Identifying Gifted Students (pdf)

Common Questions about Gifted Identification and Services (OR)

Critical Issues in the Identification of Gifted Students with Co-Existing Disabilities

Ethical Considerations for Gifted Assessment & Identification of Diverse Students (pdf)

Identification of Gifted Students Using The Naglieri Nonverbal Ability Tests (pdf)

Legal Issues in Identifying & Serving Twice-Exceptional Gifted Learners (pdf)

Additional Links (from chat participants):

Identification of Gifted and Talented Students Poudre School District

Gifted and Talented Program JeffCo Public Schools

Gifted Children Online Assessment Tool Now Available

Things My Child Likes to Do (pdf)

Use of Brief Intelligence Tests in the Identification of Giftedness (pdf) via Scott Barry Kaufman

Children Who Are Gifted, Talented, and Creative

Identification of Culturally Diverse Gifted Students (Livebinder)

Cybraryman’s 360 Degree Feedback Page

Cybraryman’s Gifted Identification Page

How to Identify the Gifted Student

Let Me Tell You About …Why Gifted Identification Matters by Jen Merrill

 

Graphic courtesy of Pixabay.

Dr. Joy Lawson Davis and “Diversity in Gifted Education”

joylawsondavis

Global #gtchat welcomed Dr. Joy Lawson Davis as we discussed “Diversity in Gifted Education”. Dr. Davis is the  author of Bright, Talented and Black: A Guide for Families of African American Gifted Learners; the Director of the Center for Gifted Education at the University of Louisiana, Lafayette; and Chair of the National Association of Gifted Children’s Diversity & Equity Committee. The complete transcript of this chat can be found here.

The opening question was, “What would you like us to know about the lack of diversity in U.S. gifted education programs?” Her reply, “Inequity affects certain groups more than others: Black, Hispanic, Native American, in particular. Gifted classrooms in some areas are the most segregated in America! The huge challenge before us ALL is to ensure that Gifted Education & Equity co-exist peacefully. Radical changes in attitudes about racially diverse students and those who come from low SES (socio-economic status) backgrounds can make a difference. Performance-based assessments, use of ‘talent spotting’, and universal screening are just a few of strategies.”

Next, we asked Dr. Joy ~ “What modifications should be made to assessments/identification process to be more culturally sensitive?” She replied ~ “Using culturally unbiased testing; some verbal tests that were not normed on a diverse population will not give the best results. Assessing students in their native language, training more diverse personnel in gifted education can help. If teachers are culturally insensitive; then they will overlook, misdiagnose, and simply ignore giftedness in diverse children.”

In closing, Dr. Davis reminded us that “We can do this!! Working together we can ERADICATE under-representation of culturally diverse students in gifted education worldwide!” We at #gtchat believe this is a timely and important topic that must be kept on the front burner! Special thanks to Dr. Davis for joining us!

Links:

Dr. Joy Lawson Davis website 

Bright, Talented and Black (Amazon) 

Senginar w/ Dr. Joy Davis ‘Addressing Unique Challenges of Culturally Diverse Gifted Learners’ Feb 12th

An Introduction to the Topic of Cultural Diversity and Giftedness 

We Are Gifted2 (Dr. Joy’s Blog)

Identifying and Nurturing the Gifted Poor 

Identifying and Serving Culturally and Linguistically Diverse Gifted Students

Eradicating Under-achievement and Under-representation of Diverse Learners ~ one Community at a Time

Excellence versus Equity: Political Forces in the Education of Gifted Students (Duke TIP) 

Interview of Dr. Davis on Ingeniosus

SENG Conference to Highlight Diversity in Gifted Education

Education of Special Populations of Gifted Students (.pdf  355 pgs)

Diverse Gifted Populations Committee (IAGC) 

Fostering Diversity in Gifted Education 

Understanding Culture 

Joy Lawson Davis @ Great Potential Press 

Joy Lawson Davis Bio on Amazon

Cybraryman’s Multicultural Celebration Page

Cybraryman’s Culture Page 

NZ: Gifted and Talented Online ~ For Parents and Whānau

Instructional Strategies for Gifted Education

This week’s chat centered on Instructional Strategies for Gifted Education. Although there were many more strategies that could have been discussed, we concentrated on Assessment, Grouping, Differentiation, PBL (Problem/Project-based), Socratic Learning & RtI (Response to Intervention). The transcript can be found here.

Teaching High Ability Students in Your Classroom (video)

Instructional Strategies for Gifted Learners (Livebinders) 

Instructional Strategies for the Gifted (Gifted Dev Ctr) (.pdf)

Strategies for Gifted and Talented Students (Intel)

Tips for Teachers: Successful Strategies for Teaching Gifted Learners ( @DavidsonGifted )

Gifted & Talented and Differentiation

Gifted Education Strategies: What the Research Says (NAGC)

Texas Performance Standards Project 

Programming Options and Instructional Strategies ( @DukeTIP )

Curriculum & Instructional Strategies for Teaching Gifted Students (Prezi)

Reading Strategies for Advanced Primary Readers (Kingore) (.pdf) 

Response to Intervention and Gifted and Talented Education (.pdf) 

Gifted Instructional Strategies (Prezi) 

Differentiating for High-Ability Learners (Video)

Indiana Program Standards for High Ability Education

Differentiation for High Ability Learners (Slideshare)

Successful Educational Programs & Strategies for High Ability Students (2000/2006)

Providing Curriculum Alternatives to Motivate Gifted Students (1994)

Differentiating Instruction for High Ability and Gifted Students

Lesson Plans & Resources for Teaching Gifted & Talented Students

The Educator’s Guild from @DavidsonGifted

Creative Instructional Strategies for Gifted Learners

Two Learning Strategies for Gifted and Talented Students (Slideshare)

Enhancing Instruction for Gifted Students Through Project-Based Learning

The Socratic Method as an Approach to Learning and Its Benefits

The Role of Socratic Questioning in Thinking, Teaching, and Learning

Assessments from Cybraryman1

Differentiated Instruction from Cybraryman1

Teaching Strategies to Educate Gifted Children (Slideshare)

Gifted Children with Learning Disabilities

Reading Instruction with Gifted and Talented Readers (.pdf) 

Project-Based Learning from Cybraryman1

Problem-Based Learning (Creative Thinking)  from Cybraryman1

Literacy Strategies for Gifted Learners

Socratic Seminar from Cybraryman1

Reach Every Child

Reading Projects for Gifted and Talented Students

Secondary Gifted and Talented – Classroom Practice (video)

Response to Intervention from Cybraryman1

Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom

Maximizing Gifted Students’ Potential in the 21st Century

Mathematically Gifted Students: How Can We Meet Their Needs?

South Carolina Gifted and Talented Best Practices Manual (.pdf)

The Best Practices Manual For Gifted and Talented Programs in Idaho (.pdf)

NAGC Legislative Advocacy Students

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