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Historical Perspective
Giftedness Defined
Equal Educational Opportunity
Purpose of Gifted Services in Kansas
Characteristics of Giftedness

Bright Child/Gifted Learner
General Education Interventions  
Differentiated Curriculum
Differentiated Classroom
Individualizing the Curriculum
Modifying Content, Process and Product
Types of Products
Multiple Intelligences Products
Curriculum Assessment
Using Rubrics to Guide Evaluation
Rubric Examples

Teacher Resources
Internet Gifted Resources


Assessment is the fundamental tool for educational reform.  Assessment of the curriculum includes accountability of services for gifted students and the standards, which provide a basis for instruction, and student learning and should drive educational reform efforts. Assessment is a major aspect of educational reform.  For educating students with identified special needs, including gifted requires assessment of all students.  IDEA requires that all students participate in state and district testing programs.  Assessment of the curriculum for gifted students must also be included and used to help provide more and better education for the gifted learner. Performance assessment must play a more prominent role is assessment as students' ability to apply knowledge in real-world situations becomes more valued as a goal of gifted education, we are better able to assess that ability.

Assessment is a process of gathering evidence of what a student can do.

Evaluation is the process of interpreting the evidence and making judgments and decisions based on it.

What we now know about learning indicates that assessment and learning are closely and ultimately tied.  Curriculum standards, sometimes referred to program standards, are best described as goals of instruction.  Content standards, also known as discipline standards, comprise the knowledge and skills specific to a given discipline.  Formative assessments are conducted continually throughout the year.  They are used to monitor students' ongoing progress and provide meaningful and immediate feedback that will guide instruction and improve student performance.  Summative assessment occurs at the end of a unit, activity, course, term or program.  It is used with formative evaluation to determine student and achievement and curriculum effectiveness.

The educational approach concerning assessment and evaluation of curriculum for gifted learners ask that:

  • We see what children are doing rather than what they are not doing.

  • We understand children learn and progress developmentally and uniquely, not by grade level.

  • Assessment and evaluation match instruction, with the teacher and the student as the primary evaluators.

  • The progress of the child is documented over time and based upon a variety of evidence rather than on a test.

  • We find other ways to show growth rather than rely on numerical summaries.

The basic characteristics of an effective curriculum include:

  • Meaningful objectives

  • Advanced organizers (mapping, outlines, webbing, Venn diagrams)

  • Introductory experiences (connecting prior knowledge)

  • Representative topics

  • Challenging and active learning activities

  • Authentic resources and products

  • Assessment tied to the expected outcomes of learning

  • Choice of assessment toll matched to the type of outcomes being assessed.

Similarly, curriculum goals for gifted students must differ qualitatively and quantitatively from the general education curriculum.  Gifted students differ from most of their age peers in that they generally have a wealth of or are able to call upon prior knowledge; possess skill expertise; have greater cognitive ability;learn at a faster rate; employ multiple learning styles; have product development preferences; have a wide range of interests; and/or exhibit great effort and self-efficacy.


Criteria for Choosing Objectives

Criteria teachers should use to choose objectives for teaching and learning include consideration of the following:

  • Do the objectives represent NEW learning for the gifted students?

  • Will meeting the objectives equip students to USE these skills in this discipline and across disciplines?

  • Which objectives have relevance to the world of work?  for professional performance?

  • Are the objectives important for high-ability students to achieve?

  • Which objectives are a priority of the school system, the state, the nation?

  • Which objectives allow for complexity of thought, depth of learning, and transformation of knowledge?

Do you have any questions? Comments?
E-mail Nancy Bosch
nbosch@aol.com, web editor
Last update 09/19/08 01:41 PM
Copyright 1997-2008 Nancy Bosch
(excluding "Effective Practices for Gifted Education in Kansas")
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