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Different Place Home How To Use This Site 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 |
ASSESSMENT OF THE CURRICULUM 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:
The basic characteristics of an effective curriculum include:
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:
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