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How To Use This Site
Equal Educational Opportunity
Purpose of Gifted Services in Kansas
Characteristics of Giftedness
Bright Child/Gifted Learner
General Education Interventions
Individualizing the Curriculum
Modifying Content, Process and Product
Types of Products
Multiple Intelligences Products
Using Rubrics to Guide Evaluation
Internet Gifted Resources
Rubrics to Guide Evaluation
A rubric is a scoring guide that
describes the requirements for various levels of proficiency when students respond to a
learning task, open-ended question, or stated criteria. The purpose is to answer the
question, "What are the conditions of success and to what degree are those conditions
met by the student involved in the task?" Thus, a rubric enables teachers to clarify
to students what is expected in a learning experience and what to do to reach higher
levels of achievement.
Characteristics of Rubrics
Reflect the most significant elements
related to success in a learning task.
Enable students and teachers to
accurately and consistently identify the level of competency or stage of development.
Help teachers grade students' work
more accurately and fairly.
Encourage students' self-evaluation
and higher expectations.
Are shared with students prior to
beginning the task so they know the characteristics of quality work.
Provide more information than just a
narrow checklist of skills and attributes.
Guidelines for Tasks and Scoring Rubrics for
The task and rubric should provide the
opportunity and even demand that students transform and apply knowledge, skills, and
They must not just apply knowledge and
skills as demonstrated or regurgitate information from class or resources.
The task and the rubric should require
more sophisticated and abstract thinking that might be required of average or struggling
learners. Does the task require the student to move beyond a specific incidence, to see
beyond concrete examples and illustrations?
~Concepts, principles, and generalizations should reflect the
highest level of understanding and application possible for these students.
The product required should reflect
~ The product should reflect the use of more complex resources
~ It should reflect thinking about more complex issues.
~ It should reflect more complex issues.
The task and the rubric should call for
integration of many ideas.
The task and the rubric should reflect
the integration of concepts and skills across disciplines.
~ It should also be multifaceted.
The task and the rubric should require
gifted students to make greater leaps in their thinking.
~ The products should reflect the students' success in making less obvious
connections between ideas.
~ The task should lead them to see relationships between concepts and across
~ The products should encourage the students to translate and transfer ideas from
one situation to another.
The tasks should present
"fuzzier" problems with the process of solution open to determination by the
The tasks should give students greater
independence in planning, designing, monitoring, and evaluation of the product.
Scoring rubrics should evaluate the
student's ability to design, monitor, and evaluate.
The tasks for gifted students should be
more open-ended, allowing students more freedom in formulation of the problem.
~ The tasks should provide more opportunity to develop criteria for appropriate
solution or resolution.
~ The tasks should give greater decision-making, planning and implementation
~ The tasks should encourage multiple approaches to the solution.
to Use with Gifted Students
for Deductive Reasoning Evaluation
Creative Thinking Skills Evaluation Rubric
Goal Setting Evaluation
High Order Thinking Skills Evaluation Rubric
Divergent Thinking Evaluation Rubric
All italicized text is from
"Effective Practices for Gifted Education in Kansas" manual. You
will be able to access the document in its entirety at the Kansas State Department of
Education (Handbook is out of date and is no longer available online)
Permission granted for use by Bruce Passman,
State Director, Kansas State Department of Education 120 S.E. 10th Avenue, Topeka, Kansas
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you have found to add to A Different Place. Thanks for visiting.
Do you have any questions? Comments?
E-mail Nancy Bosch
firstname.lastname@example.org, web editor
09/19/08 01:36 PM
Copyright © 1997-2008 Nancy Bosch
Practices for Gifted Education in Kansas")
The Broken Arrow Enhanced Learning Center