What
role does assessment play in providing rigor and challenge for gifted learners? In what ways can data best contribute to the teaching and learning of gifted students?
The purpose of assessment is to gather information that guides
instruction and benefits the student.
By varying forms of assessment, it is easier to identify specific
educational needs for gifted students.
When using traditional assessments like tests or quizzes, I incorporate
open-ended questions and higher-level questions. Other assessments that we use in our class
include technology-based assessments, research projects, choice
boards/tic-tac-toe boards, journal entries in their interactive student
notebooks, foldables, graphic organizers, tickets-out-the-door, formative
assessments such as “thumbs up” or whiteboard “Show What You Know,” and student
choice to exhibit their creativity. We
are constantly assessing, whether it be formally or informally. Pre-assessments are extremely crucial when
customizing instruction and for making modifications for gifted students. In our class, we use technology such as Kahoot
or Padlet to quickly assess the students’ understanding. The students also take ownership in their own
learning through various self-assessments such as rubrics, journal responses,
questionaires, and checklists.
To
establish and encourage rigorous assessments for the gifted learner, high expectations
from the student and the teacher are essential.
In my experience, gifted students respond more positively to high
expectations when they find value in the tasks they are completing. I feel that motivation and engagement are
linked together, and are critical in developing successful students. By incorporating authentic assessments linked
to the students’ interests, student motivation and engagement increases. In addition to high expectations, gifted
students need encouragement to help them fulfill these expectations. A sense of belonging and a respectful
environment are essential for gifted learners to succeed. When the students know you care about them
and respect them, they are more apt to take risks and be passionate about their
choices.
Student
choice is a powerful motivator for the gifted learner. To maintain opportunities for rigor, gifted
students must be given the opportunity to help design the content or process
and product rather than just completing a teacher-created assignment. In our classroom, students are given the
opportunity to explore their own interests through inquiry-based
projects. By choosing topics that
interest them, the gifted students delve into their activitiess with greater
complexity and depth.
Additionally,
in our classroom, I constantly assess the students informally through class
discussions that center around questioning, with a focus on higher-level
thinking skills. While utilizing
question stems from Bloom’s Taxonomy is important for all students, it is
especially critical to implement a class atmosphere for gifted students wherein constant high-level
questioning occurs. The complexity of
high-level thinking should be raised for gifted learners and questions should
be relevant to real world situations to challenge them.
By
implementing more complex forms of assessment that challenge gifted students to
think and demonstrate a deeper understanding, rigor is increased. Beyond the simple recalling of answers, more
complex assessments evoke answers that are beyond grade level. Assessments that we use in our class include
inquiry-based projects, individual and group activities that encourage
creativity and greater depth. Students
also create journal entries, detailed graphic organizers and foldables to
demonstrate their knowledge. Many of the
assignments, such as their choice boards, encourage student choice of
assessment.
Data can
best contribute to the teaching and learning of gifted students through
utilizing assorted forms of assessments.
By assessing gifted students in different ways, a more comprehensive
instructional plan can be developed based on their individual needs. Data that identifies their depth of
understanding, their interests, their creativity, and their strengths and
weaknesses through diverse forms of assessment is essential in differentiating
the curriculum for gifted students.
Campbell, D. (2000). Authentic
Assessment and Authentic Standards. Phi Delta Kappan, 405-407.
Kingore, B. (Winter
2011). Differentiating Instruction to Promote Rigor and Engagement for Advanced
and Gifted Students. Tempo, XXXI (3), 9-15.
Tomlinson, C. (1997). It Means to Teach
Gifted Learners Well. Instructional Leader. Retrieved April 18, 2015, from
http://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well
