Role of Assessment In Providing Rigor For Gifted Learners

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.

Kelly, Deirdre (September, 2011).  Differentiating Instruction for Gifted Learners: A Resource for Classroom Teachers, Lake Sybelia Elementary

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