DESIGNING ASSESSMENTS FOR GIFTED STUDENTS 2 Outcomes

DESIGNING ASSESSMENTS FOR GIFTED STUDENTS

2 Outcomes Participants will be able to: v Understand the role of alternative assessments in gauging gifted students’ learning v Apply criteria to execute the design process v Design alternative assessments

Why Do We Assess? 3 v To plan future instruction v To provide feedback on current levels of performance v To identify strengths and weaknesses in learning profiles that might impact program development and placement

Research 4 v Gifted students’ gains on curriculum assessment tools have demonstrated significance and importance across subjects and researchers v Curriculum-based assessment provides authentic assessment of the gifted

Research (cont. ) 5 v Curriculum-based assessment demonstrates important gains for low income and minority students v Curriculum-based assessment results mirror gains shown on more standardized measures, but at a deeper level for classroom instruction

Issues of Learning Assessments 6 v Need for above-level measures to assess authentic learning v The match between program emphases and assessment tools v Use of assessments that tap into complex behaviors

Overview of Learning Assessment Issues (cont. ) 7 A strong system of assessment for gifted learners includes identification, intervention, and assessment of learning linked together and established at the front end of program design and development.

Types of Alternative Assessments for the Gifted 8 v Performance-based (including product assessment measures) v Portfolios v Above-level standardized assessments

The Context of Using Curriculum-Based Assessments 9 v Curriculum design v Assessing content aptitude v Assessing gifted student growth to demonstrate program credibility

Performance-Based Assessments 10 v Demonstrate higher level learning v Require effort to complete, using open-ended tasks or projects v May be written, oral, or graphic v May be timed or untimed

Sample Assessment #1 11 Outcome: Students will be able to analyze the contributions of specific scientists to our understanding of atomic theory. Assessment: Create a timeline of ideas and how they built on each other related to atomic theory. Situate the ideas in relationship to a particular scientist, culture, and timeframe. Articulate your understanding of theory in a short report.

Sample Assessment #2 12 Outcome: Students will be able to draw appropriate inferences from a set of data. Assessment: Provide data on the last three years of unemployment in three sectors of the economy. Ask students to infer what the data means for these areas of employment in the future, for career preparation, and for the economy in general.

Features of Performance. Based Assessment 13 v Emphasis on thinking and problem solving, not prior learning v Above-level/advanced v Open-ended v Use of manipulatives v Emphasis on articulation of thinking processes

Creating Rubrics 14 v Link dimensions of the rubric to desired curriculum outcomes v Keep the rubric simple and focused on the most important dimensions of learning v Establish validity and inter-rater reliability of the scale v Have students self-assess, using the rubric

Components of a Rubric 15 v Criteria or dimensions (Valued learning emphases) v Levels and range of performance (Types of performance and scaled point values) v Descriptions of levels (What is a 1, 2, 3, 4, and 5? )

Product Rubric 16 Critical Dimensions: (strong, satisfactory, poor) Organization Content Creativity Choice of Form Point Values: 5–Very strong and effective ______ 4–Strong and effective use of _________ 3–Satisfactory evidence of __________ 2–Limited evidence of _________ 1–No evidence of _________

Levels of Performance Categories 17 v Frequency (always, usually, sometimes, rarely, never) v Independence (independently, minimal assistance, moderate assistance, considerable assistance, tutorial) v Growth (very strong improvement, some…, little…, no…) v Standards-based (advanced, proficient, basic)

Application Activity 18 What are three most important criteria you would use to judge teaching effectiveness? What type of scale and levels of performance are most appropriate? What are descriptors for each scale rating point?

Product Assessment 19 Learning goals that require sophisticated understanding of knowledge and high-level skills to execute, require the use of assessments that account for such learning. Only creative products and performance measures can tap into this level of learning.

Creative Product Assessment Questions 20 v Does the product solve the problem? Persuade others? (effectiveness) v Is the product novel, ethical, and outstanding for its type? (quality) v Does the product reflect the use of requisite skills and understandings of the subject(s)? (productspecific emphases) v Was the process of creation efficient, purposeful, and self-reflective? (process)

Research Product Evaluation 21 Use the scale to rate each quality: 2=poor 4=needs improvement 6=satisfactory 8=good 10=excellent 1. The issue and problem are clearly defined. 2 4 6 8 10 2. Sources are diverse. 2 4 6 8 10 3. Literature sources are summarized. 2 4 6 8 10 4. Interview or survey questions are included. 2 4 6 8 10 5. Interviews and/or surveys are summarized. 2 4 6 8 10 6. Results are reported appropriately. 2 4 6 8 10

Research Product Evaluation (cont. ) 22 7. Interpretation of data was appropriate. 2 4 6 8 10 8. Implications were drawn from the data. 2 4 6 8 10 9. Given the data, reasonable conclusions were stated. 2 4 6 8 10 10. The project/paper/report was mechanically competent. 2 4 6 8 10 11. Strength of the project: 12. Areas for improvement:

Questions for Developers to Ask 23 v What important content ideas does the assessment tap into? v How can responses inform teaching? v How is the assessment multi-modal and fluent? v How does the assessment fit with learning goals and other assessments?

Sample Performance-Based Assessments 24 Subject Area: Language Arts Curriculum Outcomes: Students will be able to use language and visual images for persuasion. Performance-Based Assessment Task Demand: Design an advertisement for a company product that targets a given audience through a given publication outlet. Select the product, audience, and publication outlet from the choices or create your own. Explain the process of design and the choices you made in creating the advertisement.

Product Specification Options 25 Company Products: a new hand lotion, a new car, a redesigned cereal, or product of your choice Audience Profiles: teenagers, young professionals, or people over fifty years of age Publication Types: popular magazine, news magazine, or publication of your choice

Rubric Dimensions 26 v Product emphases for persuasion v Creativity and innovativeness v Effectiveness of the product based on audience and publication outlet v Soundness of design processes employed

Sample Performance-Based Assessment #2 27 Subject Area: Physics Curriculum Outcomes: Students will solve new problems using principles of motion. Performance-Based Assessment Task Demand: You are approaching an intersection where the light has turned yellow. You need to decide whether to stop or go through the light. What should you do? Analyze duration of the yellow light at a given location, minimum speed necessary to go through the light safely, and distance to be traversed. Explain the assumptions you make to solve the problem, outline the steps taken, including measurements, and present your solution using graphical representations.

Rubric Dimensions 28 v Validity of the assumptions v Processes used to solve the problem v Clarity of the solution’s representation v Explanation of the solution

Sample Performance-Based Assessment #3 29 Subject Area: Economics Curriculum Outcomes: Students will be able to understand economic globalization. Performance-Based Assessment Task Demand: Why did Kazakhstan agree to form a customs union with Russia and Belarus? What were the arguments pro and con for such a decision? From a nationalistic perspective, why would you not support the proposal? Cite reasons.

Rubric Dimensions 30 v Depth of analysis v Ability to substantiate arguments v Ability to understand the complexity of making change in the real world

Sample Performance-Based Assessment #4 31 Subject Area: Geography Curriculum Outcomes: Define and illustrate ecological footprints and their impact. Performance-Based Assessment Task Demand: Design a storyboard or poster to demonstrate three examples of ecological footprints and their impact on Kazakhstan. Compare your examples to those in Russia. Why did you select the examples you did? Explain your thinking.

Rubric Dimensions 32 v Aptness of footprints and impacts selected v Soundness of the rationale provided v Creativity and innovation of the presentation of the product

Performance-Based Measures 33 v The Fowler Test (Design an experiment based on a question. ) v Writing prompt (e. g. , Should this book X be required reading for your grade level? ) v Literary analysis (e. g. , Provide a passage or short piece and ask students to interpret. ) v Math (Use Math Olympiad problem sets to determine level. )

Sample in Science: Pre-Test 34 How would you do a fair test of this question: Are earthworms attracted to light? Tell how you would test this question. Be as scientific as you can as you write about your test. Write down the steps you would take to find out if earthworms like light.

Pre-Test Response 35 First, I would put some earthworms in a container. There would be lights and some dirt. I would put several different earthworms in it. If more earthworms like the light, then that would be right. If more didn’t like the light, then that would be right. I would try this with about seven groups and decide if they like the light.

Sample in Science: Post-Test 36 How would you do a fair test of this question: Are bees attracted to diet cola? Tell how you would test this question. Be as scientific as you can as you write about your test. Write down the steps you would take to find out if bees like diet cola.

Post-Test Response 37 Materials: Diet Cola, 3 large containers, 3 small containers, 6 bees. Hypothesis: If you give bees diet cola, then they will be attracted to it. Gather 6 bees, diet cola, 3 large containers, 3 small containers. Put 2 bees in each large container. Pour 5 ml of diet cola in each small container. Set the small container of diet cola in each large container that has bees in it. Watch and observe to see if the bees are attracted to the diet cola. You should use a chart to record if the bees like diet cola.

Post-Test Response (cont. ) 38 Bees 1. 2. 3. 4. 5. 6. If They are Attracted to Diet Cola

Rubric 39

Product Assessment 40 Only through challenging performance tasks do gifted learners have the opportunity to reveal their intellectual capacity, energy and effort, and their true level of learning.

41 A resource to help with design, development, and implementation of assessments for the gifted: Van. Tassel-Baska, J. ed. (2007) Alternative assessments with gifted and talented students. Waco, TX: Prufrock Press.

42 Session Reflection What are the strengths of using a Curriculum. Based Assessment approach to assessing gifted student learning? What are problems and issues with doing so? What questions do you have about the development and implementation of Curriculum-Based Assessments?