Descriptive Statements:
- Demonstrate knowledge of the characteristics, uses, and limitations of various types
of formal and informal assessments in different domains that are used to identify
students who are gifted and talented and to document academic growth.
- Apply knowledge of nonbiased and equitable processes and procedures for identifying
and placing students who are gifted and talented.
- Demonstrate knowledge of the importance of using multiple methods of assessment
and data sources for making educational decisions and the importance of aligning
assessment with programming.
- Apply knowledge of processes for selecting and administering technically sound qualitative
and quantitative assessments that measure diverse abilities, talents, and strengths;
and of how to ensure that the assessments used in the identification and evaluation
processes are appropriate for each instrument's purpose, allow for above-grade-level
performance, and allow for diverse perspectives.
- Apply knowledge of how to develop and use a variety of differentiated assessments
to measure the progress of students who are gifted and talented.
Sample Item:
Bonita is a kindergarten student who has been reading since she was three years
old. Her parents are concerned that she will not be challenged in her kindergarten
class during reading instruction. Which of the following types of assessment would
be the gifted education teacher's best first step?
- testing Bonita's reading skills using above-grade-level texts and formative assessments
- having the school's reading specialist observe and assess Bonita's reading ability
in class
- requesting an overall evaluation of Bonita's IQ before taking further action on
her reading
- performing a miscue analysis while Bonita reads to assess accuracy and comprehension
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. Informal assessment of Bonita's reading skills using above-grade-level
texts, reading program assessments, or formative assessments is an effective way
for the teacher of a gifted and talented student to gauge reading level and comprehension
skills. It is important to remember that a highly or profoundly gifted child may
be able to read several years above grade-level. Assessment using above-grade-level
texts will provide the teacher with the student's level of aptitude for higher level
decoding skills together with comprehension of text and vocabulary. Differentiation
of instruction for Bonita can then be designed for her specific strengths and weaknesses.
Descriptive Statements:
- Apply knowledge of how to interpret information from formal and informal assessments
in various domains and communicate this information to students with gifts and talents,
their parents/guardians, general education teachers, and other staff members involved
in developing and implementing differentiated instructional plans for students with
gifts and talents
- Interpret qualitative and quantitative information to develop a profile of the strengths
and weaknesses of a given student with gifts and talents in order to plan appropriate
curriculum, instruction, and accommodations.
- Recognize the importance of using a balanced assessment system (i.e., pre-assessment,
formative assessment, summative assessment) to identify students' needs, develop
differentiated instructional plans, and adjust instructional plans using progress
monitoring over time.
- Apply knowledge of how to use assessment results to develop differentiated instructional
plans for students who are gifted and talented.
Sample Item:
Eighth-grade science students will be studying Newton's three laws of motion. Two
students in the class who are also in the gifted education program have experience
with this topic. The gifted education teacher is collaborating with the classroom
teacher to modify existing instructional plans to better promote the learning needs
of the students who are gifted and talented while maintaining their involvement
in the activity. To develop differentiated instructional plans for these students,
the gifted education teacher should first:
- collaborate with the students who are gifted and talented in designing a timeframe
that will guide their learning.
- pre-assess the background knowledge of the students who are gifted and talented
relevant to the topic to identify and integrate appropriate extension activities
during the unit.
- notify the parents/guardians of the students who are gifted and talented about adjustments
being made to the instructional plans.
- establish a plan that will enable the students who are gifted and talented to complete
individualized projects of their own choosing as extension activities.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. All teachers are better able to differentiate instruction by pre-assessing
the existing knowledge of the students so that instruction is appropriately challenging
and meets academic benchmarks. In this example, since the gifted education teacher
is collaborating with the general education teacher to develop a differentiated
plan, an informal pre-assessment could be tailored to identify the extent of the
students' content knowledge so as to inform instruction as well as plan differentiated
extension opportunities.
Descriptive Statements:
- Apply knowledge of strategies for establishing comprehensive, cohesive, and ongoing
procedures for identifying and serving students with gifts and talents.
- Apply knowledge of strategies for collaborating with students who are gifted and
talented, their families, general and special education teachers, administrators,
other school staff members, and district policy makers to plan, articulate, develop,
and implement a comprehensive and coordinated elementary through secondary gifted
education program.
- Apply knowledge of strategies for collaborating with school counselors or other
professionals to implement a curriculum scope and sequence that addresses personal
and social awareness and adjustment, academic planning, vocational and career awareness,
and college and career guidance that is consistent with students' strengths, interests,
goals, and values.
- Apply knowledge of a variety of research-based and evidence-based gifted programming
options that enhance performance in cognitive and affective areas, including multiple
alternative approaches to accelerate learning, enrichment options to extend and
deepen learning opportunities within and outside the school setting, multiple types
of grouping options, individualized learning options, and uses of technology to
enhance access to high-level programming.
- Demonstrate knowledge of the importance of creating and following policies and procedures
to guide and sustain all components of a gifted education program that is built
on a research-based and evidence-based foundation.
- Demonstrate knowledge of strategies and procedures for evaluating gifted programming,
including using multiple indicators that measure mastery of content, higher-level
thinking skills, achievement in specific program areas, and affective growth; assessing
the quantity, quality, and appropriateness of gifted programming and services by
disaggregating assessment data and yearly progress data and making the results public;
and making sure the evaluation plan is purposeful and evaluates how student-level
outcomes are influenced by one or more components of gifted education.
Sample Item:
Eight-year-old Stephen lives in a socioeconomically diverse area. He is profoundly
gifted in mathematics and has exhausted the resources of the local elementary, middle,
and high schools. He is two years above grade-level in science and English language
arts, both of which he takes with the fifth-grade class. He is socially reticent
and uncomfortable with athletic activities. Which of the following strategies would
be most appropriate for the school district's gifted education specialist to propose
to address Stephen's needs at this time?
- following his curiosity where it leads by doing an unstructured independent study
in mathematics
- stretching his mathematical skills by taking a physics class at the local high school
- taking a break from formal mathematics instruction in favor of activities developing
his social skills
- advancing his mathematics skills using online course materials under the supervision
of a teacher
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. An elementary school child who is profoundly gifted in mathematics and
has exhausted all relevant local resources must, first and foremost, have his educational
needs met in an appropriate way. Online instruction with active teacher supervision
provides opportunity and ongoing academic guidance as well as personal interaction
and support. Social reticence and a lack of interest in sports are aspects of Stephen's
personality at this stage in his development, not areas of need to be addressed
by the gifted education specialist.
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