Assessment Models in Gifted Education

Assessment Models in Gifted Education formal paper

The formal paper should address, in essay form, all of the following components as listed below. The focus of the paper: addressing issues, policies and assessment practices that relate to current assessment models for addressing the social/emotional/cognitive needs of gifted and talented students. In order to write the formal paper (Assessment Models in Gifted Education).

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Suggested Reference:  Journal for the Education of Gifted Write your analysis paper of assessment models of gifted education to include the following subtopics:
1.Conduct a comprehensive review of at least one assessment model that you identify by name useful in improving instructional practices employed with gifted/talented learners and addressing socio-emotional needs (include the processes for screening, pre-referral, evaluation, eligibility determination, program planning, progress monitoring, and program evaluation).

2.a. Identify at least 3 ways to assess the developmental levels and potential achievement levels of gifted/talented/creative children and youth. 

b. Compare/Contrast a formal and an informal assessment measurement model for determining the social, emotional and cognitive development of the gifted. Name these 2 models. Dr. Holley Fall 2020EDUC 6272
7c. Describe how teachers of the gifted use at least 3 multiple assessment measures for selecting curricular programs that address affective needs for gifted/talented/creative learners.

3.Identify and describe the following 5 ways (a-e) to assure that schools do not fail their brightest students-as to gender, age, disability, culture, language, and exceptional abilities (as noted in Genius Denied). Relate these to.

a. Content related to broad-based issues, themes, and problems.

b. Integration of multiple disciplines into an area of study.

c. Comprehensive related and mutually reinforcing experiences within an area of study.

d. Complex, abstract, and higher-level thinking skills infused into the curriculum. Instructional intervention for gifted/talented children and youth to include:  motivation, ability grouping, inclusion, enrichment special classes, and acceleration.

4.a. Identify and discuss at least 3 legal and ethical concerns related to socio-emotional assessment models for the gifted/talented/creative learner. b. Name and describe at least 3 criteria useful for evaluating teacher-made curriculum-based assessment models for the gifted that include cognitive/affective/psycho-motor functions.

5.Explain how ecological inventories, portfolio assessments, and functional assessment models may be used to accommodate the unique abilities and needs of gifted/talented/creative learners

.6.Locate and identify an assessment model that addresses such variables as motivation, self-image, interpersonal skills and career options for gifted learners.

7.Explain how the teacher of the gifted can take into account the influence of diversity on assessment, eligibility, programming, and placement of gifted/talented/creative children and youth with diverse learning needs.

8.Write a description of Mensa (assessment results and implications) for explaining to general education teachers, other professionals, and parents.

9.a. Describe how the following 4 elements of creativity:  fluency, flexibility, originality, and elaboration may mask gifted identification. b. Discuss how “assessment serves instruction” in regards to gifted learners. c. Note how authentic/alternative/performance assessments such as logs, student interviews or conferences, checklists, or observation forms may be included as appropriate means of assessing the gifted learners’ performance. Explain how reading and applying points from Genius Denied result in increasing the teacher’s understanding of critical and creative thinking of bright youngsters concerning points 1-9 above. Each subtopic should be at least a page each. Cite all your sources

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