Pub Date : 2021-09-03DOI: 10.4324/9781003232988-12
S. Johnsen
Assessment is defined as the process ol gathering and organizing information about student work from a variety ol sources for the purpose ot making sound educational decisions. According to the National Academies, assessment rests on three connected and interrelated pillars: cognition, observation, and interpretation (Pellegrino, Chudowsky, & Glaser, 2001). The first pillar, cognition, focuses on the knowledge and competence that a student has in a particular domain. The domain is defined by standards-based curriculum that is implemented across contexts. What does the student know and how is that knowledge represented? The second pillar involves the teacher's ability to create tasks and situations that provide observation opportunities in the classroom and in other settings for the students to exhibit their knowledge and competence. In what ways and in what contexts do the students demonstrate their understanding? Third, the teacher and/or the students make interpretations based upon observations of the performance evidence and review ol the products. What is the quality ol the work and to what degree have the students met the standards? Moreover, the Academies emphasize the importance ol involving the student in the assessment process: "Students learn more it instruction and assessment are integrally related. In the classroom, provid 228ing students with information about particular qualities oi their work and about what they can do to improve is crucial for maximizing learning" (Pellegrino et al., 2001, p. 8).
评估被定义为从各种来源收集和组织有关学生作业的信息，以做出合理的教育决策的过程。根据美国国家科学院的说法，评估基于三个相互联系和相互关联的支柱:认知、观察和解释(Pellegrino, Chudowsky， & Glaser, 2001)。第一个支柱是认知，关注的是学生在某一特定领域的知识和能力。领域是由跨上下文实现的基于标准的课程定义的。学生知道什么?这些知识是如何表达的?第二个支柱涉及教师创造任务和情境的能力，这些任务和情境为学生在课堂和其他环境中提供观察机会，以展示他们的知识和能力。学生在什么情况下以什么方式表达他们的理解?第三，教师和/或学生根据对绩效证据的观察和对产品的审查进行解释。工作的质量如何?学生达到标准的程度如何?此外，学院还强调让学生参与评估过程的重要性:“如果教学和评估是紧密相关的，学生就能学得更多。在课堂上，向学生提供有关他们工作中特定品质的信息，以及他们可以做些什么来改进，这对于最大限度地提高学习效果至关重要”(Pellegrino et al.， 2001, p. 8)。
{"title":"Portfolio Assessment of Gifted Students","authors":"S. Johnsen","doi":"10.4324/9781003232988-12","DOIUrl":"https://doi.org/10.4324/9781003232988-12","url":null,"abstract":"Assessment is defined as the process ol gathering and organizing information about student work from a variety ol sources for the purpose ot making sound educational decisions. According to the National Academies, assessment rests on three connected and interrelated pillars: cognition, observation, and interpretation (Pellegrino, Chudowsky, & Glaser, 2001). The first pillar, cognition, focuses on the knowledge and competence that a student has in a particular domain. The domain is defined by standards-based curriculum that is implemented across contexts. What does the student know and how is that knowledge represented? The second pillar involves the teacher's ability to create tasks and situations that provide observation opportunities in the classroom and in other settings for the students to exhibit their knowledge and competence. In what ways and in what contexts do the students demonstrate their understanding? Third, the teacher and/or the students make interpretations based upon observations of the performance evidence and review ol the products. What is the quality ol the work and to what degree have the students met the standards? Moreover, the Academies emphasize the importance ol involving the student in the assessment process: \"Students learn more it instruction and assessment are integrally related. In the classroom, provid\u0000228ing students with information about particular qualities oi their work and about what they can do to improve is crucial for maximizing learning\" (Pellegrino et al., 2001, p. 8).","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"123 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120968519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessing nontraditional students who come from culturally diverse backgrounds, low socioeconomic households, or who have limited English language proficiency has long been a concern in psychology and education (Bracken & McCallum, 1998; Ford, 1996; Ford & Harmon, 2001; McCallum, Bracken, & Wasserman, 2001). With an increasingly large and diverse student body in U.S. schools, there has been a corresponding press for equitable assessment and representative identification of ethnic and racial minority students for inclusion in special education programs, including programs for the gifted and talented. Additional efforts and new directions have been required to ensure that equitable assessment and identification practices are employed for all students in U.S. schools, especially for those nontraditional students who historically have been disenfranchised by the educational system. This chapter explores two innovative and promising strategies for accurately and representatively identifying diverse populations of students as gifted and talented, while reducing the sometimes biased overlays of language, culture, and poverty.
{"title":"Nontraditional Strategies for Identifying Nontraditional Gifted and Talented Students","authors":"B. Bracken","doi":"10.4324/9781003232988-2","DOIUrl":"https://doi.org/10.4324/9781003232988-2","url":null,"abstract":"Assessing nontraditional students who come from culturally diverse backgrounds, low socioeconomic households, or who have limited English language proficiency has long been a concern in psychology and education (Bracken & McCallum, 1998; Ford, 1996; Ford & Harmon, 2001; McCallum, Bracken, & Wasserman, 2001). With an increasingly large and diverse student body in U.S. schools, there has been a corresponding press for equitable assessment and representative identification of ethnic and racial minority students for inclusion in special education programs, including programs for the gifted and talented. Additional efforts and new directions have been required to ensure that equitable assessment and identification practices are employed for all students in U.S. schools, especially for those nontraditional students who historically have been disenfranchised by the educational system. This chapter explores two innovative and promising strategies for accurately and representatively identifying diverse populations of students as gifted and talented, while reducing the sometimes biased overlays of language, culture, and poverty.","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124893712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is great deal of concern and debate about the low performance of racially and linguistically diverse students— those of Black, Hispanic, and Native American descent—on standardized tests. Nowhere are the debates and controversies surrounding intelligence testing more prevalent than in gifted education and special education. These two educational fields rely extensively on tests to make educational and placement decisions. In gifted education, low test scores often prevent diverse students from being identified as gifted and receiving services; in special education, low test scores often result in the identification of these students as learning disabled, developmentally delayed, and so forth.
{"title":"Intelligence Testing and Cultural Diversity: The Need for Alternative Instruments, Policies, and Procedures","authors":"D. Ford","doi":"10.4324/9781003232988-6","DOIUrl":"https://doi.org/10.4324/9781003232988-6","url":null,"abstract":"There is great deal of concern and debate about the low performance of racially and linguistically diverse students— those of Black, Hispanic, and Native American descent—on standardized tests. Nowhere are the debates and controversies surrounding intelligence testing more prevalent than in gifted education and special education. These two educational fields rely extensively on tests to make educational and placement decisions. In gifted education, low test scores often prevent diverse students from being identified as gifted and receiving services; in special education, low test scores often result in the identification of these students as learning disabled, developmentally delayed, and so forth.","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133651774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Rainbow Project: Using a Psychological Theory of Giftedness to Improve the Identification of Gifted Children","authors":"R. Sternberg","doi":"10.4324/9781003232988-8","DOIUrl":"https://doi.org/10.4324/9781003232988-8","url":null,"abstract":"","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115436779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Value of Traditional Assessments as Approaches to Identifying Academically Gifted Students","authors":"N. Robinson","doi":"10.4324/9781003232988-9","DOIUrl":"https://doi.org/10.4324/9781003232988-9","url":null,"abstract":"","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127203955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An Overview of Alternative Assessment Measures for Gifted Learners and the Issues That Surround Their Use","authors":"J. Vantassel-Baska","doi":"10.4324/9781003232988-1","DOIUrl":"https://doi.org/10.4324/9781003232988-1","url":null,"abstract":"","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114919477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using Off-Level Testing and Assessment for Gifted and Talented Students","authors":"P. Olszewski-Kubilius, M. Kulieke","doi":"10.4324/9781003232988-5","DOIUrl":"https://doi.org/10.4324/9781003232988-5","url":null,"abstract":"","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"104 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122982318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.4324/9781003232988-15
J. Vantassel-Baska
{"title":"Epilogue: What Do We Know About Identifying and Assessing the Learning of Gifted Students?","authors":"J. Vantassel-Baska","doi":"10.4324/9781003232988-15","DOIUrl":"https://doi.org/10.4324/9781003232988-15","url":null,"abstract":"","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115476563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.4324/9781003232988-11
B. Cramond, Kyung H Kim
"Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand." Albert Einstein
{"title":"The Role of Creativity Tools and Measures in Assessing Potential and Growth","authors":"B. Cramond, Kyung H Kim","doi":"10.4324/9781003232988-11","DOIUrl":"https://doi.org/10.4324/9781003232988-11","url":null,"abstract":"\"Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.\" Albert Einstein","PeriodicalId":336702,"journal":{"name":"Alternative Assessments","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134078517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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