Assessment forGifted and

Talented Student Learning

Joyce VanTassel-BaskaJody and Layton Smith

Professor Emerita College of William and

Mary

June, 2011

Why Do We Assess? To plan future instruction To provide feedback on current levels

of performance To identify strengths and weaknesses

in learning profiles that might impact program development and placement

Overview of Learning Assessment Issues

Need for off-level measures to assess authentic learning

The match between program emphases and assessment tools

Use of assessments that tap into complex behaviors

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.

VanTassel-Baska, 2007

Types of Alternative Assessments for the gifted

Performance-based (including product assessment measures)

Portfolios

Off-level standardized assessments

Design MattersDesign curriculum goals,

outcomes, activities, choice of materials, and

assessments in relevant curriculum areas for the

gifted.

CURRICULUM DESIGN

1Learner Characteristics

& Needs

2Curriculum Goals

3Outcomes/Objectives

4Activities/Task

Demands/Questions5

Teaching-LearningStrategies

6Materials &Resources

7Assessment of

Outcomes

8Evaluation of

Curriculum/Revision

VanTassel-Baska, 2003

Sample Goals To develop critical thinking To develop creative thinking To develop self efficacy To promote conceptual development To accelerate curriculum in relevant

ways To promote career development

Outcomes Are derived from goals and serve to

interpret them Are measurable Are multiple (3 or more) Are often linked to models

Sample curriculum goal:• To develop critical thinking

Sample outcomes and objectives• Analyze different points of view on a given

issue• Draw appropriate inferences, given a set of

data• Forecast consequences and implications of

a given decision or action

Creating task demands Tasks define the meaning of the

outcome. Tasks should demonstrate specific

features of differentiation. Tasks should also respond to the core

standard elements in a relevant subject.

Sample Tasks

Read Moliere’s The Misanthrope and discuss the following questions:• What characterizes a misanthrope? • How does Moliere satirize the character?• How is this play similar to others by Moliere?***************************************************Using the following criteria, create a model of an aquarium andexplain its make-up:• Specifications of tank size• Number and type of fish and plants• Light & water filtration system• Setting• What variables are most important to consider in constructing your aquarium. Why?• How would you describe your aquarium as a living system?

A Sample Task Demand Incorporating Multiple Standards Across Content

Areas

Ask students to design an experiment to test a question of interest to them:Examples: A. Do people prefer Product X over Product Y? B. Are ants attracted to sugar? C. Are girls more addicted to computers than boys?A research report must be prepared and presented, using technology applications. Be sure to address your hypothesis,your data collection techniques, appropriate data tables, your conclusions, and your implications of the findings based on your original question.

PBA Learning Assessments Demonstrate higher level learning

Require effort to complete, using open-ended tasks or projects

May be written, oral, or graphic

May be timed or untimed

Sample AssessmentOutcome: Analyze different points of view on a given issue

or topicAssessment: Given the issue of human cloning, identify three

different stakeholders in society who would have different perspectives on this issue. Summarize each of their perspectives in a paragraph.

Sample Assessment #2Outcome: 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 mean for these areas of employment in the future, for career preparation, and for the economy in general.

Activity #1 Choose one of the following

outcomes and create a PBA for it:Students will be able to:

--Analyze causes and effects of war

--Evaluate the effectiveness of an author’s style

--Synthesize multiple ways of solving scientific problems

Features of Performance Based Assessment

Emphasis on thinking and problem solving, not prior learning

Off-level/advanced Open-ended Use of manipulatives Emphasis on articulation of thinking

processes

Sample Verbal ItemYear Round School

Think of all of the positive and negative effects of the following situation, and record them in the chart below:

Situation: You have been told that your school will go on a year-round schedule next year.

Positive Effect Negative Effect

Choose one positive effect and explain your thinking about why it would be positive. ___________________________________________________________________________________________________________________

Sample Nonverbal ItemHalf Squares

Use the squares below to show all of the ways you can think of to shade half of the square. Draw more squares if you need them.

4 3 2 1 0

4 or more points including 4 different methods.

At least 3 points including 3 different methods.

At least 2 points including 2 different methods.

Only one method of dividing is used (diagonal or horizontal/vertical).

No response.

Example methods: diagonal cut, vertical cut, alternating strips, alternating quarter blocks, triangles, etc.

Creating Rubrics Link dimensions of the rubric to

curriculum outcomes desired. Keep the rubric simple and focused on

the most important dimensions of learning.

Establish validity and interrater reliability of the scale.

Have students self-assess, using the rubric.

Components of a Rubric Criteria or dimensions (Valued learning emphases) Levels and range of performance ( Types of performance and

scaled point values)

Descriptions of levels ( What is a 1, 2, and 3?)

Product RubricCriterial

Dimensions: (strong, satisfactory, poor)

OrganizationContentCreativityChoice of form

Point values:5—Very strong and

effective _________4—Strong and

effective use of ______

3—Satisfactory evidence of ____

2—Limited evidence __

1—No evidence of ____

Levels of Performance Categories Frequency

(Always, usually, sometimes, rarely, never)

Independence (Independently, minimal assistance, moderate assistance, considerable assistance, tutorial)

Growth (Very strong improvement, strong improvement, some…, little…, no…)

Standards-based (Advanced, proficient, basic)

Application ActivityWhat are the 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?

Create a humorous title for the following picture and

describe what is happening.

Humor Create an apt title for the picture and

write a description of what it depicts.

Task II Create a rubric to judge responses.

Name the dimensions you will judge, the levels of performance, and how you would describe each.

What is Differentiation?

The process of differentiation is the deliberate adaptation and modification of the curriculum, instructional processes, and assessments to respond to the needs of gifted learners.

Product AssessmentLearning 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.

--Renzulli & Callahan, 2008

Creative Product Assessment Questions

Does the product solve the problem? Persuade others? (effectiveness)

Is the product novel, ethical, and outstanding for its type? (quality)

Does the product reflect the use of requisite skills and understandings of the subject(s)? (product-specific emphases)

Was the process of creation efficient, purposeful, and self-reflective? (process)

Advances content understanding Teaches higher level skills of cognition and

metacognition May be group or individual Requires written and oral outcomes May be short term or long term (1 week/1

semester) Is assessed by rating of skills employed

and quality of the product

Student Products as Assessments – Designing Meaningful Project Work

Over the years there have been many ways to preserve memories, or to keep important things from being forgotten. Brainstorm some of the ways people preserve memories. How many can you think of? Which of these ways require technology such as electricity? Divide your list into two groups – traditional methods that do not depend on technology and modern methods that use technology. What are the advantages and disadvantages of each type?

Choose a point of view about the best ways to preserve memories. Do some research to support your point of view. Your research might include library materials, interviews, or a poll.

Later in this unit you will write a short paper (1-2 pages) and give a two-minute presentation on your point of view, supported by your findings.

Journeys and Destinations, Grades 2-3

Product Example Language Arts

Use the following 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

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

Strengths of the project:Areas for improvement:

Research Product Evaluation

Questions for developers to ask What important content ideas does

the assessment tap into? How can responses inform teaching? How is the assessment multi-modal

and fluent? How does the assessment fit with

learning goals and other assessments?

Sample Performance-based Assessments

Subject: Language Arts Curricular Outcomes: Using language and visual images for persuasion

Performance-based assessment task demand:Design an advertisement for a company product

that will target a given audience through a given publication outlet. Select the product, audience, and publication outlet from the following choices or create your own. Explain the process of design and the choices you made in creating the ad.

Product Specification Options

Company Products: a new hand lotion, a new car, or a

redesigned cereal or one of your choice

Audience profiles:teenagers, young professionals, or people over 50

Publication types:popular magazine, news magazine, or The Strait Times or one of your choice

Rubric dimensions

Product emphases for persuasion Creativity and innovativeness Effectiveness of the product based on

audience and publication outlet Soundness of design processes

employed

Sample PBA #2Subject: Physics Curriculum Outcome: Solve new

problems using principles of motion.Task demand: You are approaching an intersection

where the light has turned amber. 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 asumptions you make to solve the problem, outline the steps taken, including measurements, and present your solution using graphical representations.

Rubric Dimensions Validity of the assumptions Processes used to solve the problem Clarity of the representation to solve

the problem Explanation of the solution

Sample PBA #3Subject: Economics Curricular

Outcome: Understand economic globalization

Task Demand:Why did Singapore propose to form the

ASEAN Common Market by 2015? What are the arguments pro and con for such a proposal? From a nationalistic perspective why would you not support the proposal? Cite reasons.

Rubric Dimensions Depth of analysis Ability to substantiate arguments Ability to understand the complexity

of making change in the real world

Sample PBA #4Subject: Geography Curriculum

outcome:Define and illustrate ecological footprints

and their impact.Task demand: Design a story board or

poster to demonstrate three examples of ecological footprints and their impact on Singapore. Compare your examples to those in China. Why did you select the examples you did? Explain your thinking.

Rubric Dimensions Aptness of footprints and impacts

selected Soundness of the rationale provided Creativity and innovation of the

presentation of the product

Your turn… Create an alternative assessment in

your subject area that meets the following criteria:

-advanced/off-level -requires higher level thinking -requires higher level problem-

solving -is open-ended -allows for student choice

Generic assessments and rubrics to use in gifted programs:

Persuasive writing

Scientific research design

Performance-based Measures The Fowler Test (Design an

experiment, based on a question) Writing prompt (eg. Should this Book

X be required reading for your grade level?)

Math (Use Math Olympiad problem sets to determine level)

AP Exams and IB Exams

Writing assessment follows literature assessment and discussion of selection.

Prompt asks students to argue for or against requiring the literature selection to be read.

Rubric rates claim (0-6 points), data (0-8 points), warrant/elaboration (0-8 points), and conclusion (0-6 points) for total possible score of 28 (based on Burkhalter, 1995).

Sample for writing: Assessment for Persuasive Writing

Persuasive Writing Scoring Rubric Claim or Opinion: 0 No clear position exists on the writer’s assertion, preference, or view, and context

does not help to clarify it. 2 Yes/no alone or writer’s position is poorly formulated, but reader is reasonably sure

what the paper is about based on context. 4 meets expectations: A clear topic sentence exists, and the reader is reasonably

sure what the paper is about based on the strength of the topic sentence alone.

6 exceeds expectations: A very clear, concise position is given and position is elaborated with reference to reasons;

multiple sentences are used to form the claim. Must include details that explain the context.

Data or Supporting Points 0 No reasons are offered that are relevant to the claim. 2 One or two weak reasons are offered; the reasons are relevant to the claim. 4 At least two strong reasons are offered that are relevant to the claim. 6 meets expectations: At least three reasons are offered that are relevant to the

claim. 8 exceeds expectations: At least three reasons are offered that are also accurate,

convincing, and distinct. Elaboration 0 No elaboration is provided. 2 An attempt is made to elaborate at least one reason. 4 More than one reason is supported with relevant details. 6 meets expectations: Each reason (3) is supported with relevant information that is

clearly connected to the claim. 8 exceeds expectations: The writer explains all reasons in a very effective,

convincing, multi-paragraph structure. Conclusion 0 No conclusion/closing sentence is provided. 2 A conclusion/closing sentence is provided. 4 meets expectations: A conclusion is provided that revisits the main ideas. 6 exceeds expectations: A strong concluding paragraph is provided that revisits and

summarizes main ideas.

Rubric *

Kids should say “no” to drugs for a lot of important reasons. First, drugs are dangerous to the person who takes the drug and to others. If you take drugs, you might get really sick or even die. Plus, you might hurt somebody else while you’re on drugs and not even know it. Another reason is that drugs are expensive. Once you start buying drugs and us up all your money, you might even start stealing to get money to buy more drugs. My last reason is that once you start taking drugs, you might not be able to stop even if you want to. These are all the good reasons why kids should say “No” to drugs.• From Autobiographies (Wm. & Mary Unit)

What do you think? Use the rubric to evaluate this writing.

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.

Sample in science: Pre-Test

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 than that would be right. If more didn’t like the light than that would be right. I would try this with about seven groups and decide if they like the light.

Pre-test Response

Performance-based Measures The Fowler Test (Design an experiment,

based on a question) Writing prompt (eg. Should this Book X

be required reading for your grade level?) Literary analysis (eg. Provide a passage

or short piece and ask students to interpret)

Math (Use Math Olympiad problem sets to determine level)

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

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.

1. Gather 6 bees, diet cola, 3 large containers, 3 small containers.

2. Put 2 bees in each large container.

3. Pour 5 ml of diet cola in each small container.

4. Set the small container of diet cola in each large container that has bees in it.

5. Watch and observe to see if the bees are attached to the diet cola.

6. You should record if the bees like diet cola on a chart like below.

Bees If they are attracted to Diet Cola

1.2.3.4.5.6.

Post-Test Response

Rubric

Pre Post

plans for SAFETY

states PROBLEM or QUESTION

gives HYPOTHESIS

lists STEPS (3+)

arranges steps in SEQUENTIAL ORDER

lists MATERIALS

plans to REPEAT TESTING

DEFINES TERMS

plans for OBSERVATION

plans for MEASUREMENT

plans for DATA COLLECTION

plans for INTERPRETING DATA

plans to make CONCLUSION BASED ON DATA

plans to CONTROL VARIABLES:

Types of student learning assessments for gifted programs

Type of assessment Application / purpose Use in gifted programs

Standardized achievement tests (on-level)

Mastery-oriented To assess current levels of mastery and ensure reasonable growth

Standardized achievement tests (off-level)

Mastery-oriented To assess “real” gifted student achievement in an area

Advanced placement / international baccalaureate (secondary)

Advanced mastery in subject areas

To assess levels of gifted students’ advanced learning

Performance-based (all levels)

Pre-post or time series To assess short-term growth in advanced skills and processes

Product-based (all levels) Pre-post over multiple years To assess enhancement of research and problem solving skills

Portfolios (all levels) Evolving competencies-based

To assess the process of learning as it unfolds in key dimensions

VanTassel-Baska, J. & Feng, A. (2004).

Implications for School Leaders Encourage the development of authentic

assessments to judge student level of functioning in subjects and across subjects.

Provide professional development on assessment protocols used in the program within departments.

Collect longitudinal data on learning gains across years on these types of assessments.

Reflection What are the strengths of using a

PBA approach to assessing gifted student learning?

What are the problems and issues with doing so?

What questions do you have about the development and implementation of PBA?

Performance-based Assessment

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.

--VanTassel-Baska, 2008