Assessments for Gifted

What gets measured gets done.

Questions to Consider

What are the goals of your unit? How can you measure growth before and

after for each of the overarching goals? How do the unit goals contribute to the

program goals over time?

Goals

Improve student critical thinking (program goal)

Provide advanced content and differentiated instruction (program goal)

Improve inquiry-based skills in science (unit or program goal)

Test of Critical Thinking (TCT) or curriculum-based pre-post measures

Classroom observations, evaluation of curriculum aligned with advanced standards, stakeholder perceptions

Performance-based pre/post assessment in science inquiry

Key Components of Assessments

Used to promote learningFrequent and on-goingBoth performance-based and

standardizedCriteria for judgment are well-defined

and used for instructionMATCHES INSTRUCTION

Key Definitions and Distinctions

Achievement is what or how much a student has learned by some point in time.

Learning is what or how much a student has learned over time.

Perseverance is the amount of time a student was willing to spend in learning; ‘motivation’ or desire to learn.

Performance-based v. Traditional Assessment Tasks

Performance-based Focus on thinking and

problem solving within a domain

Provide open-ended tasks that demand multiple resources

Require student articulation of solution process

Employ manipulative materials to promote solution finding

Assessed by a graduated rubric that allows for divergence in responses

Traditional Focus on content-specific

skills Provide close-ended tasks

that demand one correct response

Require limited student response

Employ paper and pencil means only to solve

Assessed by an answer sheet on a convergent response

Example Assessments

Performance-Based Writing Literary Analysis Science Experimentation

and Inquiry Research Concept (Content) Concept (Systems)

Traditional Test of Critical Thinking

(TCT) Out of level assessments State Assessment

Performance-Based Example

Should _______ be required reading for students in your grade?

Pre-Assessment

Persuasive Writing Pre-Assessment Student A, Grade 3

Yes, because a lot of people will understand it and it was a good story.

No, because some people might think I do not want to read this story.

Post-Assessment Persuasive Writing Post-Assessment Student A, Grade 3

Yes, I do think every kid in this grade should read The Miser. Because it might teach some kids to use what they have and not waste things. It would also tell kids to not attract other people. I would also tell children that you should think before you do something.

This story will help children in the third grade.

Pre-Assessment

Persuasive Writing Pre-Assessment Student B, Grade 3 Yes, I think the story The Wolf and the Lion

should be required reading for all the students. Why? It’s a great story with a very interesting topic. They could also learn from the story. Also they could get lots of interesting questions. That’s why I think 3rd grade students should read The Wolf and the Lion.

Post-Assessment Persuasive Writing Post-Assessment Student B, Grade 3

Yes, I think all the students in 3rd grade should read this book. It’s such an excellent moral.

One reason I think everyone in third grade should read The Miser is because it does teach a good lesson. It could help them learn that things they never use are worthless.

Another reason I think all the students in third grade should read this story is they use great, funny words. It basicly is a funny story. One of the parts I likes was “He pulled his hair out (not really). It would make our writing better.

Also, the students should read this because it’s similar to a true story. If you have a good, healthy body and you never use it, the muscles will be very weak, and you’ll miss out on a lot of things.

As you see, it’s a good moral for all the students in third grade. They could learn great details for their own stories, and they can compare it with a true happening like this story. It’s a great story.

Rubric * 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.

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

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)

Literary Analysis

Higher level comprehension question Analyze a quote (inference) Link to an overarching concept Synthesis (create a new title)

Think of a fish bowl as a system. Add the parts of the system to the diagram below.

Boundaries

Elements

Inputs Outputs

Interactions

Concept Map of Matter

Concept Map of Soil

Scoring a Concept Map

Examples Propositions Hierarchies

Pre-Test

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

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.

Post-Test

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 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.

Scientific Investigation Sample Item

How would you study this question: Are plants attracted to sun?

I predict that:__________________

Materials:_____________________

What steps would you take and in what order:

What data do you want to collect and how should it be recorded?

How do the data help you decide if your prediction is correct?

Criteria

Strong Evidence

3

Some Evidence

2

Little Evidence

1

No Evidence

0

1

Generates a PREDICTION

Clearly generates a prediction appropriate to the experiment.

Somewhat generates a prediction appropriate to the experiment.

Generates an inappropriate prediction.

Fails to generate a prediction.

2

Lists MATERIALS needed.

Provides an inclusive and appropriate list of materials. Provides a list of 5-6 materials

Provides a partial list of materials needed. Provides a list of 3-4 materials.

Provides inappropriate materials. OR Provides only 1-2 appropriate materials.

Fails to provide a list of materials needed.

3a

Lists experiment STEPS.

Clearly & concisely lists four or more steps as appropriate for the experiment design.

Clearly & concisely lists 2-3 steps as appropriate for the experiment design.

Generates at least 1 appropriate step.

Fails to generate experiment steps.

3b

Arranges steps in SEQUENTIAL order.

N/A

Lists experiment steps in sequential order.

Lists 2 or fewer experiment steps or places in an illogical order.

Does not list steps.

4

Plans DATA COLLECTION.

Clearly states a plan for data collection, including what data will be needed and how they will be recorded.

States a partial plan for data collection, citing some items for collection and some way of recording data.

Provides an incomplete plan for either data collection or recording.

Fails to identify any part of a plan for data collection.

5

States plan for INTERPRETING DATA FOR MAKING PREDICTIONS.

Clearly states plan for interpreting data by linking data to prediction.

States a partial plan for interpreting data that links data to prediction.

Provides a brief statement that partially addresses use of data for prediction.

Fails to state plan for using data for making a prediction.

TOTAL SCORE:

Total points possible: 17 Adapted from Fowler, M. (1990). The diet cola test. Science Scope, 13, 32-34.

Scoring Rubric for Scientific Process (2nd-3rd Grades)

Time Assessment

Tell in pictures and numbers what you know about telling time.

Task Development Criteria

Emphasis on thinking and problem solving, not prior learning

Off-level/advanced

Open-ended

Emphasis on articulation of thinking processes

Product Example EvaluationUse 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 8 102. Sources are diverse. 2 4 6 8 103. Literature sources are summarized. 2 4 6 8 104. Interview or survey questions are included. 2 4 6 8 105. Interviews and/or surveys are summarized. 2 4 6 8 106. Results are reported appropriately. 2 4 6 8 107. Interpretation of data was appropriate. 2 4 6 8 108. Implications were drawn from the data. 2 4 6 8 109. Given the data, reasonable conclusions were stated. 2 4 6 8 1010. The project/paper/report was mechanically competent.2 4 6 8 10

Strengths of the project:

Areas for improvement:

Portfolio Assessment – Key Components and Issues Portfolios are carefully

selected pieces of student work NOT a folder of all the work a student does

Promotes ownership in learning and goal setting

Used for assessment and instruction

Promotes metacognition Allows for close

examination of work, pride, and view of progress over time

Time

Record-Keeping

Lack of work going home

Student organization

Space

The Expectancy-Value Theory

Students must value either what they are expected to achieve (the objectives) or the rewards attached to the achievement per se.

Students must believe they can achieve what they are expected to achieve (expectancy of success)

Students must see the connection between their efforts and their achievement.

The Expectancy-Value Theory (cont.)

The strength of the effort-achievement connection decreases the longer students are in school.

Over time, effort is replaced with ability (a lot or little), luck (good or bad), task difficulty (easy or difficult), or influence of other people (good teacher or poor teacher).

Evidence of learned helplessness sets in. Anderson, 2003

Portfolio Considerations

Portfolios can be used to Show progress over time Showcase achievement and pride Assess pre/post student learning Gain insight into student thinking Help students reflect on their own learning Help students reach goals or share interests Build communication between student and

teacher about student work

Portfolio Stems I chose to include this ____ because… When I compare these two math journals, I notice that… Based on this paper/product, my biggest area for improvement is

____. I know this because… I still have the following questions about _____ based on my

work… If I did this again, I would… Over the past two months my work shows the following

improvements…. My next goal is to… I’ve improved! I used to…but, now I… Three things I want you to notice about this are… I changed this when I… I’m glad I learned how to do this because… I struggled with this because… Next time I work on this type of ______ I will… I am proud of this learning because…

Portfolio Inclusions

Table of Contents Topic:_______

Examples:___________________ Pre and post learning examples Strong and weak examples Anecdotal evaluations of work (teacher and

student) Personal interests, goals, and achievements

Standardized Assessments

Key Issues Ceiling Effect and Regression to the Mean Scoring Efficiency Time to Administer Acceptance Level Compatibility with Standards and Teaching Consideration of Normed Population Comparison to National or State Norms Value-Added Growth over Time

Standardized Assessment

Descriptive Advanced Placement

Scores Contest Participation Dual Enrollment SAT and ACT Scores Talent Searches National Merit Scholars State Assessment

Advanced Pass Rates

Comparative Achievement Tests

Between Years Value Added

Approaches Over Time Contest Comparisons

with Like Schools State Assessment Sub-

group Comparisons or Pass/Fail for Served v. Not Served

State Assessment Data

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of TAG Students Passing All Five Parts of the End-of-Year Assessments/Proficiency

Series1 50% 78% 78% 100%

First Grade Second Grade Third Grade Fourth Grade

Combined Math and Reading Comparisons

-70

-60

-50

-40

-30

-20

-10

0

10

Individual Student Combined Math and Reading Scores

Perc

enti

le S

core

Diff

ere

nce

Total Diff

Total Diff -16 -13 3 -66 -8 -18 -7 -13 2 -14 -27 -10 -8 -24 -11 -3 -24 -22 -13

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Combined Math and Reading Comparison

-70

-60

-50

-40

-30

-20

-10

0

10

Individual Student Combined Math and Reading Scores

Perc

enti

le S

core

Diff

ere

nce

Series1 0 0 3 2 0 -15 2 -2 4 -9 6 -2 0

1 2 3 4 5 6 7 8 9 10 11 12 13

Combined Total

Test of Critical Thinking (Bracken, Bai, Fithian, Lamprecht, Little, Quek, 2003)

Theoretical Orientation - Paul’s Model of Reasoning

Test Development- 10 written scenarios- 45 multiple choice questions

Technical Adequacy - Reliability (internal consistency, stability) - Validity (content, concurrent)

Results

Sample Scenario and Items

Nathan and Sean were in the same math class. Their teacher returned the tests she had graded. When they saw their grades, Nathan smiled, but Sean looked unhappy. The teacher said that many students had received low grades, and she hoped they would study more for the next test.

Based on this story, what is MOST LIKELY to be true?

A. Nathan received a better grade on the test than Sean did.

This answer is INCORRECT. Nathan seemed happier with his grade than Sean did, but we do not know who actually received a higher grade. If Nathan usually receives C’s, he might have received a B and been very happy. If Sean usually receives A’s, he might be unhappy with an A-minus.

B. Nathan usually receives better grades than Sean in math.

This answer is INCORRECT. We cannot tell from the story what grades these two students usually receive.

C. Sean had expected to do better on the test than he did.

This answer is INCORRECT. We know Sean seems to be unhappy about his grade, but we do not know if he expected a better grade. Even if Sean expected to do badly on the test, he might still have been unhappy with a low grade.

D. Sean did not do as well on the test as he would have liked.

This is the CORRECT answer. Sean looked unhappy when he saw his test grade, so we can conclude that he most likely did not do as well as he would have liked.

Sample Scenario and Items (cont.)

The Test of Critical Thinking (TCT): Technical Adequacy

Total Scale Internal Consistency Reliability: r = .89

Concurrent Validity withVerbal Correlates: - ITBS Reading: r = .61 - ITBS Language: r = .55 - CogAT Verbal: r = .59

Nonverbal Correlates: - UNIT Abbreviated Scale: r = . 29

- CogAT Nonverbal: r = .45

Assessing Classroom Practice:Instrument Construction (COS-R)

Categories are consonant with research on effective teaching practices, teacher reform literature, and teaching high-ability learners

Curriculum Planning and Delivery Accommodations for Individual Differences Problem Solving Critical Thinking Strategies Creative Thinking Strategies Research Strategies

Student Scale Indicators for Observation

First observation: .87 Second observation: .89 Sub Scale reliabilities: .68-.93 The COS-R scale reliability : .93 Content validity: .98

Technical Adequacy of COS-R

Intent of COS-R Core subject areas Learning Tool and Debriefing of

Curriculum Effectiveness and Teacher Strategies

Measures Growth (Pre-Post) Sample Indicators for LA/SS &

Science/Math Developmentally Pre-K to 12

Figure 5.7 A Comparison of Categorical Means

betw een Gifted and Regular Classrooms

EXTT

METT

PROT

CRIT

GENT

DELT

ACCT

EXPT

CURT

Mea

n

10

8

6

4

2

0

Maximum

GIFTED

REGULAR

Regular (N=68) Gifted Classrooms (N=228)

Assessing Classroom Practice:Discussion

Teachers of the Gifted: Strong in general teaching strategies (e.g. lesson

planning and clarity in directions) but fewer differentiation practices employed than desired

Little emphasis placed on accelerative practices Problem-solving behaviors were not routinely

observed “Compare/contrast” activities most prevalent critical

thinking approach employed Little emphasis placed on metacognition or extension

Evaluation has moved from being primarily a reservoir of methods for evaluation to now also becoming and being a reservoir for knowledge about generic patterns of program effectiveness.

-- Patton