Assessment for Gifted and Talented Student Learning Joyce VanTassel-Baska Jody and Layton Smith

1. Assessment for Gifted and Talented Student Learning Joyce VanTassel-Baska Jody and Layton Smith Professor Emerita College of William and Mary June, 2011

2. 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

3. 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

4. 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

5. Types of Alternative Assessments for the gifted Performance-based (including product assessment measures) Portfolios Off-level standardized assessments

6. Design Matters Design curriculum goals, outcomes, activities, choice of materials, and assessments in relevant curriculum areas for the gifted.

7. CURRICULUM DESIGN 1 Learner Characteristics & Needs 2 Curriculum Goals 8 Evaluation of Curriculum/Revision 7 Assessment of Outcomes 3 Outcomes/Objectives 6 Materials & Resources 4 Activities/Task Demands/Questions 5 Teaching-Learning Strategies VanTassel-Baska, 2003

8. 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

9. Outcomes Are derived from goals and serve to interpret them Are measurable Are multiple (3 or more) Are often linked to models

10. 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

11. 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.

12. 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 and • explain 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?

13. 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. A Sample Task Demand Incorporating Multiple Standards Across Content Areas

14. 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

15. Sample Assessment Outcome: Analyze different points of view on a given issue or topic Assessment: 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.

16. Sample Assessment #2 Outcome: 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.

17. 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

18. 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

19. Sample Verbal Item Year 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. Choose one positive effect and explain your thinking about why it would be positive. ______________________________________________________ _____________________________________________________________

20. Sample Nonverbal Item Half 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. Example methods: diagonal cut, vertical cut, alternating strips, alternating quarter blocks, triangles, etc.

21. 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.

22. 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?)

23. Product Rubric Criterial Dimensions: (strong, satisfactory, poor) Organization Content Creativity Choice 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 ____

24. 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)

25. Application Activity What 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?

26. Create a humorous title for the following picture and describe what is happening.

27. Humor Create an apt title for the picture and write a description of what it depicts.

28. Task II Create a rubric to judge responses. Name the dimensions you will judge, the levels of performance, and how you would describe each.

29. 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.

30. Product Assessment Learning 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

31. 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)

32. Student Products as Assessments – Designing Meaningful Project Work 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

33. Product Example Language Arts • 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

34. Research Product Evaluation Use the following scale to rate each quality: 2=poor 4=needs improvement 6=satisfactory 8=good 10=excellent • The issue and problem are clearly defined. 2 4 6 8 10 • Sources are diverse. 2 4 6 8 10 • Literature sources are summarized. 2 4 6 8 10 • Interview or survey questions are included. 2 4 6 8 10 • Interviews and/or surveys are summarized. 2 4 6 8 10 • Results are reported appropriately. 2 4 6 8 10 • Interpretation of data was appropriate. 2 4 6 8 10 • Implications were drawn from the data. 2 4 6 8 10 • Given the data, reasonable conclusions were stated.2 4 6 8 10 • The project/paper/report was mechanically competent.2 4 6 8 10 Strengths of the project: Areas for improvement:

35. 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?

36. 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.

37. 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

38. Rubric dimensions Product emphases for persuasion Creativity and innovativeness Effectiveness of the product based on audience and publication outlet Soundness of design processes employed

39. Sample PBA #2 Subject: 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.

40. Rubric Dimensions Validity of the assumptions Processes used to solve the problem Clarity of the representation to solve the problem Explanation of the solution

41. Sample PBA #3 Subject: 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.

42. Rubric Dimensions Depth of analysis Ability to substantiate arguments Ability to understand the complexity of making change in the real world

43. Sample PBA #4 Subject: 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.

44. Rubric Dimensions Aptness of footprints and impacts selected Soundness of the rationale provided Creativity and innovation of the presentation of the product

45. 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

46. Generic assessments and rubrics to use in gifted programs: Persuasive writing Scientific research design

47. 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

48. Sample for writing: Assessment for Persuasive Writing 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).

49. 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.

50. 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)