Education / Special Education 630

Assessment, Identification, and Evaluation in Gifted Education

1. Catalog Entry

Assessment, Identification, and Evaluation in Gifted Education

Credit hours (3)

This course focuses on multiple means of assessment and identification of giftedness in the K-12 population. The course also emphasizes the evaluation of programs for gifted learners.

2. Detailed Description of Course

This hybrid/online course reviews the local and state practices in the assessment and identification of giftedness in the K-12 student population. Multiple assessment measures are examined including standardized testing, performance-based assessments, checklists, observations and qualitative methods used in the identification process. Local and state programs are evaluated with respect to national standards and recommendations. Course topics include the following:
• Varied expressions of advanced aptitudes, skills, creativity, and conceptual understandings;
• Historical and current practices used to identify gifted learners locally, nationally, and internationally;
• The selection, use and evaluation of multiple identification criteria, strategies, and methods for identifying gifted learners;
• The influences of language, culture, ethnicity, gender, age and exceptionality on the recognition and identification of giftedness;
• The use and interpretation of reliable authentic assessments (portfolios) and rating scales, checklists, and questionnaires that are completed by teachers and caregivers in the identification of gifted learners;
• Evaluation of local and state gifted programs and policies with regard to equitable identification practices and access to services.

3. Detailed Description of Conduct of Course

• Course readings will serve as primary course content and will be the basis for class discussions, including both synchronous and asynchronous online discussions.
• Literature reviews, case studies, and demonstration lessons will be used in conjunction with material related to gifted education.
• A variety of written and/or multimedia assignments (research reviews, reflective writings, narrative responses, journals, formal papers, book talks) will be used to help students refine their personal understandings of effective practices in gifted education.
• Group and individual tasks will be used to process and reinforce information/skills.
• Lectures by the professor will supplement and reinforce course readings.
• Videos will provide additional content for personal reflection and/or class discussion.
• Internet searches will provide an additional source for acquiring related course content.

4. Goals and Objectives of the Course

Goals, objectives, and assignments in this course address CAEP Standards, Virginia Licensure Regulations for School Personnel (8VAC20-542-300), and the NAGC-CEC Teacher Knowledge & Skill Standards for Gifted and Talented Education (which were adopted by NCATE in 2006).

At the conclusion of this course, the teacher/teacher candidate will have had the opportunity to develop competencies in the following knowledge and skills and will be able to:
• Understand and prioritize the salient issues in assessment, identification, and evaluation of gifted learners; (CAEP #6; 8VAC20-542-300 #3; NAGC-CEC #6)
• Recognize varied expressions of advanced aptitude including those that may be influenced by culture, ethnicity, gender, age, exceptionality and income; (CAEP #2; NAGC-CEC #3)
• Appraise local/state-level programs in gifted education with regards to issues of equity and access; (NAGC-CEC #1)
• Critique the use of informal and formal assessments in the assessment and identification of gifted learners; (CAEP #6; NAGC-CEC #8 and #9)
• Utilize informal and formal assessments to provide a continuum of services to gifted learners; (CAEP #6; 8VAC20-542-300 #3; NAGC-CEC #8)
• Identify and address current local, state and national issues related to assessment, identification, and evaluation of gifted learners; (CAEP #6; 8VAC20-542-300 #6; NAGC-CEC #8)
• Provide accurate and timely information and explanation to parents, students, teachers, and other stakeholders; (8VAC20-542-300 #8; NAGC – CEC #6, #8)
• Demonstrate an understanding of the key elements and national standards for identification of gifted learners; (NAGC-CEC #1, #9) and
• Demonstrate proficiency in grammar, usage, and mechanics across both oral and written assignments, communications for a variety of purposes, and proficiency in writing as a tool for effective instructional planning and assessment (8VAC20-542-300 #7, #8).

5. Assessment Measures

All instructors of this course will assess learning in this class in a variety of ways.  These include, but are not limited to, the following:
• Response journals to assigned readings to support students in processing and reflecting on course content;
• Written assignments such as case study analyses, literature reviews, position statements, and reflections on local/national policy and standards;
• Small group projects;
• Class participation in discussions and small group activities;
• A research paper related to course content;
• Oral presentations (individual or in a group); and
• Mid-term and/or final examination/s on course content.

Technological proficiency must be demonstrated in written assignments, electronic mail communications, and correspondence.
6. Other Course Information

This course will be cross-listed with EDSP 630.

Review and Approval
March 17, 2014