EDUC 4422 Assessment of Gifted Students

The goal of this course is to develop students’ knowledge and skills related to assessing gifted abilities in individuals from different backgrounds (e.g., racial/cultural/ethnic group membership, age, gender, disabling conditions, economic, and language). A major component of the course is the study of assessments and procedures that encourage informed educational decisions for students who need gifted program services. Additionally, candidates learn to use assessment instruments and procedures to evaluate the response of gifted students to programming intended to address their unique learning needs. The policies and practices for serving gifted students in Georgia provide the primary context for the instruction

Credits

3

Prerequisite

EDUC 4421 or permission of instructor

Student Learning Outcomes

Both written products and discussion are central to the intended outcomes for the course.

Course outcomes are aligned with the National Association for Gifted Children - Council for Exceptional Children standards for Teachers of the Gifted, and the national InTASC standards for teacher candidates. Upon successful completion of the course, students will be able to:

1. Comprehend basic terminology used in assessment of gifted students.  (InTASC Standard 6 & 7; NAGC - CEC Standard 4)
2. Identify ethical and legal issues related to gifted program assessment policies and practices. ( InTASC Standard 6, 7, 9; NAGC - CEC Standard 1, 4, 6)
3. Analyze the uses and limitations of assessment instruments for gifted students.  (InTASC Standard 6, 7, 9; NAGC - CEC Standard 1, 4, 6)
4. Demonstrate knowledge of various identification criteria used within gifted education. (InTASC Standard 6, 7, 9; NAGC - CEC Standard 4)
5. Understand processes and procedures for assessing students using Georgia Criteria in the areas of mental ability, achievement, motivation, and creativity. (InTASC Standard 6, 7, 9; NAGC - CEC Standard 4)
6. Analyze assessment policies and procedures of local school districts relative to the Georgia Identification Criteria. (InTASC Standard 9; NAGC - CEC Standard 1, 4, 6)
7. Identify appropriate sources of data to assess the abilities of students from diverse backgrounds. (InTASC Standard 1, 2, 6, 7, 9; NAGC - CEC Standard 1, 4, 6)
8. Interpret standardized test properties and scores for the purposes of identification of and program placement/development for gifted students, including those from diverse backgrounds. (InTASC Standard 1, 2, 6, 7; NAGC - CEC Standard 4)
9. Design classroom tests and performance tasks within a specific content area or grade level to evaluate instruction and monitor progress of gifted students.  (InTASC Standard 4, 5, 6, 7; NAGC - CEC Standard 1, 3, 4, 5)
10. Use formal and informal assessment data and information from various stakeholders to make or suggest modifications to the learning environment to support gifted students’ needs. InTASC Standard 6 & 7; NAGC - CEC Standard 3 & 4)
11. Communicate with students and parents about participation in gifted program assessment and effectively interpret assessment results to all stakeholders. (InTASC Standard 3 & 10; NAGC - CEC Standard 2, 4, 7)
12. Identify and solicit the involvement of relevant stakeholders in gifted program assessment. (InTASC Standard 3 & 10; NAGC - CEC Standard 4 & 7)