Learning Assessments for Gifted Learners

2021 ◽  
pp. 165-182
Author(s):  
Joyce VanTassel-Baska ◽  
Gail Fischer Hubbard
Keyword(s):  
Gifted Learners ◽  
Learning Assessments

Tough Questions, but No New Answers About Gifted Learners

1990 ◽  
Vol 35 (8) ◽  
pp. 772-773
Author(s):  
Nancy Ewald Jackson
Keyword(s):  
Gifted Learners

Meeting the Needs of Gifted Learners Who Just Don’t ‘Fit’: Parent Perspectives

2019 ◽  
pp. 6-16
Author(s):  
Nadine Ballam ◽  
Anne Sturgess
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Support Staff ◽  
Learning Approach ◽  
Full Time ◽  
Parent Perspectives ◽  
Structured Interviews ◽  
Gifted Learners ◽  
Initial Cohort ◽  
Data Informed

In February 2018, a full-time provider of gifted education opened in New Zealand with its initial cohort of children. This provider catered for learners from ages 1-15 years who did not ‘fit’ in mainstream education settings. This paper reports on a research project that focused on the effectiveness of the learning approach at this school in its inaugural year. Two sources of data informed this research, including semi-structured interviews with parents and learning and support staff, and an analysis of documents related to the philosophy, curriculum, and learning approach. This paper reports on benefits and limitations of the learning approach identified by the parent participants in the study.

Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment

2020 ◽  
Vol 9 (2) ◽  
pp. 115
Author(s):  
Wiyaka Wiyaka ◽  
Entika Fani Prastikawati ◽  
AB Prabowo Kusumo Adi
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Formative Assessments ◽  
Assessment Model ◽  
Higher Order Thinking Skills ◽  
Learning Assessments ◽  
Proposed Model

<div><p class="StyleABSTRAKenCambria">The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.</p></div><p> </p>

How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Effective Instruction ◽  
Gifted Learners ◽  
State Education ◽  
Multiple Groups ◽  
State Plan ◽  
Every Student Succeeds Act ◽  
The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

Action Research and Practical Inquiry: An Overview and an Invitation to Teachers of Gifted Learners

1995 ◽  
Vol 18 (4) ◽  
pp. 467-484 ◽  
Author(s):  
Carol Ann Tomlinson
Keyword(s):  
Action Research ◽  
Professional Practice ◽  
Gifted Learners

Action research is a method of systematically investigating classroom procedures and practices with an eye toward improving the quality of action in the schools. Teachers may use action research or practical inquiry in the course of their professional practice as a way of understanding teaching more fully, identifying and addressing classroom problems, extending their professionalism, and contributing to the field of education. This article provides background on, definitions of, and guidance for conducting action research. It also serves as a call for submitting to this journal reports from action research and practical inquiry for review and possible publication in JEG.

Using Interactive Learning Assessments (ILA) to Incorporate Professional Foundations in Undergraduate Learning

2014 ◽  
Vol 114 (9) ◽  
pp. A15
Author(s):  
T.A. McKay ◽  
E.Y. Jimenez ◽  
V. Svihla ◽  
T. Castillo ◽  
A. Cantareros ◽  
...  
Keyword(s):  
Interactive Learning ◽  
Learning Assessments

scholarly journals CLEP Me out of Here: The Impact of Prior Learning Assessments on College Completion

2017 ◽  
Author(s):  
Angela Boatman ◽  
Michael Hurwitz ◽  
Jason Lee ◽  
Jonathan Smith
Keyword(s):  
College Completion ◽  
Prior Learning ◽  
Learning Assessments ◽  
The Impact

Greek Young Adults With Specific Learning Disabilities Seeking Learning Assessments

2017 ◽  
Vol 41 (2) ◽  
pp. 119-126
Author(s):  
Eleni Bonti ◽  
Christina E. Bampalou ◽  
Eleni M. Kouimtzi ◽  
Zacharias Kyritsis
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Cultural Context ◽  
Specific Learning Disabilities ◽  
Self Report ◽  
Learning Assessment ◽  
Early Screening ◽  
Writing Difficulties ◽  
Learning Assessments ◽  
Specific Learning

The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults with SLD as well as from case records that included information on cognitive and learning assessment. The majority of the participants mentioned academic issues regarding different types of academic exams as the main referral reason for learning assessment. SLD females have more possibilities to seek learning assessments compared with males, and adults with writing difficulties have more possibilities to seek learning assessments compared with adults without writing difficulties. The reasons for referral in adulthood, at least within the Greek cultural context, are mostly socioeducational and less psychologically oriented. The findings are discussed in terms of postsecondary education services and early screening and identification.

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