Submitted Fall, 2005
Each student completing the Multidimensional Identification Plan portion of the Assessment portfolio during the summer of 2005 was evaluated by the Identification Checklist in June, 2005. Program Objective #3 was being evaluated:
- Students will demonstrate the ability to select and apply a combination of standardized and informal methods of assessment to identify gifted learners.
Students were required to develop a multidimensional method of screening, identifying, and placing gifted students for services that were equitable and inclusive. This assignment was a class syllabus requirement for all graduate students in the endorsement class TESE 824 Identification, Assessment, and Evaluation for Gifted/Talented Education
|Demonstrate understanding of equitable and inclusive identification strategies
- This was a complex task and required a radical paradigm shift from the students, so I am extremely pleased with the results: All students who were graded completed this assignment at more than an acceptable level.
- The Assessment Portfolio which subsumed this project contained all work except quizzes and discussions for the short 4-week summer session and could not be fully complete until the end of class. Two class members had unavoidable time conflicts at the end of the course meetings and I agreed to the incompletes.
Use of Results:
- While these are desirable results, I still need to find effective teaching methods to make the paradigm shift easier and hopefully will ensure a strong enough belief system that they will withstand peer pressure to use a single test score for program inclusion.
- I also need to require some of the portfolio components to be submitted when they come to campus during the third week of class so they have a manageable amount to complete at the end, thus reducing the need for an incomplete even during the short summer session.