QUALITATIVE ASSESSMENTS FOR GIFTED IDENTIFICATION

Objectives

1. Explain how qualitative measures matched to high-level curriculum and instruction can complement an equitable identification system.
2. Explain the pros and cons of using qualitative measures for identification.

Learning Tasks

1. Watch Goal 3 Module 3 Video
2. Complete Goal 3 Module 3 Application Activity (recommended)
3. Read Goal 3 Module 3 Additional Resources (recommended)

GOAL 3 MODULE 3

Watch the following video over Qualitative Assessments for Gifted Identification.

Goal 3 Module 3 Application Activity

Consider these questions if you use or plan to use alternative assessments in your district:

1. When might alternative assessments be used to complement your identification system?
2. How can you minimize rater subjectivity?
3. What professional development is conducted annually to ensure that teachers are prepared to adequately assess student performance on qualitative assessments?
4. How do the measures align to and inform specific services or areas that require advanced instruction?

Goal 3 Module 3 Additional Resources

Horn, C. (2015). Young Scholars: A talent development model for finding and nurturing talent in underrepresented populations. Gifted Child Today, 38(1), 19-31. https://doi.org/10.1177/1076217514556532

Johnsen, S. & VanTassel-Baska, J. (2023). A handbook on assessments for gifted learners. Routledge.

Little, C. A., O'Brien, R. L., & Kearney, K. L. (2023). Qualitative assessment tools for identification: Curriculum-based performance tasks. In S. K. Johnsen & J. VanTassel-Baska (Eds.). Handbook on assessments for gifted learners. Routledge.

Robinson, A., Adelson, J. L., Kidd, K. A., & Cunningham, C. M. (2018). A talent for tinkering: Developing talents in children from low-income households
through engineering curriculum. Gifted Child Quarterly, 62(1), 130–144. https://doi.org/10.1177/0016986217738049

VanTassel-Baska, J. (2014). Performance-based assessment: The road to authentic learning for gifted. Gifted Child Today, 37(1), 41-47. https://doi.org/10.1177/1076217513509618

VanTassel-Baska J., Johnson D., & Avery L. D. (2002). Using performance tasks in the identification of economically disadvantaged and minority gifted learners: Findings from Project STAR. Gifted Child Quarterly, 46(2), 110-123. https://doi.org/10.1177/001698620204600204

NEXT STEPS

After completing this module, you'll proceed to Module 4: Test Bias.