Handbook on Assessments for Gifted Learners
Identification, Learning Progress, and Evaluation
This essential handbook is a comprehensive and systematic examination of the assessment of gifted and advanced students and their programs, and a must-have resource for coordinators and directors at state and local levels.
Handbook on Assessments for Gifted Learners explores issues associated with building an effective identification system, clarifies and interprets the need for targeted learning progress assessments for gifted learners, and discusses program evaluation, assessments, and processes used to gauge programs’ success. Engaging chapters written by both academic and practitioner experts provide research-based, practical ideas for identifying and measuring the progress of gifted and advanced learners. Readers will benefit from informed recommendations stemming from current research conducted specifically for this text.
Table of Contents
1. Using Assessment as a Framework for Standards-Based Program Development in Gifted Education [Susan K. Johnsen and Joyce VanTassel-Baska] Section I. Identification Introduction to Section I on Assessments for Identification [Susan K. Johnsen and Joyce VanTassel-Baska] 2. Universal Screening: A Process to Promote Equity [Lindsay Ellis Lee and Scott J. Peters] 3. Quantitative Assessment Tools for the Identification of Potential: Ability, Achievement, and Other Indicators of Academic Readiness [Joni Lakin, Monica Simonds, and Marla Caviness-French] 4. Qualitative Assessment Tools for Identification: Curriculum-Based Product/Performance Tasks [Catherine A. Little, Rebecca L. O’Brien, and Kelly L. Kearne] 5. Use of Teacher Rating Scales to Augment Identification [Gail R. Ryser] 6. The Inclusion of Underrepresented Populations in Gifted Programs [Joyce VanTassel-Baska and Susan K. Johnsen] Conclusion to Section I on Assessments for Identification [Susan K. Johnsen and Joyce VanTassel-Baska] Section II. Assessments for Learning Progress Introduction to Section II on Assessments for Learning Progress [Joyce VanTassel-Baska and Susan K. Johnsen] 7. The Assessment of Domain-Specific Creativity: Person, Process, and Product [Todd Kettler and Kristen N. Lamb] 8. Curriculum-Based Assessments [Tracey N. Sulak, Maryann R. Hebda, Celeste D.C. Sodergren, and Jennifer H. Robins] 9. Performance-Based Assessments for Secondary Gifted Students [Elissa F. Brown] 10. Project-Based Assessments: Tasks and Rubrics [Catherine M. Brighton, Michelle Hock, and Tonya R. Moon] 11. Assessment of Talent Development Trajectories [Paula Olszewski-Kubilius, Frank C. Worrell and Rena F. Subotnik] 12. Student Self-Assessment [Anne N. Rinn and April Walker] 13. The Use and Value of State Assessments of Learning [Cecelia A. Boswell, Cheryll M. Adams, and Mary M. Christopher] 14. Accommodations and Modifications of Assessments for Twice Exceptional and English Language Learners [Yara N. Farah] Conclusion to Section II on Assessments for Learning Progress [Joyce VanTassel-Baska and Susan Johnsen] Section III. Evaluation of Programs Introduction to Section III on Evaluation of Programs [Joyce VanTassel-Baska] 15. Evaluation Tools to Assess Gifted Programs: Selection and Use [Cheryll M. Adams and Melanie Caughey] 16. Case Studies of District Models for Success [Carolyn M. Callahan] Conclusion to Section III on Evaluation of Programs [Joyce VanTassel-Baska] 17. Issues and Insights on the Process of Assessment [Susan K. Johnsen and Joyce VanTassel-Baska]
Susan K. Johnsen is Professor Emerita of Educational Psychology at Baylor University and Editor-in-Chief of Gifted Child Today.
Joyce VanTassel-Baska is the Smith Professor Emerita of Education and former Executive Director of the Center for Gifted Education at The College of William and Mary in Virginia.