classroom assessments for 2e students
Many classroom teachers ask: "How do I assess twice exceptional students in the classroom? What are the issues that I should consider when determining achievement for these students?" These questions and others are addressed below:
Formative assessments are key in differentiating instruction for twice exceptional students.
The formative assessment is an instructional tool used to provide feedback during the learning process, not after which is the purpose of a summative assessment. The underlying idea of formative assessment is to use minute by minute, day by day evidence to adjust instruction. Teachers can do this by using informal techniques such as conversations, class interactions, questioning, daily work, observations, interviews, etc. as well as formal techniques like quizzes and performance assessments (see below). With the data collected from formative assessments, teachers are better able to design effective corrective activities if a student is struggling with a concept. Giving feedback to a student about where problems exist in their learning offers them an opportunity to reflect before frustration sets in. Then, engaging them in a different way to learn a concept will meet their individual needs more effectively. For twice exceptional students this is a way to address their weaknesses. Conversely, if a formative assessment demonstrates mastery of a grade level standard, which is common among gifted students, then they should be offered an accelerated curriculum and/or study the grade level concepts at a deeper level.
By using formative assessments, asking the right questions, and analyzing the answers, teachers can discover where twice exceptional students are in their learning and work with them to take them where they need to be.
Response to Intervention (RtI) provides a framework that meets the needs of twice exceptional students.
Response to Intervention (RtI) is a multi-tier approach to the identification and support of students with learning and behavior needs. Gifted students fall into this category. The first tier is based on all students receiving high-quality, research based instruction in the general education classroom. Continual formative assessments provide data about the students' strengths and needs. Interventions and/or enrichment is provided according to the optimal educational needs of each student. These interventions become increasingly intense at each tier level. (See an illustrated model)
In 2007, The Association of the Gifted, a division of the Council of Exceptional Children recommended that the RtI model be expanded to include the needs of gifted children and twice exceptional students. (CEC-TAG position statement on RTI) It specifically addressed the needs of twice exceptional children stressing that they should be provided access to "challenging and accelerated curriculum, while also addressing the unique needs of their disability." Including 2e students in the RtI framework opened the door to address the needs of all gifted students. " The use of the RTI framework for gifted students would support advanced learning needs of children in terms of a faster paced, more complex, greater depth and/or breadth with respect to their curriculum and instruction. It should also be noted that students who are gifted with disabilities may need more than one level of intervention and advancement in terms of curriculum and instructional strategies." RtI provides a flexible system where general and special educators can work together to provide opportunities for growth in all students everyday.
To determine achievement for gifted students, growth models need to reflect growth beyond proficiency.
A growth model is a collection of definitions and calculations that summarizes student performance over two or more time points. It provides interpretations about students, their teachers and their schools. Using this assessment data to determine student growth has become a fundamental part of the accountability movement. Growth models present a number of issues when it comes to assessing gifted students. First, and foremost, when presented with the data, schools are more likely to attend to students below proficient and ignore those above. Gifted and 2e's are not given the attention they need to reach their potential. In addition, many achievement tests do not accurately measure advanced students growth because they do not provide enough items on the test that are above proficiency. These and other issues led The National Association for Gifted Children to write a position statement recommending ways to address these concerns. They suggest that state assessments measure beyond minimum skills and that growth models reflect growth beyond proficiency. This would be a better way to address the needs of the gifted student.
Performance-based assessments offer many advantages for enhancing instruction for twice exceptional students.
Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. Performance-based learning and assessment is not a curriculum, but a better way to deliver curriculum. Because authentic tasks are rooted in curriculum, teachers can develop tasks based on what already works for them. Through this process, assignments become more authentic and more meaningful to students. The tasks are both an integral part of the learning and an opportunity to assess the quality of student performance. Performance tasks range from short activities taking only a few minutes to projects culminating in polished products for audiences in and outside of the classroom.
If designed to meet certain criteria, performance-based assessment can be a great tool to use with twice exceptional students. They should be open-ended to encourage creative responses. They should focus on higher level thinking and problem solving skills. The tasks should be above grade level and challenging. There should be an articulation of the thinking process component for reflection and self-correction. The nature of the performance task allows twice exceptional students to showcase their strengths while working in their area of need. Educators should find ways to incorporate the use of performance-based learning and assessments in their daily instruction.
The formative assessment is an instructional tool used to provide feedback during the learning process, not after which is the purpose of a summative assessment. The underlying idea of formative assessment is to use minute by minute, day by day evidence to adjust instruction. Teachers can do this by using informal techniques such as conversations, class interactions, questioning, daily work, observations, interviews, etc. as well as formal techniques like quizzes and performance assessments (see below). With the data collected from formative assessments, teachers are better able to design effective corrective activities if a student is struggling with a concept. Giving feedback to a student about where problems exist in their learning offers them an opportunity to reflect before frustration sets in. Then, engaging them in a different way to learn a concept will meet their individual needs more effectively. For twice exceptional students this is a way to address their weaknesses. Conversely, if a formative assessment demonstrates mastery of a grade level standard, which is common among gifted students, then they should be offered an accelerated curriculum and/or study the grade level concepts at a deeper level.
By using formative assessments, asking the right questions, and analyzing the answers, teachers can discover where twice exceptional students are in their learning and work with them to take them where they need to be.
Response to Intervention (RtI) provides a framework that meets the needs of twice exceptional students.
Response to Intervention (RtI) is a multi-tier approach to the identification and support of students with learning and behavior needs. Gifted students fall into this category. The first tier is based on all students receiving high-quality, research based instruction in the general education classroom. Continual formative assessments provide data about the students' strengths and needs. Interventions and/or enrichment is provided according to the optimal educational needs of each student. These interventions become increasingly intense at each tier level. (See an illustrated model)
In 2007, The Association of the Gifted, a division of the Council of Exceptional Children recommended that the RtI model be expanded to include the needs of gifted children and twice exceptional students. (CEC-TAG position statement on RTI) It specifically addressed the needs of twice exceptional children stressing that they should be provided access to "challenging and accelerated curriculum, while also addressing the unique needs of their disability." Including 2e students in the RtI framework opened the door to address the needs of all gifted students. " The use of the RTI framework for gifted students would support advanced learning needs of children in terms of a faster paced, more complex, greater depth and/or breadth with respect to their curriculum and instruction. It should also be noted that students who are gifted with disabilities may need more than one level of intervention and advancement in terms of curriculum and instructional strategies." RtI provides a flexible system where general and special educators can work together to provide opportunities for growth in all students everyday.
To determine achievement for gifted students, growth models need to reflect growth beyond proficiency.
A growth model is a collection of definitions and calculations that summarizes student performance over two or more time points. It provides interpretations about students, their teachers and their schools. Using this assessment data to determine student growth has become a fundamental part of the accountability movement. Growth models present a number of issues when it comes to assessing gifted students. First, and foremost, when presented with the data, schools are more likely to attend to students below proficient and ignore those above. Gifted and 2e's are not given the attention they need to reach their potential. In addition, many achievement tests do not accurately measure advanced students growth because they do not provide enough items on the test that are above proficiency. These and other issues led The National Association for Gifted Children to write a position statement recommending ways to address these concerns. They suggest that state assessments measure beyond minimum skills and that growth models reflect growth beyond proficiency. This would be a better way to address the needs of the gifted student.
Performance-based assessments offer many advantages for enhancing instruction for twice exceptional students.
Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. Performance-based learning and assessment is not a curriculum, but a better way to deliver curriculum. Because authentic tasks are rooted in curriculum, teachers can develop tasks based on what already works for them. Through this process, assignments become more authentic and more meaningful to students. The tasks are both an integral part of the learning and an opportunity to assess the quality of student performance. Performance tasks range from short activities taking only a few minutes to projects culminating in polished products for audiences in and outside of the classroom.
If designed to meet certain criteria, performance-based assessment can be a great tool to use with twice exceptional students. They should be open-ended to encourage creative responses. They should focus on higher level thinking and problem solving skills. The tasks should be above grade level and challenging. There should be an articulation of the thinking process component for reflection and self-correction. The nature of the performance task allows twice exceptional students to showcase their strengths while working in their area of need. Educators should find ways to incorporate the use of performance-based learning and assessments in their daily instruction.
Burke, K (2010). The balanced assessment model: When formative meets summative. In Balanced assessment: Formative to Summative, (pp. 19-26). Bloominton, IN: Solution Tree Press.
Brown, E. (2012, February). Is Response to Intervention and gifted assessment compatible? Journal of Psychoeducational Assessment, 30(1), 103-116.
Ryser, G. & Rambo-Hernandez, K.E. (2014, January). Using growth models to measure school performance: Implications for gifted learners. Gifted Child Today, 37(1), 17-23.
VanTassel-Baska, J. (2014, January). Performance-based assessment: The road to authentic learning for the gifted. Gifted Child Today, 37(1), 41-47.
Brown, E. (2012, February). Is Response to Intervention and gifted assessment compatible? Journal of Psychoeducational Assessment, 30(1), 103-116.
Ryser, G. & Rambo-Hernandez, K.E. (2014, January). Using growth models to measure school performance: Implications for gifted learners. Gifted Child Today, 37(1), 17-23.
VanTassel-Baska, J. (2014, January). Performance-based assessment: The road to authentic learning for the gifted. Gifted Child Today, 37(1), 41-47.