It has been brought to the school’s attention that there is a need for a more perpetual and comprehensive assessment of students while they are served in the Gifted and Talented Program. Formative assessments provide opportunities to evaluate student performance while the students are being served in the Gifted and Talented Program. Portfolios are an excellent way to evaluate student performance while also helping self-direct their learning and there by improving students’ aim in attaining particular educational goals. Initial testing is conducted to determine placement when considering eligibility for placement in the program. However, our plight lies in the ability to formally document a student’s progress and involvement once they have …show more content…
In other words, portfolios focus on the individuality of aptitudes of each student, which is a trait that has set this student apart from their peers and warranted service in the Gifted and Talented Program. (Paulson, Paulson, & Meyer, 1991) The school must endeavor to provide documentation of student growth and evidence of participation as the students move through the Gifted and Talented Program. There should be substantial data recorded throughout the time of Gifted and Talented Program services to provide a basis for continued placement and eligibility for the program. 25 Code of Federal Regulations (CFR) 39.116 (2011) stipulates that students must be assessed to determine qualification for Gifted and Talented services. This assessment evaluates the student based on each student’s individual performance in one of the five areas that include, Intellectual Ability, Creativity/Divergent Thinking, Academic Aptitude/Achievement and Leadership. The introduction of portfolio assessment will begin with students who are identified in the category of Creativity/Divergent Thinking. The portfolios developed by these students can be evaluated by the multidisciplinary team, which may include the classroom teacher, nominator, principal, counselor, or …show more content…
There are several free online options such as https://www.portfoliobox.net/, http://designinstruct.com/roundups/free-online-portfolio/, and http://vitamintalent.com/vitabites/top-free-portfolio-sites/. If an online portfolio is not an option students may create a portfolio notebook that will hold projects such as writing, artwork, photos, and containers for 3D projects if needed.
The implementation plan for developing student portfolios will adhere to the following criteria for each individual student once eligibility is determined as stipulated by 25 CFR 39.115 and 25 CFR 39.116 (2011). For purposes of this project, the implementation and evaluation components of the portfolio will be aligned to the category of Creativity/Divergent Thinking. The purpose of the Gifted and Talented Portfolio Assessment is to show student growth and progress as they participate in the Gifted and Talented Program and to provide evidence for the multi-disciplinary team in determining whether the student will continue in the program the following
Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 295-311). New York: Cambridge University Press.
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
The Talents Unlimited Model was created under the philosophy that all students, both those identified as gifted and those not, would benefit from enrichment programs. The model is used to educate teachers on how to use differentiated instruction to use “higher order cognitive tasks to help students with varying abilities use their preferred thinking talents to manipulate instruction to solve problems, see broad relationships, evaluate varying perspectives, draw comparisons among disparate viewpoints, and predict causes and effects” (Schlichter, 2009, p. 434).
Creativity is something that isn’t taught but learned through self-reflection. Creativity requires one to be able to express their thoughts through words or other various forms of expression. Creativity allows students to come up with practical solutions to everyday problems when applying them to real life situations. This teaches students that there may be several ways to solve a problem, but no solution is better than the other. “People who are creatively successful go beyond merely performing a job, becoming sources of new ideas, discoveries, and inventions” (Zagursky). Students that are more creative thinkers; instead of, standardized test takers may find it difficult to advance in class. According to Kim Zagursky, the Torrance test is the most widely used creativity test in the world and is the best predictor of creative achievement. The Torrance test, named for creator E. Paul Torrance, was developed in the late 1950s as a potential tool to individualize student instruction (Zagursky). Unfortunately, as time past creativity is becoming less among our students. There is a growing concern for the ability to form their own opinions about ideas they have read. The questions in the Sternberg’s Kaleidoscope policy was designed to measure creativity, ana¬lytical, practical, and wisdom-based skills and attitudes (DiMaria 55). Sternberg’s policy is currently being used at Oklahoma State
Adolescents. VanTassel-Baska, J.L., Cross, T. L. & Olenchak, F. R. (Eds.). Social-Emotional Curriculum With Gifted and Talented Students (pp. 133-151). Prufrock Press Inc. Waco, Texas.
Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 295-311). New York: Cambridge University Press.
Gifted is defined as "children who give evidence of high performance capability in areas such as intellectual, artistic, creative, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. There is a biological difference between gifted kids. They have an increased cell production that will increase synaptic activity. This is what causes the added increase in thought production. There are many myths that surround the gifted community like "gifted students will be fine on their own", or "gifted students are happy, popular, and well adjusted in school." Some common characteristics shared between gifted boys and girls is that they are more adaptable, adventurous, and little tolerance for boredom. They need think periods, independence, and very self disciplined. "Typically, we associate giftedness in adults with high levels of achievements, but it is not that simple. In fact, the gifted person is as likely to be the high school rebel as they are to be the the valedictorian, CEO, or a Nobel prize winner." Some examples of famous gifted people are Albert Einstein, Steven Hawking, Isaac Newton, Walt Disney, Abraham Lincoln, Winston Churchill and many more. If a child shows signs of being gifted they should be tested by an official to prove and show their strengths. Testing is beneficial because it uses the child's full potential instead of just having it for themselves. As of 2006, the average of kids that are labeled as gifted in public elementary schools is 6.7% of the total student population. Being a gifted child has many pros and cons. After analysis of this comparison, it ...
Electronic portfolios are selective and purposeful collections of work, designed to showcase knowledge, skills, achievement, and growth over time (Casey). They are made available on the World Wide Web for easy access. These portfolios tend to focus on the creator’s previous work and their own reflections of each piece. The purpose of an e-folio is basically to provide documentation and credibility to the creator’s abilities (Ramey). Electronic portfolios represent a learning history as well as a reference of the creator’s capabilities (Casey).
The portfolio is a magnificent object. The portfolio allows its viewer a snapshot of the creator. The portfolio for the artist is almost as important as a résumé. The portfolio is an essential tool for any student interested in a career in visual arts due to its power of truth and persuasion. The portfolio allows admissions officers to assess the applicants on both technique
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
PBR LITERATURE REVIEW Introduction - Identifying Intellectually Gifted When asking yourself what an intellectually gifted student is, the first thing you may focus upon is their ability to achieve high results. Public Schools of North Carolina encompasses it as the following, ‘the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment’ (Public of North Carolina, 2012). This can also be further extended from Avery County Schools, who state that ‘Academically or intellectually gifted students exhibit high performance capability in intellectually areas, specific academic fields, or in both’ (Avery County Schools, 2008). So, intellectually gifted means to perform
Another view of the qualities of gifted and talented students suggests that there are both typical and atypical gifted st...
There are a number of definitions in the literature to describe the strategy of portfolio assessment. Brady and Kennedy (2009) describe portfolio assessment as a collection of work samples or products collected over time to demonstrate student progress in learning and achievement of outcomes. This is the most succinct and ideal definition as the idea of assessment is to not only assess the final products of learning but to also assess the process a student takes to achieve that final product. Portfolios in general provide evidence of a how a student thinks, questions, analyses, synthesises, produces and creates (Borich & Tombari, 2004). Grace (2002) emphasises that they keep track of a student’s success rather than their failures. This naturally allows you to determine what their learning n...
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
Portfolios serve the purpose of an extensive record of a student’s best work and skills. As the student progresses through life, record keeping and reflection becomes an expectation. A résumé cannot possibly describe the entire list of qualities each individual possesses. As a result, portfolios thrive in high schools and offices alike to demonstrate a person’s capabilities in the greatest detail. Any person with a future-oriented mindset should have a portfolio to create opportunities for a successful life.