Alternative Assessments With Gifted and Talented Students: With Gifted and Talented Students

Description

Alternative Assessments With Gifted and Talented Students provides a concise and thorough introduction to methods for identifying gifted students in the school setting. Including overviews of assessment tools and alternative methods of assessment, as well as pertinent discussions concerning the need to identify gifted and talented students, this book combines research and experience from top scholars in the field of gifted education in a convenient guide for teachers, administrators, and gifted education program directors. Topics covered include the need for nonverbal testing with traditionally unidentified students; the identification of students from minority populations; the value of using traditional assessments with students; the role of creativity tools as a measure of giftedness; and the use of portfolios, products, and performance-based assessment to document learning; among others. This handy guide to assessing and identifying gifted students is a necessity for anyone serving and working with this population. A service publication of the National Association for Gifted Children (Washington, DC)This designation indicates that this book has been jointly developed with NAGC and that this book passes the highest standards of scholarship, research, and practice.

Joyce VanTassel-Baska, Ed.D., is the Jody and Layton Smith Professor Emerita of Education and former Executive Director of the Center for Gifted Education at William & Mary in Virginia, where she developed a graduate program and a research and development center in gifted education. She also initiated and directed the Center for Talent Development at Northwestern University.

In Alternative Assessments With Gifted and Talented Students, published in 2008 by the National Association for Gifted Children (NAGC), the reader is presented with a compilation of arguments for best practices by some of the most well-known and well-respected experts in the field of gifted education . . . In each chapter, the authors explore various methods for identifying students for gifted programs, as well as tracking students' educational progress. . . . Not to be found in Alternative Assessments With Gifted and Talented Students is a clear, straightforward answer regarding the best way to identify gifted students or assess students' learning. If only it were that easy. However, readers will gain an understanding of some of the key issues to consider and the options available for assessment. Teachers, administrators, and gifted program educators will find Alternative Assessments With Gifted and Talented Students to be a valuable tool in developing gifted programming in their school or district.,Davidson Institute for Talent Development, 1/1/08 This book will stretch your thinking and give you alternatives to finding children who truly do need the support of programming designed to nurture their gifts . . . I loved how this book stepped through many different aspects of gifted identification, and I hope that those in a position to make a difference will consider its valid suggestions . . . My hope is that after reading this book, minds will be opened about the possibilities available. The ideas within are fair in their approach, and shortcomings are discussed as well as strengths for the various alternatives.,Linda Coleman,Bella Online, 1/1/10 The process of identifying gifted and talented students can be a challenging task as school personnel strive to design identification profiles that take into consideration ethnic, socioeconomic, and a wide variety of individual differences. Alternative Assessments With Gifted and Talented Students, written for those involved in the identification process of gifted students, provides a thorough overview of alternative methods used to identify and assess the learning of gifted students. Based on research and experience, this book offers important information and perspectives about the advantages and disadvantages of using alternative assessment measures to identify gifted and talented children.,Gifted Child Today, Vol. 31, No. 2, 4/1/08