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Using Assessment and Feedback - Research Paper Example

These barriers must be overcome in order that the needs of the gifted students will be met. In teaching a gifted class with students having multiple intelligences, it is essential that a teacher considers each student’s learning capacity and skills. Of utmost importance is the ability of the teacher to conduct pre-assessments among his students because the results of these pre-assessments will determine the method of teaching that he will implement. Aside from giving a pre-assessment test, the teachers must design a post-assessment strategy to evaluate whether the strategies that he employed are effective. One pre-assessment strategy is to conduct a pre-assessment test for all the students in the class. The test results will show the learning targets emerging for the student and what it is that he has already acquired or accomplished (Dobbertin, 2012). Dobbertin goes on further to say that students are able to see their test results through a chart which reveals the learning targets that each question was designed to assess (2012). With pre-assessment tests, the teacher gets a clearer perspective of each student’s strengths and weaknesses. ...
This is a strategy used for the gifted whereby the students are pre-assessed, grouped depending on their needs and provided effective curricular adjustments (VanTassel-Baska & Stambaugh, 2005). At the beginning of the year, the students will be given the end-of-the-year assessment for specific subject content. Depending on their scores, the curriculum

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will be adjusted accordingly. The students whose scores are within a certain level will be grouped together. “Grouping students in the same classroom at each grade level for specific content is not only beneficial to the child, but makes it easier for the teacher to manage the differentiated learning” (VanTassel-Baska & Stambaugh, 2005). If pre-assessment plays a major role in differentiated instruction in a gifted class with multiple intelligences, the post-assessment is also fundamental for differentiated instruction to be effective. Post assessment strategies are used by educators as planning tools for future changes in the curriculum of gifted students. These strategies are crucial indicators of the student’s performance and progress (VanTassel-Baska, 2005). One type of post-assessment strategy applied to a gifted class is the performance-based assessment. The achievements of gifted learners must not only be assessed through standard measures. There is also a need for assessment differentiation. To gauge their growth and development, performance-based tools would be more effective than the usual paper and pencil measures (VanTassel-Baska, 2005). This means that the students will be assessed based on their clear understanding of the learning process through their ability to provide responses to open-ended questions (VanTassel-Baska, 2005). Another post-assessment


Differentiated instruction for gifted students poses a challenge to educators. Such heterogeneous setting would require that teachers become flexible in terms of content and format of their teachings (VanTassel-Baska & Stambaugh, 2005)…
Using Assessment and Feedback
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