Doing It Differently: Alternative Assessment Strategies - NAGC

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Summary (cont.)• Teachers and gifted program coordinatorsview PBA-identified student strengths asbeing creative, spatial, and strong inproblem-solving while they view theirweaknesses as verbal skills, organizationskills, and time management.• PBA-identified students overall perceive theirgifted program experiences positively in allareas, with special benefits in self esteemand confidence.
Features of Performance Based<strong>Assessment</strong>• Emphasis on thinking and problem solving, notprior learning• Off-level/advanced• Open-ended• Use of manipulatives• Emphasis on articulation of thinking processes
Page 1: Doing It Differently:AlternativeAss
Page 4 and 5: Overview of Identification Issues i
Page 6 and 7: The Use of Nonverbal Testsfor Asses
Page 8 and 9: Group Discussion Activity• What n
Page 10 and 11: Factors Contributing to Educational
Page 12 and 13: Self Perception as a Filterto Adult
Page 14 and 15: Promising Identification Approaches
Page 18 and 19: Sample Verbal ItemYear Round School
Page 20 and 21: Student Quotes• “The program is
Page 22 and 23: Implications for the Identification
Page 24 and 25: Summary of FindingsLow Income Afric
Page 26 and 27: Summary of Findingsfor Twice-Except
Page 28 and 29: Assessing Gifted Student Learning
Page 30 and 31: Student math Project: MiddleSchool
Page 32 and 33: Portfolios• Ask students to selec
Page 34 and 35: Implications for School Leaders•
Page 36: People have a basic human right to

Doing It Differently: Alternative Assessment Strategies - NAGC

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