Welcome to Gifted & Talented Programs at WESM
For the 2016-1027 school year, Ms. Theresa Hyun will be the Gifted Coordinator. She can be reached at firstname.lastname@example.org. She will be contacting students who are identified as Gifted and/or Talented and parents for informational meetings. She will also seek out new students to be identified..
Excerpts taken from “Emotions and Learning,” Differentiated Instructional Strategies (Gregory and Chapman 2002).
Assessing our learners. Just as one size of learning doesn’t fit all, one size of assessment doesn’t suit either. We can hold up clothing to see how it might look, but until we put it on we don’t know what changes need to be made. We may need a new size or a different style of color. So in assessing the learning, we need different approaches to check the fit and adjust the learning.
We in education tend to banter about the terms assessment, evaluation, and grading without necessarily having clearly distinctive definitions for each term. Assessment is often referred to as gathering data, evaluation is the judging of merits, and grading is assigning values to letters or numbers for reporting purposes (Rolheiser, Bower, & Stevahn, 2000).
Of the numerous methods of assessment, the use of portfolios offers educators, students, and families a better understanding of the GATE student. Portfolios are collections of student work for specific purposes base on criteria that support and provide evidence of application and understanding of the targeted concepts or skills. They can identify progress, show evidence of success, support evaluation and grading, and contain pieces that show what additional learning needs to take place. They are a way of facilitating ongoing feedback and reflection during the learning process.
Often, the portfolio is a partnership, with both the teacher and student being involved in selecting pieces to put into the portfolio. Often, the teacher will set criteria for selection and allow several choices to be made by the students. Some teachers use colored dots to identify pieces that are included: red dot on student selected pieces, yellow dot on teacher selected, and green dot on teacher/student selected pieces. There can be four steps in the portfolio process: collect, select, reflect, and project (Burke et al., 1993).