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• W167916142 abstract "The call for a differentiated curriculum or program for gifted raises the issues of how such changes should be made and how they should be assessed. Mr. Gallagher proffers some suggestions. One of the key elements of the new education reform movement is clearly accountability. Over the years, members of the general public have become distressed by what they perceive to be the excessive promises of educators who were trying to overcome the effects of larger societal problems. In addition, the public schools were given responsibility, without substantial help from other segments of the society, for tasks that had little chance of success (for example, doing away with intergenerational poverty).(1) In the wake of limited results, the public schools have been asked to document their good works and to demonstrate that their requests for resources are justified by performance. The call for accountability does not necessarily mean we have lost our affection for or trust in our teachers. It is more in the spirit of President Reagan's slogan Trust, but verify. We know that teachers, like other professionals, are sometimes victims of self-delusion about their own work or captives of their own self-interest. Just as we want our physicians, bankers, and politicians to be accountable, so do we want verification of the positive results that teachers claim their efforts have produced. Assessment in the Education of Gifted Students Traditional measures have rarely been helpful in assessing either gifted individuals or educational for gifted students. There are several reasons for the limited usefulness of instruments that are designed for average students. 1. Ceiling effects. Many gifted score at the top level of the tests that are traditionally administered, often even before instruction begins. When a student scores at the 98th percentile on a test, that tells us only that he or she has mastered the content of that test; it does not inform us as to the upper limits of the student's knowledge. 2. Content covered. Most standardized achievement tests measure mastery of facts and low-level associations. Gifted education aims at higher levels of thinking than are measured by these instruments. Using these tests to assess gifted is similar to trying to measure a 100-foot tower with a yardstick. 3. General measures of achievement. The use of broad general achievement measures, such as the SAT I or exams to measure growth during specific instructional units or projects, inevitably underestimates or fails to document the gifted student's mastery and growth in these specific knowledge areas. 4. Previous evaluation models. Previous efforts at school evaluation have often focused on inputs to the school program (number of certified teachers, computer stations established, and so on) rather than on tangible growth or change in student knowledge, skills, motivation, or attitude.(2) The attempt of some school administrators to take credit for the high scores that gifted make on standardized achievement tests, statewide achievement tests, or end-of-grade tests is disingenuous at best and borders on the fraudulent. Those would be making high scores on those tests even if they had stayed home for the entire year, a proposition now being tested by increasing numbers of parents who have resorted to home schooling after being disillusioned by what the public schools are doing - or not doing - for their children. There is now evidence to document the relatively weak and limited attempts being made in many schools to provide educational experiences for gifted children. Many schools that claim to have programs for gifted students allow these a special experience for an hour or two per week. This is what practitioners of medicine would call a nontherapeutic dose. One way to discover what gifted are thinking about their education is to ask them. …" @default.
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• W167916142 title "Accountability for Gifted Students." @default.
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