This paper discusses important principles for assessing language arts instruction for gifted learners in classrooms. It stresses the importance of multiple measures and approaches being employed at formative and summative stages of the instructional process. Examples of rubrics, portfolios, and performance-based models are provided. The article concludes with ideas for constructing an assessment model that incorporates all of these features.
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References
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AndersonA. (March 1994). Mathematics in context: Measurement, packaging, and caring for our environment. School Sciences and Mathematics, 94 (3), 146–150.
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TierneyR. J.CarterM.DesaiL. (1991). Portfolio assessment in the reading-writing classroom. Christopher-Gordon Publishers.
