How do you measure the growth of gifted students?

1 Identify learning goals

The first step to measure the growth of gifted students is to identify the specific learning goals that are appropriate for their level and domain of giftedness. These goals should be based on the curriculum standards, but also reflect the individual strengths, interests, and needs of each student. For example, you may use pre-assessments, student surveys, or portfolios to determine the prior knowledge, skills, and preferences of your gifted students. Then, you can design learning goals that are challenging, relevant, and achievable for them, such as advanced concepts, higher-order thinking skills, or creative products.

2 Use multiple measures

The second step to measure the growth of gifted students is to use multiple measures that capture the breadth and depth of their learning. These measures should include both formative and summative assessments, as well as qualitative and quantitative data. For example, you may use quizzes, tests, rubrics, checklists, or scales to measure the mastery of content and skills. You may also use observations, interviews, journals, or self-assessments to measure the development of attitudes, behaviors, and habits of mind. Additionally, you may use portfolios, exhibitions, or performances to measure the application of learning to real-world problems or contexts.

3 Differentiate assessment

The third step to measure the growth of gifted students is to differentiate the assessment according to their readiness, interest, and learning profile. This means that you should provide options and choices for your gifted students to demonstrate their learning in different ways and at different levels. For example, you may allow your gifted students to select the topics, formats, or audiences for their assessments. You may also offer your gifted students the opportunity to work independently, in pairs, or in groups, depending on their preferences and goals. Moreover, you may adjust the criteria, expectations, or feedback for your gifted students based on their individual progress and potential.

4 Compare growth over time

The fourth step to measure the growth of gifted students is to compare their growth over time, rather than against their peers or a fixed standard. This means that you should use longitudinal data and evidence to track and document the changes and improvements in your gifted students' learning. For example, you may use pre- and post-tests, baseline and benchmark assessments, or growth charts and graphs to measure the gains in content and skills. You may also use portfolios, reflections, or goal-setting to measure the changes in attitudes, behaviors, or habits of mind. Furthermore, you may use student-led conferences, parent-teacher meetings, or reports to communicate and celebrate the growth of your gifted students.

5 Collaborate with stakeholders

The fifth step to measure the growth of gifted students is to collaborate with other stakeholders, such as parents, counselors, or specialists, who can provide valuable insights and support for your gifted students' learning. These stakeholders can help you identify, understand, and address the unique needs and challenges of your gifted students, such as underachievement, perfectionism, or social-emotional issues. For example, you may consult with parents or counselors to learn more about your gifted students' interests, passions, or aspirations. You may also work with specialists or mentors to provide enrichment, acceleration, or differentiation for your gifted students. Additionally, you may involve your gifted students in the assessment process, by inviting them to share their feedback, questions, or suggestions.

6 Reflect and improve

The sixth and final step to measure the growth of gifted students is to reflect and improve on your own practice as a teacher of gifted students. This means that you should use the data and evidence from the assessment to inform your instructional decisions and strategies. For example, you may analyze the strengths and weaknesses of your gifted students' learning outcomes, and identify the areas that need more attention, support, or challenge. You may also evaluate the effectiveness and appropriateness of your assessment methods and tools, and modify them as needed. Moreover, you may seek professional development or peer collaboration to enhance your knowledge and skills in teaching gifted students.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?