Expert answer:Education assignment – continuity to assignment 1
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the Student Center.
Assignment 2: Assessment Project – Part 2
Due Week 6 and worth 200 points
Now that your superintendent reviewed your first submission and provided feedback,
you will make the suggested revisions. You will also complete this section of the white
paper. You will justify your topic selection and its relevance to the school district’s goal
of improving its assessment results.
Note:
Refer to the Overall Scenario of Assignments 1-4 by clicking here.
Write a three to five (3-5) page paper in which you:
1.
Revise Assignment 1 using the feedback that the superintendent provided. (The revision of the previous assignment
is not included in the page count for this assignment).
2.
Describe the relevance of your assessment topic in terms of meeting the K-12 assessment goals in your chosen
school district as it relates to the specific focus you identified in Assignment 1. Provide specific examples of
assessment goals that the school district currently uses to support your rationale.
3.
Explore at least three (3) key reasons why you selected the topic in question. Highlight the fundamental aspects of
the topic that make it fit into either traditional or alternative assessment research. Justify your response.
4.
Suggest three (3) strategies that educators could employ in order to utilize technology within the classroom and thus
aid your chosen school district in meeting its K-12 assessment goals. Provide relevant examples of these strategies
to support your response.
5.
Provide at least three (3) additional reliable, relevant, peer-reviewed references not previously used published within
the last 5 years.
Your assignment must follow these formatting requirements:
•
•
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and
references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course
title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
•
•
•
•
•
Analyze traditional theories of assessment.
Apply new advances and current thought in the field of educational assessment.
Evaluate alternate forms of assessment for special populations.
Use technology and information resources to research issues in educational assessment.
Write clearly and concisely about educational assessment using proper grammar and mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and
language and writing skills, using the following rubric.
Points:
200
Criteria
Assignment 2: Assessment Project – Part 2
Unacceptabl
e
Below 70% F
Fair
Proficient
Exemplary
70-79% C
80-89% B
90-100% A
Did not submit
or incompletely
revisedAssignm
ent 1 using the
feedback that
the
superintendent
provided. (The
revision of the
previous
assignment is
not included in
the page count
for this
assignment).
Partially
revisedAssignment 1
using the feedback that
the superintendent
provided. (The revision
of the previous
assignment is not
included in the page
count for this
assignment).
Satisfactorily
revised Assignment 1
using the feedback that the
superintendent provided.
(The revision of the
previous assignment is not
included in the page count
for this assignment).
Thoroughly
revisedAssignment 1
using the feedback that
the superintendent
provided. (The revision of
the previous assignment
is not included in the page
count for this
assignment).
2. Describe
the
relevance of
your
assessment
topic in
terms of
meeting the
K-12
assessment
goals in
your chosen
school
district as it
relates to
the specific
focus you
identified in
Assignment
1. Provide
specific
examples of
assessment
goals that
the school
district
currently
uses to
support
your
rationale.
Weight:
20%
Did not submit
or incompletely
described the
relevance of
your
assessment
topic in terms of
meeting the K12 assessment
goals in your
chosen school
district as it
relates to the
specific focus
you identified in
Assignment 1.
Did not submit
or incompletely
provided
specific
examples of
assessment
goals that the
school district
currently uses
to support your
rationale.
Partially describedthe
relevance of your
assessment topic in
terms of meeting the K12 assessment goals in
your chosen school
district as it relates to
the specific focus you
identified in Assignment
1.Partially provided
specific examples of
assessment goals that
the school district
currently uses to
support your rationale.
Satisfactorily described the
relevance of your
assessment topic in terms
of meeting the K-12
assessment goals in your
chosen school district as it
relates to the specific focus
you identified in
Assignment
1.Satisfactorilyprovided
specific examples of
assessment goals that the
school district currently
uses to support your
rationale.
Thoroughly described the
relevance of your
assessment topic in terms
of meeting the K-12
assessment goals in your
chosen school district as
it relates to the specific
focus you identified in
Assignment
1.Thoroughlyprovided
specific examples of
assessment goals that the
school district currently
uses to support your
rationale.
3. Explore
at least
three (3)
key reasons
why you
selected the
Did not submit
or incompletely
explored at
least three (3)
key reasons
why you
Partially explored at
least three (3) key
reasons why you
selected the topic in
question. Partiallyhighli
ghted the fundamental
Satisfactorily explored at
least three (3) key reasons
why you selected the topic
in
question.Satisfactorilyhighli
ghted the fundamental
Thoroughly explored at
least three (3) key
reasons why you selected
the topic in
question.Thoroughlyhighli
ghted the fundamental
1. Revise
Assignment
1 using the
feedback
that the
superintend
ent
provided.
(The
revision of
the previous
assignment
is not
included in
the page
count for
this
assignment)
.
Weight: 5%
topic in
question.
Highlight
the
fundamental
aspects of
the topic
that make it
fit into either
traditional or
alternative
assessment
research.
Justify your
response.
Weight:
25%
4. Suggest
three (3)
strategies
that
educators
could
employ in
order to
utilize
technology
within the
classroom
and thus aid
your chosen
school
district in
meeting its
K-12
assessment
goals.
Provide
relevant
examples of
these
strategies to
support
your
response.
Weight:
25%
5. 3
references
selected the
topic in
question. Did
not submit or
incompletely
highlighted the
fundamental
aspects of the
topic that make
it fit into either
traditional or
alternative
assessment
research. Did
not submit or
incompletely
justified your
response.
aspects of the topic that
make it fit into either
traditional or alternative
assessment
research. Partiallyjustifi
ed your response.
aspects of the topic that
make it fit into either
traditional or alternative
assessment
research.Satisfactorilyjustifi
ed your response.
aspects of the topic that
make it fit into either
traditional or alternative
assessment
research.Thoroughly justif
ied your response.
Did not submit
or incompletely
suggested thre
e (3) strategies
that educators
could employ in
order to utilize
technology
within the
classroom and
thus aid your
chosen school
district in
meeting its K12 assessment
goals. Did not
submit or
incompletely
provided
relevant
examples of
these strategies
to support your
response.
Partially
suggestedthree (3)
strategies that
educators could employ
in order to utilize
technology within the
classroom and thus aid
your chosen school
district in meeting its K12 assessment
goals.Partially provided
relevant examples of
these strategies to
support your response.
Satisfactorily
suggested three (3)
strategies that educators
could employ in order to
utilize technology within the
classroom and thus aid
your chosen school district
in meeting its K-12
assessment
goals.Satisfactorilyprovided
relevant examples of these
strategies to support your
response.
Thoroughly
suggested three (3)
strategies that educators
could employ in order to
utilize technology within
the classroom and thus
aid your chosen school
district in meeting its K-12
assessment
goals. Thoroughlyprovide
d relevant examples of
these strategies to
support your response.
No references
provided
Does not meet the
required number of
references; some or all
references poor quality
choices.
Partially free of errors in
grammar, spelling,
punctuation, or
formatting.
Meets number of required
references; all references
high quality choices.
Exceeds number of
required references; all
references high quality
choices.
Mostly free of errors in
grammar, spelling,
punctuation, or formatting.
Error free or almost error
free grammar, spelling,
punctuation, or formatting.
Weight: 5%
6. Writing
Mechanics,
Grammar,
and
Formatting
Serious and
persistent
errors in
grammar,
spelling,
punctuation, or
formatting.
Weight: 5%
7.
Appropriate
use of APA
in-text
citations
and
reference
section
Weight: 5%
8.
Information
Literacy /
Integration
of Sources
Weight: 5%
9. Clarity
and
Coherence
of Writing
Weight: 5%
Lack of in-text
citations and /
or lack of
reference
section.
In-text citations and
references are
provided, but they are
only partially formatted
correctly in APA style.
Most in-text citations and
references are provided,
and they are generally
formatted correctly in APA
style.
In-text citations and
references are error free
or almost error free and
consistently formatted
correctly in APA style.
Serious errors
in the
integration of
sources, such
as intentional or
accidental
plagiarism, or
failure to use
in-text citations.
Information is
confusing to the
reader and fails
to include
reasons and
evidence that
logically
support ideas.
Sources are partially
integrated using
effective techniques of
quoting, paraphrasing,
and summarizing.
Sources are mostly
integrated using effective
techniques of quoting,
paraphrasing, and
summarizing.
Sources are consistently
integrated using effective
techniques of quoting,
paraphrasing, and
summarizing.
Information is partially
clear with minimal
reasons and evidence
that logically support
ideas.
Information is mostly clear
and generally supported
with reasons and evidence
that logically support ideas.
Information is provided in
a clear, coherent, and
consistent manner with
reasons and evidence
that logically support
ideas.
Running head: GIFTED STUDENTS
1
Gifted Students
Name
Institution
Course
Tutor
Date
GIFTED STUDENTS
2
Alternate assessment methods for special populations (e.g., gifted students, students with
learning disabilities) – methods for gifted math students grades first – 5th.
Introduction
Background to the topic
Gifted students are also called academically advanced students. For example, when
compared to others, gifted maths students manifest special skills such as outstanding ability to
learn and apply what is taught in class in at a faster rate than others (Farkas & Duffet, 2008).
These students are blessed with the ability to grasp mathematical concepts on their own without
even consistent assistance from instructors. In order to ensure that they don’t fall victims of
circumstances, there is need to develop effective methods of assessing their outstanding
academic abilities for the entire learning process to be streamlined. Gifted maths students ought
to be assessed on other ability to handle academic tasks such as algebraic, geometry, pre-calculus
and calculus skills among others which are considered to be great impact to their academic life.
The process of conducting this type of research ought to be done by instructors who are talented
to identify such outstanding mathematical skills among students. In this essay I will be
discussing alternative assessment methods for gifted Mathematics students’ grades from 1st – 5th
at Ithan Elementary School; which is known to be nurturing academically gifted students.
Background of Ithan Elementary School
Ithan Elementary School which is a part of Radnor township District is located along
Bryn Mawr in Pennsylvania. Currently it has been reported to have enrolled about 455 students
ranging from grades kindergarten till grade five. It has about 36 teachers of its staff with the
GIFTED STUDENTS
3
student teacher ratio being 13:1 which is basically lower as compared to the PA average which is
15:1. The student and teacher population has been flat for more than 5 years. The school’s
diversity is about 0.54 which on average is more as compared to the state average which is 0.25
and has maintained this score for over 5 years.
Current Issues about Gifted Mathematics Students
There are numerous issues that have been fronted by a section of members of the society
in relation to those students who are considered to be gifted in the field of maths. For example
there is a belief among members of the society that gifted maths students do not need any form
of assistance because that can manage to work on their own. This is one of the most fossilized
myths that ought to be eliminated from public domain. The truth is that gifted maths students
require academic guidance from well trained and equipped instructors in various academic
disciplines. For example, they should be shown where to limit their efforts so as to avoid
polluting their gifted mind. On most occasions academically maths students may be ahead of
their age mates in terms of curriculum; which is likely to cause boredom and all sorts of
frustrations. Therefore, a teacher is supposed to identify and nurture academically advanced
maths students to ensure that they don’t succumb to mental illness or psychological frustrations
(Farkas & Duffet, 2008).
A good number of people in society do believe that teachers challenge all students and
that gifted maths students will be fine in the normal classroom. Truth is that teachers do
challenge all students in the entire class. However, most of them are not familiar with the needs
of academically advanced maths students such as ability to solve complicated polynomials using
synthetic division and finding derivatives of polynomials than their fellows at the same level in
GIFTED STUDENTS
4
class. This is justified by the fact that a section of teachers have not received formal training on
how to handle academically advanced students in mathematics. This has caused bright students
to get bored and being under challenged at school. They are confined within an environment that
does not allow them to be mentally advanced and thrive in their respective fields of
specialization. This is one of the many reasons which require use of advanced methods to
identify academically gifted maths students in life; such as ability to execute complex algebraic
problems (Farkas & Duffet, 2008).
Another issue affecting academically gifted maths students between kindergarten and 5th
grade is that gifted students make their age mates in class bright by being role models or
challenging them (Linda, 2017). Below average students do not look up to gifted students as
embodiment of reason while in class. It is also credible fact that academically privileged students
benefit while interacting with fellows of same performance but instead get frustrated or
unmotivated when placed with below average students. For example, a student who is able to
work on derivatives of polynomials expects a peer to challenge him/her by solving the same
problem by use a different formula.
Majority of parents believe that all children are gifted in mathematics (Farkas & Duffet,
2008). Truth is that children have different levels of strengths and other forms of positive
attributes when it comes to maths a discipline. Those who are gifted in academics do require
advanced modifications to current regular curriculum to ensure that children are ever challenged
and learn new items on daily basis. Students who are gifted in science and mathematics find it
comfortable associating with older students who are considered to be ‘similar peers
GIFTED STUDENTS
5
intellectually’. Studies have substantiated the fact that academically gifted maths students enjoy
interacting with older students who share same interests similar to their expectations.
Other common myths surrounding academically privileged maths students are: all gifted
education programs are elitist, that students who score better grades in maths are just being
favored but not gifted, privileged maths students are happier and enjoy being in school and that
students who are gifted in maths have some hidden disabilities (Cepelewicz, 2016). Other issues
are: some districts in the United States of America (such as region of Pennsylvania) have gifted
and talented programs and that academically gifted maths students require a lot of resources in
order to adjust and be able to realize their dreams (Farkas & Duffet, 2008). It is of cardinal
impact to appreciate the fact that advanced maths students are just normal students hence need to
be treated in a special and unique manner that encourage them to stay and interact with others in
constructive way. Ithan Elementary School should be aware of these societal myths in order to
identify those with special skills in Mathematics; in order to streamline school life.
Specific Needs of Gifted Mathematics Students at Ithan Elementary School
Gifted Mathematics students at Ithan Elementary School have their own special needs in
the field of academics. Teaching them should be totally different as compared to below average
students in the same environmental setup. One such essential need is designing a good
curriculum and instruction for all gifted maths students (Lewis et al. 2017). These students do
require indomitable experiences that are enriched with principles of disciple rather than just mere
and unjustified facts. They require content that is relevant to their life, streamlined activities to
execute advanced problems at life and challenges that pose defensible solutions. Academically
gifted maths students at Ithan Elementary School require classrooms and teachers that add
GIFTED STUDENTS
6
authentic flavor to their academic life; and that enable them to achieve more than what they
imagined to accomplish within a given time frame.
Best teaching method for advanced maths should be focused towards ensuring that they
are able to achieve individual needs. They need additional instructional pace as opposed to their
below average peers (Lewis et al. 2017). This should be done at a pace that allows them to grasp
some of the hidden principles that they might not have been aware in life. This calls for more
refined skills of ensuring that gifted maths students meet individual needs. All academic products
at Ithan Elementary School should be complex and multifaceted in nature. Students need to be
exposed to a range of products from which they can learn from and be able to quench their thirst.
They should be exposed to fuzzier problems with minimal support from teachers and other
people in society. They should be exposed to high degree of dependence to make their own
important inventions.
Gifted maths students do require the teacher to understand supported risk. They have the
ability to score high grades with a lot of ease. Therefore, a teacher who presents high challenge
risks causes a student to be threatened. Therefore, teaching at Ithan Elementary School requires
that a teacher should present tasks in more appealing manner. These students should not be asked
things they already know as they will be bored and feel unmotivated. They should not be
encouraged to read cheap and more books with simple mathematical problems. All students at
Ithan …
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