ABSTRACT
Classroom assessment of student achievement is important for feedback to students and communication with parents about student progress. Student learning outcomes are also indicators of program success, and data collected on student growth are one source of information critical to various stakeholders in determining whether the investment of money, teacher time, and student time is warranted. Assessment of students throughout the instructional process provides the greatest opportunity to assure that student learning is maximized. The collection of valid and reliable student data is critical: prior to planning instruction (preassessment) during the instructional process (formative assessment), and at the conclusion of an instructional unit. Standardized tests often are considered first in deciding how to measure the outcomes of gifted programming efforts. In the domain of affective outcomes, there are a variety of instruments that have been used to assess changes in students as part of program evaluation.
