ABSTRACT
This book examines three aspects of assessments essential in gifted program development. First, it explores the issues associated with an effective identification system, including the types of instruments required to identify students who need programming and services in gifted education. Second, the book clarifies and interprets the need for targeted learning progress assessments for gifted learners, those tools that are matched to desired student outcomes and involve students in critical thinking, creative thinking, and problem solving. Finally, the book focuses on program evaluation, assessments and processes used to ascertain how successful the program has been within a prescribed period of time in advancing gifted student learning. This overview will examine the importance of assessments, how assessments are addressed in the National Association for Gifted Children’s Pre-K-Grade 12 Programming Standards (NAGC, 2019a), and how different sections of the book relate to the standards and standards-based programming.
