ABSTRACT
The concluding chapter to this section on the advanced learning progress of gifted learners focuses on assessment approaches that use instruments that meet the criteria for technical adequacy and challenge commensurate with advanced instructional opportunities. The chapter defines the process for assessing learning as one that begins with pre-assessment and concludes with a post assessment documenting the nature and type of learning changes that have accrued over a designated period. An overview of the chapters identifies the key issues associated with the discovery and use of such assessments at both elementary and secondary levels. The chapter also raises issues about the capacity for using such assessments in the context of a standards-based model of instruction for all, sharing the concerns of educators for a more standardized approach. The chapter concludes with an analysis of advantages and disadvantages in using the different types of tools advocated in the chapters for assessing advanced learning.
