ABSTRACT
This assessment handbook has focused on three general categories of assessments used in schools to develop services and programs for gifted students: identification, learning progress, and evaluation. This chapter will summarize the major principles, practical implications that emerge from these principles, and challenges identified by the authors. We will then interweave these different types of assessment into a practical model that delineates how assessments might work together for developing and improving gifted education programming. The chapter and book conclude with important questions for future research on identification, learning progress, and evaluation of gifted learners.
