ABSTRACT

Assessments must be able to accurately gauge the growth of the advanced learner. Thus, product-based assessment is a crucial approach in differentiation. Ongoing formative and summative assessment should be embedded in classroom instruction using strategies such as entry and exit slips and evaluation of student work during class. Assessment of spatial abilities, such as the ability to manipulate three-dimensional objects, and scientific creativity are also important for the development of science, technology, engineering, and mathematics innovators. If the assessment is used to determine participants in higher level opportunities, care must be taken to be as inclusive as possible and not to use the assessment as a gatekeeper. The assessments used for typical students will stay within the Next Generation Science Standards assessment boundaries, but assessments for advanced learners may go beyond the boundaries if their learning experiences were more advanced. In each case, the assessment mirrors what was taught and how the students interacted with the lessons.