I.D.

& Assessment

Literature Review

Pierre, Ruth

Bibliography: Ensuring Gifted Children With Disabilities receive Appropriate Services:

Call for Comprehensive Assessment. National Association for Gifted Children. November

2nd, 2011

Gifted students with co-existing disabilities are referred to as twice-exceptional. Those

students face hardships due to the identification processes that classify them. It is challenging for

such students to receive proper placement to their needs. The article states that it is best to

identify and intervene early in order for those students to receive accommodations. Schools

identify students with disabilities by their performance (i.e. below grade). However, concerns of

below-grade-level are not as reliable when determining placement for twice-exceptional

students. There are a few important steps that can be used to identify those students.

1. A comprehensive assessment that includes norm-based, psychometrically sound,

comprehensive individual intelligence, and achievement test.

2. Inform parents of underperformance in a bright child

3. Look across all academic areas (not just below-grade-performance)

4. Involve one who specializes in gifted education

5. Train teachers to identify students who are twice-exceptional. Try various approaches to

ensure that those students are served for both gifted and special education.
 Question #1: Have you identified any students who are twice-exceptional in your local

school? If yes. What is/are the assessment(s) or protocol(s) used to identify those students?

Identifying and Serving Culturally and Linguistically Diverse Gifted Students. National

Association for Gifted Children. October 2013.

Current protocols for identifying culturally and linguistically diverse gifted students

should be revised and enforced. Students from other cultures are often viewed as incapable

learners due to language barrier. Those students should be given the opportunity to be tested and

show their strengths. Research shows that assessments can either be formal or informal and

dynamic. For example, a checklist can be used to identify/recognize giftedness which can then be

shared with parents and guardians. CLD students can be served by using three effective

strategies: gifted education, multicultural/diversity education and bilingual education. Students

should be allowed to enroll in advanced placement courses, international Baccalaureate programs

and dual enrollment to name a few. Teachers should be intentional about CLD students by

implementing/developing protocols that examine their giftedness.

Question #2: Do you agree/disagree with the revision current protocols and implementation of

revised protocols when identifying students who are culturally and linguistically gifted?

The pitfalls in identifying a Gifted Child New York times. A gifted school of

inquiry for gifted students. Katie Orlensky. July 4th, 2010

The article emphasizes the importance of making the distinction between a gifted and

bright children especially in young children because gifts and talents can easily be shown due to

interest. Secondly, giftedness is not stagnant. It will continue to grow as a child grows. The

presence or absence of gifts/talents will not disappear; they are progressive and dynamic. It is
crucial to develop gifts in children who might not have the privilege to be involved in out-of-

school activities or lack resources at home. Thirdly, gifted children can be identified in all racial,

ethnic, and income levels. However, these students are often underrepresented due to their status.

Question 3: Have you witnessed the underrepresentation of gifted children at your school?

Bibliography: Formative Assessment: An enabler of learning. Better: Evidence-

based Education. Spring 2011. Pages 18-19

The article shed light on the power of day-to-day tool for teachers and students.

Formative assessments should be a collaboration between students and teachers towards a

common learning objectives. The result of reassign the role of the teacher changes from an

evaluator to an enabler. It is imperative to assess students as they learn new contents, develop

new ideas and bridging pre-existing knowledge. One of the most crucial component of formative

assessments is feedback. Teachers should continuously shape new learning and keep students

informed of their progress. If used correctly for a specific and intended purpose, a teacher

incorporate formative assessments that challenge students to use their metacognitive skills.

Formative assessments should be differentiated allowing students to respond/express their

answers and show mastery of content. Formative assessments should be viewed as a test or an

instrument but as an approach to teach and support students in a welcoming environment.

Question #4: What are some examples of effective formative assessments used in your

classroom?