These barriers must be overcome in order that the needs of the gifted students will be met. In teaching a gifted class with students having multiple intelligences, it is essential that a teacher considers each student’s learning capacity and skills. Of utmost importance is the ability of the teacher to conduct pre-assessments among his students because the results of these pre-assessments will determine the method of teaching that he will implement. Aside from giving a pre-assessment test, the teachers must design a post-assessment strategy to evaluate whether the strategies that he employed are effective. One pre-assessment strategy is to conduct a pre-assessment test for all the students in the class. The test results will show the learning targets emerging for the student and what it is that he has already acquired or accomplished (Dobbertin, 2012). Dobbertin goes on further to say that students are able to see their test results through a chart which reveals the learning targets that each question was designed to assess (2012). With pre-assessment tests, the teacher gets a clearer perspective of each student’s strengths and weaknesses. ...Show more
Differentiated instruction for gifted students poses a challenge to educators. Such heterogeneous setting would require that teachers become flexible in terms of content and format of their teachings (VanTassel-Baska & Stambaugh, 2005)…
According to Armstrong (), MI theory emphasizes the innumerable ways in which people show their capabilities related to different intelligences. Teaching strategies based on the MI theory advocate that the learning environment should involve the student in an experience from real life.
This adjustment helps the student to meet targeted standards and goals within a set period. According to center for education research and innovation, formative assessment is an interactive assessment of the student where the teacher identifies learning needs and shapes the teaching.
To achieve effective assessment however, educationists need to put in place very vibrant and workable assessment tools. In educational cycles, the type of assessment tool used by an educationist says a lot about the educational competence of the educationist.
Assessors conduct Assessment at the end of every learning period to determine the best and those who are to repeat the course. Setting out a quality assessment is challenging as it requires time and the right choice of assessment techniques. For one to qualify to be an assessor or in an institution, the institution must have full proof that one is fully competent in the field of assessment.
According to Stiggins et al. (2004) a sound and productive classroom assessments are build on dimensions like the specific information needed of intended users, achievement targets, accurate reflection of students achievement, effectively communicated results to the intended users and having students involved in the assessment, record keeping and communication.
The assessment can be used to improve and accelerate students learning. In most of such assessments the students are not given grades, instead they are given feedback which can help them improve their learning or can be used by the teacher to improve his teaching tactics to enhance learning.
In educational cycles, the type of assessment tool used by an educationist says a lot about the educational competence of the educationist. This is because good educationists have often been identified with the
Currently, focus has turned on formative assessment techniques. Studies on the teachers’ effectiveness reveals that an assessment which is learner centered bring out the best of teaching practice. Such an assessment was to aid the
d of intended users, achievement targets, accurate reflection of students achievement, effectively communicated results to the intended users and having students involved in the assessment, record keeping and communication. In my application of the ongoing assessments in my role
nities beyond grade level, (c) philosophical barriers and antipathy of many teachers toward the gifted learner and their needs, (d) lack of understood services for the gifted population, and (e) lack of service mandates in many states to support services for gifted learners
3 pages (750 words)Research Paper
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