Documente Academic
Documente Profesional
Documente Cultură
NAGC 5, 6
NAGC standards
Target (9-10)
Acceptable (7-8)
Unacceptable (06)
Student makes
specific commentaries
on how foundational
knowledge, historical
legacies, and current
issues impact the
education and the
general welfare of
student with gifts and
talents.
Links to theory
(citations) are
numerous and evident
Describes strategies
used with some
reference to theory or
historical perspective.
Little discussion of
theory and historical
perspective when
addressing strategies
chosen.
Student is aware of
the growing diversity
of the student body in
general, and how
educators
demonstrate cultural
responsiveness in
particular.
Student understands
that opportunities for
enrichment and other
gifted education
services are unequal
for diverse students.
Student clearly
describes and
discusses specific
strategies including
differentiation,
enrichment,
compacting and
acceleration for gifted
learners (includes
specific examples)
and includes
discussion of
strategies for teaching
problem-solving,
creative thinking and
performance skills for
all gifted learners,
including those who
are twice-exceptional
References to
diversity are very
vague and lacking in
detail. Cultural
responsiveness is not
mentioned.
Strategies described
to not address the
needs of all learners,
includes descriptions
of some, but not all
strategies
(differentiation,
enrichment,
compacting and
acceleration) may
not provide specific
examples of
strategies. Includes
reference to problemsolving, creative
thinking and
performance skills and
discussion of twiceexceptional learners.
Assessment
NAGC 1,4
NAGC standards
Target (9-10)
Acceptable (7-8)
Unacceptable (06)
Clearly understands
how a dominant
culture might impact
the learning of
children from diverse
backgrounds and
addresses the need to
be culturally
responsive to students
of different cultures,
family backgrounds,
languages, and/or
undervalued dialects,
when assessing
students from CLD
backgrounds.
Clearly identifies an
appropriate process
for referral and
identification of gifted
learners, including
those from diverse or
underrepresented
backgrounds.
Discusses
underrepresentation
as related to
assessment. Specifies
assessment
instruments to be
used in multiple
domains and
alternative
assessments
References to cultural
responsiveness are
made but lacking in
detail.
No mention of cultural
responsiveness or the
impact of failing to do
so on diverse student
populations.
Process for
identification lacking
in one or more areas:
a) referral, b) variety
of assessment
instruments, c)
identification of
students from
underrepresented
populations.
References to
underrepresentation
are vague and
unrelated to specific
assessment
instruments.
Describes the
processes of learning
assessments for gifted
learners, including
alternative
assessment
approaches,
qualitative and
quantitative
approaches, describes
specific examples of
differentiated (e.g.,
above-level)
assessment.
Describes assessment
in general, without
specific description of
differentiated
assessment OR
Inaccurate description
of assessment
procedures and
strategies
NAGC 3, 5 Instruction
NAGC standards
Target (9-10)
Acceptable (7-8)
Unacceptable (06)
Includes a discussion
of each of the
following: a) the
accuracy of
measurement
instruments, b) test
bias, c) qualitative
and quantitative
assessments in regard
to referral and
progress monitoring
for instructional
decision making.
Includes a discussion
of each of the
following: a) the
accuracy of
measurement
instruments, b) test
bias, c) qualitative
and quantitative
assessments in regard
to referral OR progress
monitoring for
instructional decision
making.
Fails to include a
discussion of
accuracy, bias, variety
in assessments OR
does not discuss
assessment for
referral or progress
monitoring.
Specifically and
accurately discusses
assessments for
planning long-term
and short-term goals.
Includes discussion of
factors relevant in
assessment decisions,
such as diverse
student needs and
strengths, cultural
relevance and the
environment.
Discusses
assessments for
planning long-term or
short-term goals.
Includes discussion of
factors relevant in
assessment decisions,
such as diverse
student needs and
strengths, cultural
relevance and the
environment.
Fails to include
discussion of
assessment for
planning purposes or
relevant factors for
assessment decisionmaking
Discussion of
curriculum
development includes
clear examples of
cross-disciplinary skills
to meet the needs of a
variety of gifted
learners; includes an
accurate discussion of
both within- and
across-grade level
challenges (horizontal
and vertical) and
discusses potential
outcomes of the
learning experience.
Superficial discussion
of organization of
curriculum; fails to
address within and
cross grade level
challenges; lack of
specificity regarding
outcomes of the
educational
experience for gifted
learners.
comments Rater
NAGC standards
Target (9-10)
Acceptable (7-8)
Unacceptable (06)
Includes specific
strategies for creating
(and/or modifying
existing curricula to
create) challenging,
complex, and creative
opportunities for
gifted learners in both
academic and nonacademic domains
Appropriately
discusses use of preassessment, formative
and summative
assessment for
informing instruction
in both general and
specialized curricula
for gifted learners.
Outlines specific
examples of use of
assessment
information to guide
instruction.
Appropriately
discusses use of preassessment, formative
and summative
assessment for
informing instruction
in both general and
specialized curricula
for gifted learners.
Does not include
examples of use of
assessment
information to guide
instruction.
Provides appropriate
examples of each of
the following for
meeting the needs of
gifted learners
(tiering, compacting,
enrichment, contracts,
acceleration,
mentoring)
Provides appropriate
examples of most (45) of the following for
meeting the needs of
gifted learners
(tiering, compacting,
enrichment, contracts,
acceleration,
mentoring)
Includes examples of
affective education
strategies such as
self-awareness,
bibliotherapy,
character education,
service learning and
self-direction.
Refers in general
terms to affective
education strategies
such as selfawareness,
bibliotherapy,
character education,
service learning and
self-direction.
Total
Score
NAGC standards
Target (9-10)
Acceptable (7-8)
Unacceptable (06)