By Carolyn Callahan, Frances Karnes Ph.D., Kristen Stephens Ph.D.
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Additional resources for Assessment in the Classroom: The Key to Good Instruction (Practical Strategies Series in Gifted Education)
Does not distract others. Exemplary Shows interest in the task at hand; rarely distracts others and needs minimal supervision or reminders. Developed Sometimes distracted or may distract others, but responds immediately to reminders by an adult. Emerging Easily distracted and often off task; distracts others from the task at hand; does not respond positively to peer or adult reminders. Undeveloped Demonstrates little interest in improvement; gives up easily and does not seek help when needed or when advised to do so.
If students are working independently or in small groups, they might be given chips of those same colors to put on their desks, or they might be provided colored pencils to color a small dot on their paper to reflect their status. Groups working on a task together might be provided “group chips” to represent the progress of the group in achieving their goal or finishing the task. If students are working in literature circles, they can create a set of cards with a code that only the teacher knows.
To determine whether a product is well-crafted, he provides guidelines for considering organization, the preciseness, clarity, and mechanical soundness, among others. Style is the third dimension Wiggins identifies as important in rating gifted student products. , a dance). And, as expected, Wiggins considers the content to be important. , depth, insightfulness, power, expertise), and aptness (focus) within this category. Wiggins also provides examples of ways in which exemplary models have been collected that set the highest level of performance required for gifted students.