Key Assessment Samples

The following are samples of possible key assessments, depending upon the course topic.

EDUC 511 Emerging Issues in Teaching and Learning: Assessing and Identifying High Ability Students            

KEY ASSESSMENT:  Students will develop and deliver a comprehensive presentation that demonstrates the students’ depth of understanding of one selected service delivery model for high ability, an assessment to identify high ability learners, and a personal definition of high ability learners.


  • Comprehensive knowledge of characteristics of high ability learners, types of assessment, and service delivery models for high ability.
  • Synthesis of characteristics, assessments, and delivery models regarding high ability.
  • Presentation reflects best practices and current research in the field of gifted education.

KEY ASSESSMENT: Students will explore multiple tools for assessment of high-ability learners.  Students will propose and conduct an action research project related to assessment.  Examples of research may pertain to assessments that are standardized, teacher developed, rubric-based, authentic in nature, portfolio, quantitative, and/or qualitative.


  • Action research project appropriately identifies and addresses a current problem in the area of high-ability education.
  • Project includes data that has been collected and organized in an efficient manner.
  • A clear and concise interpretation of the data is included in the research project.
  • Actions to be taken based on the data must be determined.
  • An evaluation of the research project is submitted along with a reflection of the process.

EDUC 510 Applied Curriculum: Designing High Ability Curriculum

KEY ASSESSMENT:  Students will develop a curriculum unit of study for high-ability students by incorporating the following methodologies for curriculum development: accelerated learning within the core content areas, use of higher-order process skills, development of creative student products, and/or concept development and learning.


  • Understand the basic principles of curriculum development for high-ability learners.
  • Curriculum is appropriately suited for elementary school, middle school, or high school level learner.
  • Curriculum incorporates current methodologies from research on high-ability learners.
  • Curriculum is aligned with state and national standards.
  • Appropriate assessment of learning is included in curriculum unit of study.

EDUC 515 Models of Teaching: Instructional Methodologies for High Ability Students

KEY ASSESSMENT:  Students will create a portfolio of lessons for high-ability learners that encompass the following methodologies:  learning styles, acceleration, compacting, tiered lessons, interest-based, real-world research, creative and critical thinking, and twice exceptional.


  • Portfolio includes at least five comprehensive lessons for each methodology.
  • Each lesson incorporates higher-level thinking based on Bloom’s taxonomy.
  • Lessons are challenging and age-appropriate depending on level of learner.
  • Portfolio is organized in a professional manner.
  • Portfolio lessons serve as a resource for practicing educators working with high-ability learners.
  • Portfolio lessons include authentic assessment measures of success.

EDUC 610 Culminating Project and Field Experience

KEY ASSESSMENT:  Students may opt to complete one of the following culminating experiences for gifted and talented licensure:

  • Practicum experience and comparison study on schools offering varying delivery models for services such as:  pullout, cluster grouping, self-contained, talent development-based, university programs, and/or specially created programs.
  • Case study and practicum experience of assessing, creating instructional lessons, observing and monitoring progress of two high-ability learners through the use of videotaped instruction and reflection.
  • Communications and public relations practicum experience where students develop the following types of media for various school stakeholders regarding high ability learners:  website access/resources, school brochures and pamphlets, inforMEDional presentations on programming for parents, staff, and/or students, and parent support system MEDerials.


  • Action plan is created and contract with supervising practicum adviser is agreed upon.
  • Time and effort log is maintained to document project progress.
  • Physical evidence and presentation of project is completed.
Comprehensive application of knowledge and principles of high-ability learners is evident.
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