CI6062
Course Name/Number: CI6062 Gifted: Assessment of Children and Youth who are Gifted,
Creative, or Talented
Description: This course addresses the nature and components of effective assessment of
learners who are gifted, creative, or talented. The candidate will be able to analyze and
understand a variety of assessment tools, selecting the appropriate strategy for a designated
purpose. IN addition, various elements, such as the implications of effective assessment for
professional development, and the role of bias and distortion in the assessment process will
be discussed. After completing the course, the candidate will also be able to discuss
contextual elements, such as cultural, ethnic, and linguistic diversity and dispositions that
influence assessment.
Credit Hours: 3
Required or Elective: Required by the Gifted Endorsement
Faculty Members who Teach the course: Susan Ockerman, Dr. Beth Moore, Dr. Melinda
Kelley, Candice Sears
Prerequisites: N/A
Textbook(s): Johnsen, S. (2004). Identifying gifted students. Waco, TX: Prufrock Press, Inc.
Resource Materials: All additional resource materials are made available on BlackBoard.
Marker Assignments:
Learning Outcomes:
Upon completion of this course, the student will be able to:
How is this outcome assessed?
1. Use and define the basic terminology and limitations of assessment instruments for
students with gifts and talents.
This outcome will be assessed through the final Assessment plan project using a rubric.
2. Compare national, state and local assessment, accommodations and modifications as well
as legal provisions and ethical principles regarding assessment of individuals.
This outcome will be assessed through the final Assessment plan project using a rubric.
3. Outline screening, pre-referral, referral and identification procedures for individuals with
gifts and talents.
This outcome will be assessed through the final Assessment plan project using a rubric.
4. Gather relevant background information, identify supports needed for integration into
various program placements, create and maintain records.
This outcome will be assessed through the final Assessment plan project using a rubric.
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5. Use and interpret information from formal and informal assessments in making eligibility,
program and placement decisions for individuals with gifts and talents, including those from
culturally and/or linguistically diverse backgrounds.
This outcome will be assessed through the final Assessment plan project using a rubric.
6. Develop and administer nonbiased, informal assessment procedures using technology.
This outcome will be assessed through the final Assessment plan project using a rubric.
7. Evaluate instruction, learner products and portfolios, and monitor progress for individuals
with gifts and talents.
This outcome will be assessed through the final Assessment plan project using a rubric.
8. Use and report performance data and information from all stakeholders to make or
suggest modifications in learning environments using effective communication skills
This outcome will be assessed through the final Assessment plan project using a rubric.
Alignment with Transformation Initiative
In view of this conceptual framework and our urban mission, the goal for our Transformation
Initiative is to improve the performance of students in high needs schools by preparing
educators who recognize the moral imperative to meet the needs of each student. We will
prepare educators who are committed to each student, caring about each individual, and
competent in evidence-based and data driven instruction. Themes addressed:
1. Helping candidates come to terms with unintentional barriers and bias.
2. Preparing teachers for urban schools.
3. Implementation of research-based strategies.
4. Academic language development
5. Reflection.
Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who are able to
use technology to support their practice.

who successfully collaborate, demonstrate leadership, and engage in positive
systems change.

who use assessment and research to inform their efforts and improve student
outcomes.

who demonstrate pedagogical content knowledge, grounded in evidence- based
practices, and maximizing the opportunity for learning, and professionalism.
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Alignment with Specialized Program Association:
This course aligns with the Ohio Standards for Gifted Endorsement in these ways:
Objectives for the course are derived from the Council for Exceptional Children
standards for the preparation of teachers of learners identified as gifted, creative or
talented.
Alignment with Ohio Standards for the Teaching Profession:
3.1 Knowledgeable about assessment types, purposes, and resulting data
3.2 Select, develop, and use variety of assessments
3.3 Analyze data to monitor student progress, & to plan, differentiate, & modify
instruction
3.4 Collaborate and communicate student progress with students, parents, &
colleagues
3.5 Involve learners in self-assessment & goal setting
Alignment with State Requirements: Gifted Endorsement program
Attendance Policies: Discussion Board Forums- Students are required to respond
interactively demonstrating comprehension and reflection based on how the assigned
readings apply to your experience as a teacher and/or learner. There will be a variety of
articles posted requiring a relevant, thoughtful response. Online contributions will be
evaluated based on a theoretical and practical perspective.
Academic Integrity Policy The University Rules, including the Student Code of Conduct,
and other policies of the department, college, and university related to academic integrity
will be enforced. Any violation of these regulations, including acts of plagiarism, cheating,
or falsifying field work will be dealt with according to the severity of the misconduct.
Dishonesty in any form may result in a failing grade in a course and/or suspension or
dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy; All communication outside of class will be conducted via
email to the student’s bearcat online account. Replies will be within 72 hours, whenever
possible. At times I am engaged in national activities that preclude access to email.
Grading: Description of Assessment and/or Evaluation of Student Learning:
93 - 100
A
Excellent
84 - 92
B
Good
76 – 83
C
Satisfactory
< 75
F
I
= Incomplete – written consent of the instructor required prior to end of course
Topics:
This course is constructed as a learning module using Blackboard to
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interface with the instructor and fellow students. The major assignment
for this course is a multi-component assessment portfolio directly linked to
the goals and objectives of this course. The purpose of the portfolio is to
demonstrate assessment literacy. Readings from the textbook, Johnsen
(2004), along with additional readings located under Course Documents,
will be required to complete this portfolio. Other minor assignments will
be given each week to allow students to demonstrate understanding of
the week’s concepts and to support the completion of the major
assignment.
In order to cover the maximum amount of information during this short
time frame, several of the weekly activities will use the jigsaw strategy.
This will give everyone access to the necessary information in the least
amount of time. It is each student’s responsibility to research and submit
their piece of the puzzle and to read all of the information gathered by
other students as posted on the Blackboard Discussion Board.
The Major Assignment: Assessment Portfolio
Step 1:
Design an “assessment plan” (based on the readings) for the identification
of students who are gifted/talented. This plan will include both formal and
informal components (Which standardized tests? Teacher input? Parent
interview? Student interview/observation?). Be specific! This plan will be
a complete package that could be, in reality, presented to your Board of
Education for implementation in your district. For example, if you include
a parent interview in the portfolio, it should be written on a form that
includes all of the questions that would be asked of any parent during an
interview.
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Step 2:
Using your assessment plan, assess either a student that has been
identified as gifted/talented or one that is suspected as being
gifted/talented by a teacher or parent (identified according to the current
state of Ohio criteria). For security purposes, please use a fictitious name
for your student.
Step 3:
Communicate your findings in a parent, teacher, and student conference.
Use the report in step 4 as the basis of your meeting.
Step 4:
Assessment Report: To be put into the Digital Dropbox on Blackboard. It
must include:
1. Introduction of the student being assessed: a profile of the student
(cognitive, affective and social assessments); current instruction,
learner products and reasons for having this student assessed (support
with data from readings from any of the UC coursework).
2. The “assessment plan” you have designed and used to conduct this
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3.
4.
5.
6.
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assessment (both formal and informal components).
A written evaluation of the student with a final determination for
placement with supporting research.
A Written Evaluation Plan (WEP) for the student.
A one page self-evaluation of your assessment plan: How well do you
think the plan worked? What were the strengths/weaknesses of your
plan? What changes would you make?
Reference page using APA style referencing.
Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical
impairment, communication disorder, and/or specific learning disability, etc.) which may influence your
performance in this course, you must meet with the Disability Services Office (DSO) to arrange for
reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this
course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus
Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your
accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure
your accommodation needs are discussed, agreed upon, and provided.‖ (see
http://www.uc.edu/aess/programs_services/disability.html).
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or
participate in any examination, study or work requirement on some particular day(s) because of his or
her religious belief should be given the opportunity either to make up the work that was missed or to do
alternative work that is intrinsically no more difficult than the original exam or assignment — provided
that the makeup work does not create an unreasonable burden upon University of Cincinnati and its
faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).
"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances
AND a contract to complete the work is developed and signed by the student and the instructor prior to
the last week of class. It is the student’s responsibility to approach the instructor with the request for an
incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one
calendar year after the initial grade was assigned. (see
http://www.uc.edu/registrar/faculty_resources/grading_scales.html).
Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of
Information Technology. Students who are found to be illegally sharing files will be subject to a
procedural review to determine responsibility under the Code. If responsible, this offense will become
part of each student's permanent judicial file with the University.‖ (see
http://www.uc.edu/conduct/Copyright_Infringement.html).
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and
university-wide programs, resources and services designed to promote transformative academic
excellence through individual and group support. AESS comprises Disability Services and the Learning
Assistance Center. We encourage any student with a disability who needs academic assistance to
contact Disability Services. Learning Assistance is here to help all students who need help with tutoring,
study skills, or other services. Additionally, our services are designed to help all UC students become
successful independent learners, as well as assist in the retention and graduation of all students.
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Disability services, tutoring, and other learning resources are free to students!‖ (see
http://www.uc.edu/aess.html).
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