Assessment 1: Content knowledge: Foundations paper
Description of the Assessment: This assessment is a paper in which the candidate articulates his or her personal
philosophy regarding the education of individuals identified as gifted, creative, or talented.
A brief analysis of the data findings: The data reflect the improvement of the program since 2006. The faculty was able
to refine assignments and activities in the courses to better prepare students for this assignment. The data from recent
years demonstrate that students are well prepared in the philosophy of working with gifted, creative, and talented
students and can articulate their own personal philosophy. Missing data for 2010-2011 is due to merger of two classes
and failure to reassign assessment to merged course and change in coordinator (who subsequently was unable to
continue.)
Assessment 1: Foundations paper
Generate a paper articulating your stance and personal philosophy regarding the education of individuals identified as gifted, creative, or talented. Include:
2006
2007
2008
2009Components:
Demonstrating standard: 3
Approaching Standard: 2
Unacceptable: 1
2007
2008
2009
2010
Intra- and interpersonal
1.5 Candidates know and
Some or inconsistent
Little or no evidence
differences and similarities
understand human growth
demonstrating of
of understand
among individuals
and development including
understand human
human growth and
identified as gifted,
similarities and differences
growth and development
development
creative, or talented, and
of individuals with gifts/
including similarities and
including similarities
2.44
3
3
2.98
your
talents and the general
differences of individuals
and differences of
population.
with gifts/ talents and the individuals with
general population.
gifts/ talents and the
general population.
Academic and affective
characteristics, and the
impact of multiple
exceptionalities on
education
Academic and affective
characteristics, and the
impact of multiple
exceptionalities on
education
1.6 Candidates know and
apply knowledge of the
cognitive and affective
characteristics of individuals
with gifts/ talents including
those from diverse
backgrounds, in intellectual,
academic, creative, and
artistic domains.
Some application of
knowledge of the
cognitive and affective
characteristics of
individuals with gifts/
talents including those
from diverse
backgrounds, in
intellectual, academic,
creative, and artistic
domains.
Little or no
application of
knowledge of the
cognitive and
affective
characteristics of
individuals with
gifts/ talents
including those from
diverse
backgrounds, in
intellectual,
academic, creative,
and artistic domains.
1.7 Candidates understand
the societal, cultural, and
economic factors involved in
gifted education (including
anti-intellectualism and
equity vs. excellence), which
enhance or inhibit the
development of gifted
education.
1.7 Candidates
understand the societal,
cultural, and economic
factors involved in gifted
education (including antiintellectualism and equity
vs. excellence), which
enhance or inhibit the
development of gifted
education.
1.7 Candidates
understand the
societal, cultural,
and economic
factors involved in
gifted education
(including antiintellectualism and
equity vs.
excellence), which
enhance or inhibit
the development of
gifted education.
2011-2012
3: 15
candidates
2: 3
candidates
3: 11
candidates
2: 5
candidates
2.44
3
3
2.98
3: 16
candidates
2: 1
candidate
2.44
3
3
2.98
1: 1
candidate
Organizations that you turn
to for professional
development
Professional activities you
will use to enhance your
professional development
Sources of information
related to gifted and
talented education.
Number of Candidates
6.1 Candidates engage in
professional activities, read
current publications, and use
evidence-based best practice
research as part of a welldeveloped professional
development plan.
Some evidence of
participation in
professional activities,
Little or no evidence
of professional
activities, r
3.6 Candidates identify
theories and research that
form the basis of curriculum
development and
instructional practice, and
use national and state
curricula standards.
Some effort to enhance
knowledge of research
that form the basis of
curriculum development
and instructional practice,
and use national and state
curricula standards.
Little or no efofrt to
enhance knowledge
of research that
form the basis of
curriculum
development and
instructional
practice, and use
national and state
curricula standards.
6.1 Candidates engage in
professional activities, read
current publications, and use
evidence-based best practice
research as part of a welldeveloped professional
development plan.
6.1 Candidates engage in
professional activities,
read current publications,
and use evidence-based
best practice research as
part of a well-developed
professional development
plan.
6.1 Candidates
engage in
professional
activities, read
current publications,
and use evidencebased best practice
research as part of a
well-developed
professional
development plan.
3: 17
candidates
2.44
3
3
2.98
1: 1
candidate
3: 17
candidates
1: 1
candidate
2.44
3
3
2.98
3: 14
candidates
2: 4
candidates
2.44
3
3
2.98
30
56
59
68
18