National Association for Gifted Children
1331 H Street, NW, Suite 1001
Washington, DC 20005
(202) 785-4268
www.nagc.org
NAGC Professional Standards Committee:
Syllabus Revision Checklist
Title of Course
_ Relates to core courses taught in most undergraduate programs.
Author Acknowledgement includes author of the syllabus and individual who adapted
the syllabus
_ yes
Prerequisites
_ Describe prerequisite concepts.
Course Description
_ Relates to core courses taught in most undergraduate programs.
_ Includes major concepts and/or activities.
_ Includes concepts/activities related to gifted education.
Conceptual Framework
_ Shows how course description relates to college’s conceptual framework.
Required Texts and Other Resources
_ Texts/resources relate to course objectives.
_ Texts/resources are the latest edition.
_ One or more of the texts/resources relate to gifted education.
Related Standards
_ Course addresses one or more standards in gifted education for all teachers
(check the ones that apply):
_
_
_
1. recognize the learning differences, developmental milestones, and cognitive/affective
characteristics of gifted and talented students, including those from diverse
backgrounds, and identify their related academic and social-emotional needs;
2. Design appropriate learning and performance modifications for individuals with gifts
and talents that enhance creativity, acceleration, depth and complexity and in academic
subject matter and specialized domains; and
3. Select, adapt, and use a repertoire of evidence-based instructional strategies to
advance the learning of gifted and talented students.
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Course Goals and Objectives:
_ Addresses the concepts.
_ Stated in terms of what the student will learn.
_ Are measureable.
_ Address gifted education standards.
Course Assignments:
_ Lists major assignments for the course (e.g., case study, papers).
_ Each assignment has a brief description.
_ Each assignment is connected to an assessment (i.e., rubric/checklist).
_ One or more of the assignments relate to gifted education standards.
_ Gifted education standards are noted next to the assignment.
Grading Policy
_ Quantified scale is included with final grade categories and percentages.
_ Scale shows weighting toward standards’ knowledge and skills.
Agenda/Schedule of Class Topics:
_ Topics are listed in the order they will be presented.
_ Topics are aligned with the objectives, assignments, and assessments.
_ Topics related to the gifted education standards are distinctly identified.
Methods of Evaluation:
_ Assessment aligns with gifted education standard(s).
_ Assessments identify key components of required knowledge and/or skills.
_ Assessments meet technical adequacy standards of content validity, inter-rater reliability, and
freedom from overt bias.
_ Scoring guides (rubrics) identify distinct levels of candidate proficiency.
_ Scoring guides are content specific and aligned to standards.
_ Scoring guides measure observable behaviors.
_ Scoring guides use a scale with descriptors at each rating point.
_ Quality and quantity indicators are employed as appropriate.
_ Scoring guides are weighted in favor of the standard’s knowledge and skills and not
appearance/mechanics.
Other areas that may be included
_ Attendance policy
_ Communications
_ Late assignments
_ Cell phones
_ Computers
_ Disability Policy
_ Academic Dishonesty/Plagiarism
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Process for Review:
1. Use track changes or other strategy to flag where gifted education modifications have been
made to the original syllabus.
2. Submit revised syllabi to Cheryll Adams, chair, NAGC Professional Standards Committee at
cadams@bsu.edu.
3. Committee members will review the revised syllabi and provide feedback and comments for
any needed revisions.
4. Following positive reviews, the syllabus will be posted on the NAGC website.
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