Key Assessment of Graduate Student Teaching: Field-based Final Paper
SPED 753
The field-based final paper is designed to assess graduate student teaching in the area of gifted
education. The purpose is to document how well a graduate student of the gifted understands: the
evolving field of gifted education, how to identity gifted learners, how to analyze their social and
emotional needs, and how to apply the understandings of giftedness to diverse populations. The
paper is a field-based project because its topic question and analysis are linked to the 10
fieldwork observation and reflection hours.
CEC Gifted Education Standards Assessed
GT1
Foundations
GT1K2 Models, theories, and philosophies that form the basis for gifted
education.
GT1K3 Laws and policies related to gifted and talented education.
GT1K5 Issues in definition and identification of individuals with gifts and
talents, including those from culturally or linguistically diverse
backgrounds.
GT1K8 Impact of labeling individuals with gifts and talents.
GT1K12 Issues and trends in gifted education and related fields.
GT2
GT2K1
GT2K3
GT2K7
Development and Characteristics of Learners
Typical and atypical human growth and development.
Similarities and differences among individuals with gifts and talents.
Cognitive characteristics of individuals with gifts and talents in
intellectual, academic, creative, leadership and artistic domains.
GT2K8 Affective characteristics of individuals with gifts and talents in
intellectual, academic, creative, leadership, and artistic domains.
Description of Assessment
1. One of the ways that we evaluate how well our graduate students understand the
foundations of gifted education’s past and present and the development and
characteristics of gifted learners is through a field-based final paper of 8-12 pages.
Examples and analysis are based on the 10 fieldwork observation hours, on class
readings and discussions, and on the independent, outside research work that
students study.
2. Graduate students are expected to analyze and critically evaluate the evolving
field of gifted education, to identify gifted learners, to analyze their social and
emotional needs, and to apply the understandings of giftedness to diverse
populations. (Standards GT1K2, GT1K3, GT1K5, GT1K8, GT1K12, GT2K1,
GT2K3, GT2K7, GT2K8)
GRADING RUBRIC Field-based Final Paper
SPED 753
This paper, based on fieldwork observation and reflection, is in place of an exam, and is meant to provide a synthesis of the
course: Discuss how your topic fits into an overall perspective on gifted education, including identifying gifted learners, analyzing
their social and emotional needs, and analyzing understandings of giftedness to diverse populations. Length: 8-12 pages, doublespaced.
Assessment Performance
Criteria
1. Core content mastery
(incorporating diverse
perspectives from
assigned and independent
readings and class
discussion)- required
Does Not Meet Standards
Meets Standards
Exceeds Standards
Student provides distorted or
wrong information on any
dimension of the topic from the
following: models, theories, and
philosophies that form the basis
for gifted education (GT1K2),
issues in definition and
identification of individuals with
gifts and talents, including those
from culturally and linguistically
diverse backgrounds (GT1K5),
cognitive characteristics of
individuals with gifts and talents in
intellectual, academic, creative,
leadership, and artistic domains
(GT2K7), affective characteristics
of individuals with gifts and talents
in intellectual, academic, creative,
leadership, and artistic domains
(GT2K8), and similarities and
differences among individuals with
gifts and talents (GT2K3).
Student provides satisfactory
information on at least 3
dimensions of the topic from
the following: models,
theories, and philosophies that
form the basis for gifted
education (GT1K2), issues in
definition and identification of
individuals with gifts and
talents, including those from
culturally and linguistically
diverse backgrounds (GT1K5),
cognitive characteristics of
individuals with gifts and talents
in intellectual, academic,
creative, leadership, and artistic
domains (GT2K7), affective
characteristics of individuals
with gifts and talents in
intellectual, academic, creative,
leadership, and artistic domains
(GT2K8), and similarities and
differences among individuals
with gifts and talents (GT2K3).
Student provides rich, complex
and accurate information on at
least 4 dimensions of the topic
from the following: models,
theories, and philosophies that
form the basis for gifted
education (GT1K2), issues in
definition and identification of
individuals with gifts and
talents, including those from
culturally and linguistically
diverse backgrounds (GT1K5),
cognitive characteristics of
individuals with gifts and
talents in intellectual,
academic, creative, leadership,
and artistic domains (GT2K7),
affective characteristics of
individuals with gifts and
talents in intellectual,
academic, creative, leadership,
and artistic domains (GT2K8),
and similarities and differences
among individuals with gifts
and talents (GT2K3).
2. Specialized content
mastery (incorporating
diverse perspectives from
assigned and independent
Student provides distorted or
wrong information on any of the
following dimensions that are
relevant to the topic: laws and
Student provides satisfactory
information on any of the
following dimensions that are
relevant to the topic: laws and
Student provides accurate and
complex information on any of
the following dimensions that
are relevant to the topic: laws
readings and class
discussion)– when
relevant to topic
policies related to gifted and
talented education (GT1K3),
impact of labeling individuals with
gifts and talents (GT1K8), issues
and trends in gifted education and
related fields (GT1K12), typical
and atypical growth and
development (GT2K1).
3. Critical thinking
(analysis and evaluation)
Student does not identify a focus
of interest, does not defend the
topic coherently, and fails to
provide practical recommendations
(GT1K1).
policies related to gifted and
talented education (GT1K3),
impact of labeling individuals
with gifts and talents (GT1K8),
issues and trends in gifted
education and related fields
(GT1K12), typical and atypical
growth and development
(GT2K1).
Student identifies an important
focus of interest reasonably
clearly, defends it coherently,
and provides practical
recommendations (GT1K1).
4. Divergent thinking
(drawing connections to
other domains and life
experience)
5. Synthesis and
conclusion (providing a
framework for field-based
observations)
Ideas and observations are drawn
directly from published work
(GT1K1).
Ideas and observations are
connected to other domains of
education and life (GT1K1).
6. Communication
(professionalism of written
communication)
Paper is late, and/or writing is
unclear and/or off topic.
Paper demonstrates little or no
understanding of the importance
of the topic and its broader
educational implications (GT1K7,
GT1K8, GT1K12). The paper
includes fewer than 3 field-based
observations.
Paper demonstrates a welldeveloped understanding of the
importance of the topic and its
broader educational
implications (GT1K7, GT1K8,
GT1K12). The paper includes 35 field-based observations.
Writing is reasonably clear,
effective, and focused.
and policies related to gifted
and talented education
(GT1K3), impact of labeling
individuals with gifts and
talents (GT1K8), issues and
trends in gifted education and
related fields (GT1K12), typical
and atypical growth and
development (GT2K1).
Student identifies an important
focus of interest, defends it
coherently with theoretical,
empirical, and experiential
support, and provides practical
recommendations that
demonstrate ideational fluency
with regard to the concepts of
gifted and talented education
(GT1K1).
Ideas and observations are
connected in complex ways to
other domains of education and
life (GT1K1).
Paper demonstrates a welldeveloped understanding of the
importance of the topic and its
broader educational
implications (GT1K7, GT1K8,
GT1K12). The paper includes 6
or more field-based
observations.
Writing is very clear, effective,
and focused.