Key Assessment of Graduate Student Teaching: Curriculum Exploration Project
SPED 754
The Curriculum Exploration Project is designed to assess graduate student teaching in the area of
gifted education. The purpose is to document how well a graduate student understands how to
meet the individual learning needs of gifted and talented learners through the use of various
curricula and how to develop and deliver curricula and instructional planning to meet the
individual learning needs of gifted and talented learners.
CEC Gifted Education Standards Assessed
GT3
Individual Learning Differences
GT3K4 Academic characteristics of individuals with gifts and talents, and
disabilities.
GT3K5 Affective characteristics of individuals with gifts and talents, and
disabilities.
GT3K8 Impact of learners’ academic and social abilities, attitudes, interests,
and values on instruction and career development.
GT7
Instructional Strategies
GT7K3 Theories and research that form the basis of curriculum development
and instructional practice.
GT7K5 General and differentiated curricula for individuals with gifts and
talents.
GT7K6 Differential curriculum needs for individuals with gifts and talents.
GT7S2 Design cognitively complex learning experiences for individuals
with gifts and talents.
GT7S3 Plan instruction using cognitive, affective, and ethical taxonomies.
GT7S9 Select instructional models to differentiate specific content areas.
Description of Assessment
1. One of the ways that we evaluate how well our graduate students have learned how to
understand a learner’s individual learning differences and applicable instructional
planning for those learners is Curriculum Exploration Project report of 8-12 pages.
2. Graduate students are expected to analyze and critically evaluate the various
approaches to differentiation discussed in the course and informed by their experience
(Standards GT3K4, GT3K5, GT3K8, GT7K3, GT7K5, GT7K6).
3. Graduate students are expected to also include how learning plans and instructional
models can affect gifted and talented students’ individual learning differences
(Standards GT7S2, GT7S3, GT7S9).
GRADING RUBRIC
Curriculum Exploration Project SPED 754
This Curriculum Exploration Project is in place of an exam and is meant to provide a synthesis of the course. Analyze and
critically evaluate the various approaches to differentiation for individual learning differences and instructional planning for
gifted and talented learners discussed in this course. Discuss your overall perspective on differentiating curriculum for gifted
learners based on course readings, class discussions, and your professional experience. Length: 8-12 pages, double-spaced.
Assessment
Performance Criteria
1. Core content
mastery
(incorporating diverse
perspectives from
assigned and
independent readings
and class discussion)
Does Not Meet Standards
Meets Standards
Exceeds Standards
Student provides distorted or
wrong information on: the
impact of learners’ academic
and social abilities, attitudes,
interests, and values on
instruction (GT3K8), the
theories and research that
form the basis of curriculum
development and instructional
practice (GT7K3), and the
general and differentiated
curricula for individuals with
gifts and talents (GT7K5).
Student provides satisfactory
information on the topic with at
least 2 perspectives from readings
and class discussions that include:
the impact of learners’ academic
and social abilities, attitudes,
interests, and values on
instruction (GT3K8), the theories
and research that form the basis
of curriculum development and
instructional practice (GT7K3),
and the general and differentiated
curricula for individuals with gifts
and talents (GT7K5).
Student provides rich and
complex information on the topic
with at least 3 perspectives from
reading and class discussions that
include: the impact of learners’
academic and social abilities,
attitudes, interests, and values
on instruction (GT3K8), the
theories and research that form
the basis of curriculum
development and instructional
practice (GT7K3), and the general
and differentiated curricula for
individuals with gifts and talents
(GT7K5).
2. Supporting content
mastery
(incorporating diverse
perspectives from
assigned and
independent readings
and class discussion)
Student provides distorted or
wrong information on: the
academic characteristics of
individuals with gifts and
talents, and disabilities
(GT3K4), the affective
characteristics of individuals
with gifts and talents, and
disabilities (GT3K5), and/or the
differentiated curricular needs
of individuals with gifts and
talents, and disabilities
(GT7K6).
Student provides satisfactory
information on the topic with at
least 1 perspective from readings
and class discussions that include:
the academic characteristics of
individuals with gifts and talents,
and disabilities (GT3K4), the
affective characteristics of
individuals with gifts and talents,
and disabilities (GT3K5), and/or
the differentiated curricular needs
of individuals with gifts and
talents (GT7K6).
Student provides rich and
complex information on the topic
with at least 2 perspectives from
readings and class discussions
that include: the academic
characteristics of individuals with
gifts and talents, and disabilities
(GT3K4), the affective
characteristics of individuals with
gifts and talents, and disabilities
(GT3K5) and/or the differentiated
curriculum needs of individuals
with gifts and talents (GT7K6).
3. Critical thinking
(drawing connections
from implementation
back to theory)
4. Divergent thinking
(drawing connections
to other domains and
life experience)
5. Synthesis and
conclusion
(providing a
framework for fieldbased observations;
integrating them into
curriculum design and
recommendations)
6. Communication
(professionalism of
written
communication)
Student does not connect
implementation experience
back to theory that includes:
designing cognitively complex
learning experiences for
individuals with gifts and
talents (GT7S2), planning
instruction using cognitive,
affective and ethical
taxonomies (GTS3), and/or
selecting instructional models
to differentiate specific content
areas (GTS9).
Ideas and observations are
drawn directly from published
work (GT3K4, GT7K3).
The Curriculum Exploration
Project demonstrates little or
no understanding of the
importance of the topic and its
broader educational
implications. There is little to
no connection to differentiated
curriculum for G&T learners
(GT3K8).
The Curriculum Exploration
Project is late, and/or writing is
unclear and off topic.
Student makes theoretical
connections based on the
implementation experience that
includes: designing cognitively
complex learning experiences for
individuals with gifts and talents
(GT7S2), planning instruction
using cognitive, affective, and
ethical taxonomies (GT7S3),
and/or selecting instructional
models to differentiate specific
content areas (GT7S9).
Ideas and observations are
connected to other domains of
education and life (GT3K4,
GT7K3).
The Curriculum Exploration project
demonstrates a well-developed
understanding of the importance
of the topic and its broader
educational implications, and is
connected to differentiated
curriculum for G & T learners
(GT3K8).
Student makes complex
theoretical connections based on
the implementation experience
that includes: designing
cognitively complex learning
experiences for individuals with
gifts and talents (GT7S2),
planning instruction using
cognitive, affective, and ethical
taxonomies (GTS3), and/or
selecting instructional models to
differentiate specific content areas
(GTS9).
Ideas and observations are
connected in complex ways to
other domains of education and
life (GT3K4, GT7K3).
The Curriculum Exploration
Project demonstrates a welldeveloped understanding of the
importance of the topic and its
broader educational implications,
as well as a coherent sense of
differentiating curriculum for G&T
learners generally (GT3K8).
Writing is reasonably clear,
effective, and focused.
Writing is clear, effective, and
focused.