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5.4.7 Depth and Complexity in Gifted Students: Understanding and Simplifying Differentiated Assessment
The Australian Curriculum, Assessment and Reporting Authority (ACARA), notes in its student diversity literature that “Gifted and talented students are entitled to rigorous, relevant and engaging learning opportunities drawn from the Australian Curriculum and aligned with their individual learning needs, strengths, interests, and goals.” Students world-wide, whose readiness-to-learn necessitates a more complex and rigorous curriculum, also require differentiated assessment aligned with their level of instruction. This presentation will detail the connection between pre-testing, curriculum delivery and assessment for gifted students, and provide practical resources and examples for differentiating formative and summative assessment through direct and indirect measures.
Author(s):
Melinda Gindy
president@gfsg.org.au
Australian Association for the Education of the Gifted and Talented
Australia
Melinda Gindy is a learning support teacher with a background in music teaching. Melinda is the President of GFSG Inc., the NSW association represented on the Australian Association for the Education of the Gifted and Talented (AAEGT). Additionally, Melinda is the AAEGT Vice-President and National Facilitator of Gifted Awareness Week Australia. She served on the organising committees for the 2016 AAEGT National Gifted Conference, the 2017 NSW Gifted Awareness Forum for Educators, and the 22nd Biennial World Gifted Conference. Melinda has been an invited and sessional presenter at a number of local, state and international conferences, including 2017 World Gifted.