This article attempts to introduce parents of gifted students to the basics of performance-based assessment, authentic assessment, and portfolio assessment. A list of suggested questions is provided for parents to ask educators in the areas of alternative assessment measures, evaluation criteria, grading guidelines, and other problematic issues.…

Parents of gifted children are advised to follow a four-step plan of information gathering and advocacy when their children are not receiving an appropriate educational program. Examples of three parents following this procedure are presented, along with a checklist for program and teacher evaluation. (DB)

This article examines the myths and realities surrounding grading for gifted students, drawing on educational research and anecdotal experience. It contends that current grading systems tend to lack psychometric validity and reliability, that schools should embrace national standards, and that higher order thinking skills should be emphasized in…

Parental coaching with homework of gifted children is considered. The coaching process involves planning, teaching, reflecting, and applying what has been learned to the next situation. The parent's role is described as providing the right environment for working, providing help when desired, and being nonjudgmental. (SW)

The history of the inclusion movement is briefly summarized, with emphasis on adaptations for students who are gifted or talented. Characteristics of effective inclusion settings are identified, including effective instructional presentation, a cooperative and encouraging classroom environment, high teacher expectations, a cognitive emphasis, and…

Interdisciplinary curriculum attempts to connect various subject areas through the use of topics, themes, or problems. It encourages children to solve problems in ways that parallel human experience and helps them link past to future. Reasons for the movement toward interdisciplinary curriculum are cited. An elementary curriculum unit organized…

Parents of gifted children are urged to understand that there are many different kinds of intelligence and ability tests; tests are designed for different purposes; all tests involve a certain amount of error; and tests only sample one aspect of a child's performance. (DB)