ERIC Number: ED370994
Record Type: RIE
Publication Date: 1994-Apr
Performance-Based Assessment: An Alternative Assessment Process for Young Gifted Children.
Hafenstein, Norma Lu; Tucker, Brooke
Performance-based assessment provides an alternative identification method for young gifted children. A performance-based identification process was developed and implemented to select three-, four-, and five-year-old children for inclusion in a school for gifted children. Literature regarding child development, characteristics of young gifted children, and multiple intelligences theories was analyzed to determine observable behavior. Educators experienced in gifted education designed activities to elicit such behaviors. Activities were designed to include language experiences, musical and kinesthetic activities, math games, and curiosity projects. Social and emotional behaviors were observed as children participated in the activities. Information from development profiles and parental questionnaires was reviewed. Rating-scale information and anecdotal records from the performance-based assessment were analyzed to provide the rationale for individual student's admission into the gifted program. A study evaluating the effectiveness of the performance-based assessment program over 3 years indicated it was an effective tool for identifying young gifted children. Includes one table. (Contains 28 references.) (Author/SLD)
Descriptors: Alternative Assessment, Behavior Patterns, Child Development, Educational Assessment, Evaluation Methods, Gifted, Identification, Individual Development, Intelligence, Interests, Interpersonal Relationship, Multiple Intelligences, Performance Based Assessment, Preschool Education, Profiles, Rating Scales, Student Placement, Young Children
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).