Using Selected-Response and Constructed-Response Item Formats for Assessing Gifted Students’ Learning

• In Event: Roundtable Session 18
  In Roundtable Session: Instrumentation and Identification in Giftedness, Creativity, and Talent

Abstract

Assessment practices in gifted education classrooms are the least documented (Dai, Swanson, & Cheng, 2011) compared to other areas in gifted education. In measuring student outcomes, assessment experts (e.g., Miller, Linn & Gronlund, 2012) note that item formats developed should be in accordance with learning objectives and student characteristics to provide stronger evidence for student learning. This study investigates third grade students’ outcomes on tests using selected-response and constructed-response item format and evaluate correlations among outcomes. Results suggest that when tests are designed purposefully, the need for more than one item format to ensure coverage of content, skill and knowledge is necessary.

Authors

• Mona Aliana Mohammad Alimin, University of Virginia

• Carolyn M. Callahan, University of Virginia

• Sarah Oh, University of Virginia