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Thursday, November 1 • 3:15pm - 4:15pm
Breakout 2E: Using Off-Level Assessment Results Effectively

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Acceleration, in its many forms, is a critical part of talent development for high ability young people, and above-grade-level assessment is a valuable tool for educators, students, and families to pinpoint strengths and plan for growth, including accelerated instruction.

For above-grade-level assessment to be useful, everyone involved in developing a student's academic plan needs to know what the results mean and how to use them to make informed decisions. Do you know how off-level testing works? Are you confident using above-grade-level score data to inform decisions about instruction, make recommendations about supplemental programs, or enhance a continuum of services? Are you able to respond to student or parent inquiries about how best to meet identified needs?

Using case studies, learn how you can use off-level test results to make decisions about acceleration, assist students with academic planning, and create services aligned with NAGC programming standards.

As a result of this session, participants will:
  • Understand the role of above-grade-level assessment in academic planning for high-ability students.
  • Interpret above-grade-level scores on the PSAT, SAT, and ACT and identify how they can be used to make decisions about acceleration, enrichment, and other program opportunities for students.
  • Work with parents and students to help them better understand student strengths and needs for talent development.
  • Make use of resources and research available on above-grade-level assessment to enhance programs that align with the NAGC programming standards.

NAGC Standards Addressed
Standard 1: Learning & Development
  • 1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.
Standard 2: Assessment
  • 2.2. Identification. Each student reveals his or her exceptionalities or potential through assessment evidence so that appropriate instructional accommodations and modifications can be provided
  • 2.4. Learning Progress and Outcomes.  Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments.
Standard 3: Curriculum Planning & Instruction
  • 3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.
Standard 5: Programming
  • 5.3. Collaboration. Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the school.
These are all standards having to do with identification, self-advocacy, and a continuum of service that includes enrichment and acceleration.

avatar for Melissa Hinshaw

Melissa Hinshaw

Assessment Coordinator, Northwestern Center for Talent Development
Melissa Hinshaw is the Coordinator of Assessment at the Center for Talent Development at Northwestern University. As the assessment leader she manages the NUMATS above-grade assessment program and works to bring a variety of assessments to CTD programs. In addition to managing assessment... Read More →

Thursday November 1, 2018 3:15pm - 4:15pm CDT
Wilderness 4