Assessment
In reference to Bloom’s Taxonomy assessment strategies are clear and conscience. When assessing higher level thinking, educators may use Bloom’s Taxonomy to address cognitive learning at many different and increasingly complex levels (OCDSB, 2019). The model describes six levels of thinking that are arranged in a sequential manner:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
In order for gifted students to reach their potential in the classroom, expectations should be differentiated appropriately. This can be done by using a variety of methods:
-
Rubrics with specific expectations for each component of the evaluation
-
Self and peer evaluation
-
Student-teacher conferencing
-
Using both qualitative and quantitative evaluation
-
INVOLVING students in establishing criteria for evaluation
It is important to create assessment tools with the students so they are able to express their skills through formal and informal assessment. If the student has an Individual Education Plan (I.E.P.) then educators must ensure the assignment and assessment are reflective of their needs. The I.E.P also states what and how things will be assessed. Using Bloom’s Taxonomy as a guide will allow for a great sense of awareness in student ability.
In our lesson, we are focusing on poetry. Poetry is an efficient means of allowing students to create and express thoughts and feelings while developing a broader and richer vocabulary, both orally and through their written work. The following is an example of a rubric created collaboratively with the class for today’s lesson.
“In a diverse classroom, no single method can reach all learners. Multiple pathways to achieving goals are needed.”
(Hitchcock, Meyer, Rose, & Jackson, 2002, p. 18)
