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Pages:
5 pages/≈1375 words
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12 Sources
Style:
APA
Subject:
Education
Type:
Coursework
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 23.76
Topic:

Measures of Academic Progress (MAP) and the Cognitive Abilities Test (CogAT)

Coursework Instructions:

The response to each question should be 1 page long in APA.
1) MAP Assessment (C4J1)
View the gifted page for DeKalb County School District and the Georgia Department of Education's Referral and Eligibility Process Chart. Also, explore the websites addressing testing.
In DeKalb, the Measures of Academic Progress, or MAP, is used as a universal screener for gifted identification the area of achievement. That means all students are given the opportunity to qualify for gifted services beginning with evidence of achievement. Students who score in the 90th percentile or higher move forward with additional testing. Students in K-2 can qualify with their fall or winter MAP scores while students in grades 3-10 can only use fall MAP scores.* What are the advantages and disadvantages of this universal screening process? (Feel free to display this visually with something like a T-Chart instead of paragraphs but be sure to include a reflection.) Title the journal "MAP Assessment.”
*In the 2020-21 school year, the face-to-face administration of the Winter MAP was used as a universal screener for all K-10 students.
Resources:
- https://www(dot)dekalbschoolsga(dot)org/gifted/
- https://cdn(dot)ymaws(dot)com/nagc.org/resource/collection/276055B2-700D-4F8B-9181-F81C5ACAFF30/NAGC-TIP_Sheet-Assessments.pdf
- https://www(dot)hoagiesgifted(dot)org/tests_tell_us.htm
- https://www(dot)gadoe(dot)org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/TKES%20LKES%20Documents/TKES%20Fact%20Sheets/Fact%20Sheet%20TKES%20Performance%20Standard%206.pdf
2) Data (C4J2)
The Measures of Academic Progress, or MAP, is the district’s achievement test for gifted eligibility. The Cognitive Abilities Test, or CogAT, is the district’s mental ability assessment for gifted eligibility. Explore the resources for MAP and CogAT.
Explain how you can use MAP and CogAT data to drive instruction. Make this assignment relevant to your classroom now. Spend at least 15 minutes in Illuminate which can be accessed through Launchpad/Clever. You can also input individual student CogAT data in the Interactive Ability Profile Interpretation System and glean more information about your students.
What activities/assignments can you create and assign to individuals or groups of students based on assessment data? What standards need the greatest or least emphasis? Focus on gifted learners for this assignment. Be sure to include specific data about at least one student. Title the journal "Data.”
Resources:
- https://www(dot)gadoe(dot)org/School-Improvement/Teacher-and-Leader-Effectiveness/Documents/TKES%20LKES%20Documents/TKES%20Fact%20Sheets/Fact%20Sheet%20TKES%20Performance%20Standard%206.pdf
- https://vimeo(dot)com/251737643
- https://dpdol(dot)nwea(dot)org/public/growth/GR_II_Data-to-InstructionDirections.pdf
3) Articles (C4J3)
Read “Missing in Action: Gifted Black Girls in Science, Technology, Engineering, and Math” and “Motivating Young Adolescents” which are in VERGE and Galileo. In addition, find and read an article of your choice on assessment, motivation, or creativity in gifted education using Galileo. Summarize your learning and explain the classroom application. Be sure to reference the articles in your summary. Title this journal as “Articles.”
Resources:
- https://www(dot)ststesting(dot)com/gift/
- https://www(dot)hawthorne-ed(dot)com/media/PDFs/gifted-evaluation-scale-complete-kit.pdf
- https://gifted(dot)education(dot)uconn(dot)edu/wp-content/uploads/sites/612/2014/08/Scales-for-Rating-the-Behvioral-Characteristics-of-Superior-Students.pdf
- https://www(dot)gadoe(dot)org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/Gifted%20Education/2022-2023%20Georgia%20Department%20of%20Education%20Resource%20Manual%20for%20Gifted%20Education%20Services.pdf
5) A Comparison of Two Programs (C4J5)
Compare the DeKalb County School District’s gifted eligibility requirements and program descriptions to a school district in another state. Use DeKalb’s website at https://www(dot)dekalbschoolsga(dot)org/gifted Links to an external site. as well as the website from another district. It is important to note that districts limit the amount of information shared on their websites. For example, there may be references to achievement or ability tests, but the names of the actual assessments are not included. Title this entry “A Comparison of Two Programs.”
Resources:
- https://www(dot)gadoe(dot)org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Gifted-Education.aspx
- https://www(dot)dekalbschoolsga(dot)org/gifted/
- https://dcsd(dot)sharepoint(dot)com/sites/DCSDGifted
6) Gifted Philosophy (C4J6)
Many of you probably had the opportunity to write a “Philosophy of Education” at some point during your undergraduate work. Now it is time to reflect on the four gifted courses that you have taken and create an original Philosophy of Gifted Education. Think about gifted students and what you think a gifted program should look like. Reference at least two sources from this program. Please title this assignment “Gifted Philosophy.”
Resources:
- https://www(dot)gadoe(dot)org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/Gifted%20Education/2022-2023%20Georgia%20Department%20of%20Education%20Resource%20Manual%20for%20Gifted%20Education%20Services.pdf
- https://www(dot)gadoe(dot)org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Gifted-Education.aspx

Coursework Sample Content Preview:

Class 4 Journals
Name
Affiliation
Course Code
Due Date
Question 1: MAP Assessment
What are the advantages and disadvantages of this universal screening process?
Pros

Cons

Equitable and Inclusive: All students are given the opportunity to qualify for gifted services. This ensures that all students get a chance at least once to qualify. This approach can help identify students who may have otherwise gone unnoticed.

Limited Scope:The process tests a limited number of elements which may not capture the full range of student’s abilities. This may cause misidentification and some students may go unnoticed because their gifts were not captured by the assessment process

Early Identification: The program is designed to test students as early as K-2. There are two assessment processes at that level to ensure that the program captures any student early enough for proper interventions. This is crucial for their academic growth and appropriate support and guidance is channelled early.

Standardized Tests Bias: This refers to the possibility that certain aspects of a standardized test, such as the test content, format, or administration procedures, may unfairly advantage or disadvantage certain groups of test-takers i.e. anxiety, language barriers etc. It can lead to inaccurate assessment of students' abilities and potential, and can perpetuate educational inequities.

Cost effective: The process is cost effective to screen large number of students. It provides reliable data to identify potential students without cost effectively

Emphasis on Academic Achievement: MAP scores are statistical and are used as sole indicators for identification. Other aspects necessary to identify gifted kids are motivation and, curiosity and perseverance. The nature of MAP scores leaves these out.

Reflection:
While MAP scores are equitable, cost efficient and leads to early identification of gifted students, it has other inherent disadvantages. First, it is based on a narrow scope of tests that does not capture the full range of gifted abilities. The process uses standardized test procedures and it can perpetuate inaccurate assessment of students’ abilities and potential. It is important that the system is redesigned to root out these inherent disadvantages and ensure that all gifted students are identified and enrolled in gifted students’ programs.
Question 2: Data
MAP and CoGAT scores are provide valuable information to teachers about their students' strengths and weaknesses, which can help inform instructional decisions. Teachers can use the Map and CoGAT score data to inform their instructional strategies. They can use the data to identify patterns that can be instrumental in identifying the weaknesses and strengths of the students and adapt the instructional strategy to meet the students at their level. The teacher can group the students according to their levels and differentiate instruction accordingly. Tools like Illuminate and Clever can help teachers screen, monitor and assess the cognitive abilities of learners and help teachers create instructional strategies founded in data.
One particular gifted student in the Redan High School is Amubioya, Oluwa...
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