Optimal Identification Goal 2 Knowledge Check

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This Google Form is designed to check your understanding of the Goal 2 Module content. Completion of this Form is how we know you have completed the Goal 1 modules and is the signal to us to process your payment. Please make sure to complete this Form using the same email you gave us for the project or else we won't know who to pay!

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1. What does CASA stand for? *

1 point

Cost, Alignment, Sensitivity, and Access

Criteria, Assessment, Sensitivity, and Ability

Cost, Assessment, Socialization, and Alignment

Crying, Always, Specifically during Assessment

2. Which of the following is most accurate when explaining CASA?

1 point

CASA criteria can be used to help you evaluate your identification system.

CASA criteria are interrelated and adjustments made to one criterion affect the other criteria

CASA criteria do not help you select a test or dictate which services you should use.

All of the above.

3. How is "cost" defined in the CASA criteria? *

1 point

The proportion of students correctly identified for gifted services.

Overcoming or eliminating systematic barriers to gifted services.

A way of saving money.

Any finite resource allocated to identifying students for gifted services.

4. Why does cost matter in gifted education?
*

1 point

Reducing costs can help more resource be devoted to services.

Excessive costs can put a gifted coordinator's job at risk.

Higher costs tend to correlate with higher quality identification systems.

Higher costs communicate the importance of identification systems.

5. Which of the following are example costs associated with gifted identification? *

1 point

Money to purchase tests.

Staff time to conduct the identification process.

Lost instructional time used to administer tests.

All of the above.

6. Why is it important to align identification and services?

1 point

Most state polices require it.

Students are more likely to show academic gains when identification and services are aligned.

Otherwise parents are able to game the identification system.

Students are more likely to enjoy services that are aligned with the identification process.

7. Which of the following shows strong alignment between identification and services?

1 point

Creativity checklist and math achievement assessment in the top 5% and an hour a week of services featuring Genius Hour.

Top 5% on a math achievement test and a composite ability measure with an hour a week of pull-out services featuring math games and logic puzzles.

Nonverbal ability score in the top 10% with a daily replacement curriculum in reading.

Top 5% on a math achievement test and a quantitative battery of an ability measure with daily advanced replacement curriculum in mathematics.

8. Which of the following shows weak alignment between identification and services?

1 point

Top 5% on a reading, math, and composite ability assessment with an hour a week of math and reading enrichment services in the general classroom cluster group setting.

Top 15% reading achievement score and an hour a week of enrichment services focused on advanced reading texts and Socratic seminars.

Top 5% on a mathematics achievement test and the quantitative battery of an ability test with a telescoped math services (accelerated class that provides 2 years of service in 1).

Top 10% on a creativity assessment checklist and an hour a week enrichment focused on creating solutions to community problems.

9. Which of the following best defines sensitivity? *

1 point

A student’s emotional response to be assessed.

The proportion of students correctly identified for gifted services.

The percent of a student population identified as gifted.

The ratio between the proportion of a subgroup identified as gifted and that group's proportion in the overall student population.

10. Which action would increase sensitivity? *

1 point

Use the AND combination rule.

Avoid identifying any students who might not be successful.

Err on the side of inclusion for students who might be borderline cases.

Increase the cut score necessary to qualify.

11. Compared to a system that first requires a student be nominated by a teacher before being tested, a universal consideration system will have what effect on sensitivity? *

1 point

None

Increase sensitivity

Decrease sensitivity

Depends on the group being tested at phase two.

12. Which of the following is a correct interpretation of an "RI" of .45" for Black students? *

1 point

Black students are 45% as represented as they "should" be in your gifted population

Black students are represented only 45% as much in your gifted population as they are in your overall student population.

Black students are 45% of your gifted population.

Black students are 55% of your gifted population.

13. Which of the following is an example of UNDER-representation? *

1 point

White students with lower test scores were identified as gifted at a lower rate than their Asian peers.

Students from low-income families are identified at lower rates compared to their higher-income peers even when they score the same.

Black students are more likely to be identified as gifted in the district next door to yours.

English learners are identified at lower rates in the area of reading than their English-proficient peers.

14. What source of disproportional representation can be addressed by improved identification practices? *

1 point

Differences in educational opportunity between groups.

Parents not seeing any value in the gifted services offered

Lack of gifted services available at a school

Lack of parental awareness in referral requirements.

15. What effect will allowing for appeals of identification decisions have on the proportionality of the students identified as gifted? *

1 point

Proportionality will improve as parents can now appeal any biased identification decisions.

Proportionality will improve as students missing test scores can still be identified.

Proportionality will get worse as families with the sociocultural capital can now directly advocate for their children.

Proportionality will get worse because some families will not know about appeals as an option.

16. Why is "finding the right test" not going to result in proportional representation? *

1 point

Because it doesn't address the root causes of racism and inequality that drive disproportionality.

Because all tests are biased against certain student groups.

Because giftedness cannot be measured by standardized assessments.

Because the problem is implicit biases on the part of teachers.

17. What content from the Goal 2 modules stuck with you the most?

18. What should be improved before we release the Goal 2 modules to the public?

19. What new questions do you have as a result of the Goal 2 modules?

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