JavaScript isn't enabled in your browser, so this file can't be opened. Enable and reload.
EDIS 651 Pre- and Post-Assessment
Answer as honesty and completely as possible.
The Ability Level Scale
0 = Unable
1= Somewhat Able
2 = Neutral
3 = Quite Able or Proficient
4= Very Able or Expert
The Comfort Level Scale
0 = Very Uncomfortable
1 = Somewhat Uncomfortable
2 = Neutral
3 = Comfortable
4 = Very Comfortable
Use your Ashland University email address below.
Sign in to Google
to save your progress.
Learn more
* Indicates required question
Email
*
Your email
Would you allow me to use your comments for research and reporting purposes?
Yes
No
Clear selection
1. I know and can interpret the general categories, definitions, and requirements for Ohio gifted education and service, as outlined by the Ohio Law and Ohio Operating Standards for Identifying and Serving Students Who Are Gifted.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
2. I know and can interpret the impact of the historical foundations of the curriculum on the field today; relate the ideas of the major researchers, curriculum designers, and advocacy organizations in the field to my specific curricular needs and those of their district.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
3. I know and can interpret the service portion of the WEP according to the Ohio Rule; explain and critique my home/local district WEP and service options for students who are gifted; support the writing of WEP goals.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
4. I know and can apply processes for differentiating instruction based on student readiness, knowledge and skill level, including using accelerated content, complexity, depth, challenge, creativity, and abstractions.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
5. I can select, adapt, or create a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive, and complex content; critique my and others’ differentiation plans.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
6. I can provide an extension or replacement of the general education curricula, modify the learning process through strategies such as curriculum compacting, and select alternative assignments and projects based on individual and student needs; critique my and others’ curricular plans.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
7. I can recognize and respond to characteristics and needs of gifted students from traditionally underrepresented populations of students who are gifted; create safe and culturally responsive learning environments.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
8. I can effectively identify the need for and incorporate strategies to support gifted students’ critical and creative thinking, motivation, self-regulation, and autonomy.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
9. I can effectively incorporate a variety of sources to measure and monitor gifted students’ growth; effectively incorporate processes for selecting, using, and interpreting technically sound formal and informal assessments for the purpose of academic decision making.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
10. I can construct plans that integrate technology for management and as an instructional tool to provide differentiated curricula that is challenging, in-depth, and engaging.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
11. I can justify my personal and professional learning goals for EDIS 651, apply course learning to my current and developing educational philosophy for teaching, especially for teaching gifted students in my context.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
12. I know and can effectively utilize the standards and competencies in the field of gifted education to structure, clarify goals, and provide accountability within my teaching context and home school/district.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
13. I can write, speak, and give presentations with graduate level professionalism according to Ashland University’s Accent on Writing and The Publication Manual of the American Psychological Association 7th Edition.
0
1
2
3
4
Before 651
After 651
0
1
2
3
4
Before 651
After 651
Clear selection
Before 651: Consider up to five of the above areas you feel are most critical to you to learn in this course as they pertain to your gifted students and your teaching. List them and comment on them here.
Your answer
After 651: Where did you feel you made the most growth in this class? What areas do you still feel you need or want to improve?
Your answer
After 651 Reflection: Please comment on the course itself, the texts, the instructor, the format, pace, level of challenge, anything you wish to share so that I can improve the course:
Your answer
A copy of your responses will be emailed to the address you provided.
Submit
Clear form
Never submit passwords through Google Forms.
reCAPTCHA
Privacy
Terms
This form was created inside of Ashland University.
Does this form look suspicious?
Report
Forms
Help and feedback
Help Forms improve
Report
