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Friday 18th February - Full day workshop with Dr John Munro

How to interpret Assessment data for Gifted Learners

The workshop begins by looking at strategies for interpreting and using summative data from standardized assessments such as NAPLAN and PAT-R reading.  It investigates the questions:

  • How well do students who have been identified as gifted (verbally/ nonverbally) perform on these tests?
  • Which gifted students are more able to show their talent on standardized tests?

Participants will apply the interpretation procedures to data they bring.

We then examine formative assessment of gifted learning in the classroom.

This will include useful procedures for this and will detail formative assessment tasks for various phases in the course of regular teaching.

Investigate the questions:

  • What aspects of gifted knowledge are not assessed well using standardized tests?
  • How to use tasks that allow students to ‘show all that they know’ about a topic?   

Many gifted students have difficulty displaying their knowledge in standardized assessments contexts.  The workshop will examine strategies for teaching gifted students to use the standardized tests to show optimally what they know.  This will include teaching them to synthesize the assessment with that they know, in part by using  self-talk to assist these students to interpret multiple-choice items and by implementing a classroom culture and climate that fosters this?   Participants will plan a formative assessment protocol for their gifted students.

 The workshop will conclude with participants examining the question:  Where to in the future  for gifted assessment;  summative and formative aspects?  I invite participants  to email me student data/profiles before the workshop.  I request that the data be in a Word of Excel format.  My email is

Saturday 19th March 2016 -

Keynote Dr Cathie Harrison

WORKSHOP with Dr Cathie Harrison: 19th March - Working together for better outcomes for Gifted Children

Children who are gifted can be characterised by distinctive behaviours and by particular learning and socio-emotional strengths and learning needs. A collaborative response is essential for effective identification of giftedness, comprehensive documentation and for determining responsive curriculum planning in the early years. Appropriate responses to giftedness can best be determined when children, families and educators seek out ways in which they can work together. This has significant implications for playing and learning at home and in learning contexts. In this presentation participants will explore the nature of giftedness, with particular focus on the early years and consider ways children, parents and teachers can work together for better outcomes for all.

Proposals for Program Saturday 19th March are now being called for and close 20th February.

Details available soon.

To Register for Conference Click on Get Tickets in the Green Bar