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Bertie Kingore

GT Weekly Teaching Strategy: Advanced Rubrics


Rubrics are valuable assessment tools that make standards and expectations transparent to the student. Many rubrics that are used in daily classroom instruction focus primarily on proficiency overlooking advanced, exceptional, and innovative standards of performance.

Bertie Kingore (2004) states guidelines for assessing advanced responses, exceptional, and innovative work in practical terms that can be easily incorporated into rubrics teachers can use with gifted and highly able students.

Advanced Response

  • Some students achieve this level of competency.
  • Product demonstrates a strong, above-average response.
  • Occasional sparks of advanced potential are evident.
  • Performance is typical of high achieving students.

Exceeds Expectations
  • Few students achieve this level of competency.
  • Product exceeds the standards and expectations of the grade level.
  • The student exhibits consistent excellence; heightened abilities and insights; greater depth, complexity, and scope.
  • Responds positively to task complexity and challenge.
  • Performance is typical of gifted students.

Innovative
  • This level of competency is rare.
  • Responses are remarkable and substantially exceed expectations.
  • Strengths are clearly outstanding.
  • Product is an original contribution to the discipline for a student of this age.
  • Performance is typical of highly-gifted students.

Bertie Kingore (2004) outlines how advanced, exceptional, and innovative student performance may look throughout different types of learning objectives.
Learning Standards
Advanced Response: Concludes appropriate relationships; uses some metaphors to develop relationships; discusses concepts and principles based upon events
Exceeds Expectations: Symbolic or metaphorical thinking is evident; concludes beyond concrete realities or specific objects; idea based.
Innovative: Creates complex symbolic or metaphorical relationships; uses idea-based thinking to pose principals or generalizations between abstract ideas and intangibles.

Abstract Thinking
Advanced Response: Covers topic effectively; well developed; explores the topic beyond basic facts and details.
Exceeds Expectations: Precise data; in-depth; well-supported; develops more advanced concepts and relationships; insightful; evaluates the issues of the topic.
Innovative: Forms original generalizations using complex concepts and relationships; hypothesizes and infers beyond the data; unique ideas or responses; evaluates issues across disciplines and topics.

Complexity
Advanced Response: Critical thinking is evident; compares and contrasts; integrates topics, time, or disciplines.
Exceeds Expectations: Analyzes, synthesizes, and evaluates across time and disciplines; interprets and creatively integrates multiple perspectives and issues; uses beyond grade-level resources.
Innovative: Internalizes complex information and relationships; expands concepts beyond age expectations; works with multiple abstractions; sophisticated use of resources.

Content Depth
Advanced Response: Covers topic effectively; well developed; explores the topic beyond the basic facts and details.
Exceeds Expectations: Precise data; in-depth well supported; develops more advance concepts and relationships; insightful; evaluates the issues of the topic.
Innovative: Forms original generalizations using complex concepts and relationships; hypothesizes and infers beyond the data; unique ideas or responses; evaluates issues across disciplines and topics.

Communication: Written, Oral, and/or Graphic
Advanced Response: Elaborates in response to questions or probes; incorporates appropriate terminology, graphics, and/or notation; communication is clear and interesting; shows awareness of the audience.
Exceeds Expectations: Explains independently, clearly, and confidently; precise vocabulary, graphics, and/or notation; critiques; develops product or performance with nuances for a specific audience.
Innovative: Outstanding; communicates a level of insight that enhances the understanding of others; sophisticated and professional level of vocabulary, graphics, and/or notation; engages others in reflection.

Extension
Advanced Response: Response is embellished; ideas or concepts are elaborated and developed to enhance assignment.
Exceeds Expectations: Response is developed beyond the assignment; poses unanswered questions; extends through personal insight, examples, graphics, performance, or an atypical application.
Innovative: Response demonstrates intense involvement in the topic or data; pursues a self-selected problem beyond the assignment; response is multi-faceted and developed over time.

Autonomy
Advanced Response: Critical thinking is evident; compares and contrasts; integrates topics, time, or disciplines.
Exceeds Expectations: Analyses, synthesizes, and evaluates across time and disciplines; interprets and creatively integrates multiple perspectives and issues; uses beyond grade-level resources.
Innovative: Internalizes information and relationships; expands concepts beyond age-expectations; works with multiple abstractions; sophisticated use of resources.

Problem Solving: Procedural Knowledge
Advanced Response: Anticipates directions and time lines; applies the skills of independence.
Exceeds Expectations: Self-directed; self-governing; functions independently; frequently initiates own learning; exceeds the parameters of assignments.
Innovative: Self-motivating; self-selects problems and procedures; efforts and products exceed the parameters of the assignment; develops systems and habits for effective, efficient learning.

References: Kingore, Bertie. (2004). Differentiation: simplified, realistic, and effective. How to challenge advanced potentials in mixed-ability classrooms. Austin, TX: Professional Associates Publishing.